Chapter 2. Identifying the inquiry and stating the problem (Practical Researc...Cristy Ann Subala
The learner...
1. designs a research useful in daily life. CS_RS12-Id-e-1
2. writes a research title. CS_RS12-Id-e-2
3. describes background of research. CS_RS12-Id-e-3
4. states research questions. CS_RS12-Id-e-4
5. indicates scope and delimitation of study. CS_RS12-Id-e-5
6. cites benefits and beneficiaries of study . CS_RS12-Id-e-6
7. presents written statement of the problem . CS_RS12-Id-e-7
Chapter 2. Identifying the inquiry and stating the problem (Practical Researc...Cristy Ann Subala
The learner...
1. designs a research useful in daily life. CS_RS12-Id-e-1
2. writes a research title. CS_RS12-Id-e-2
3. describes background of research. CS_RS12-Id-e-3
4. states research questions. CS_RS12-Id-e-4
5. indicates scope and delimitation of study. CS_RS12-Id-e-5
6. cites benefits and beneficiaries of study . CS_RS12-Id-e-6
7. presents written statement of the problem . CS_RS12-Id-e-7
Structure of a Research Paper
Parts of A Research Paper
I. Preliminaries
A. Title Page
B. Approval Sheet
C. Acknowledgment Sheet
D. Abstract
E. Table of Contents
F. List of Tables
G. List of Figures
II. Text
A. Introduction
1) Background of the Study
2) Conceptual Framework
3) Statement of the Problem
4) Hypothesis
5) Significance of the Study
6) Scope and Delimitation of the Study
7) Definition of Terms
B. Review of Related Literature and Studies
1) Foreign Literature
2) Foreign Studies
3) Local Literature
4) Local Studies
5) Synthesis and Relevance to the Studies
C. Methodology
1) Method of Research to be Used
2) The Population frame and Sample Size
3) Instrumentation
4) Data-gathering Procedure
5) Statistical Treatment of the Data
D. Presentation, Analysis and Interpretation of Data
E. Summary, Conclusions and Recommendation’s
III. Reference
A. Bibliography
B. Appendices
C. Curriculum Vitae
Structure of a Research Paper
Parts of A Research Paper
I. Preliminaries
A. Title Page
B. Approval Sheet
C. Acknowledgment Sheet
D. Abstract
E. Table of Contents
F. List of Tables
G. List of Figures
II. Text
A. Introduction
1) Background of the Study
2) Conceptual Framework
3) Statement of the Problem
4) Hypothesis
5) Significance of the Study
6) Scope and Delimitation of the Study
7) Definition of Terms
B. Review of Related Literature and Studies
1) Foreign Literature
2) Foreign Studies
3) Local Literature
4) Local Studies
5) Synthesis and Relevance to the Studies
C. Methodology
1) Method of Research to be Used
2) The Population frame and Sample Size
3) Instrumentation
4) Data-gathering Procedure
5) Statistical Treatment of the Data
D. Presentation, Analysis and Interpretation of Data
E. Summary, Conclusions and Recommendation’s
III. Reference
A. Bibliography
B. Appendices
C. Curriculum Vitae
In this session, PhD students will investigate the significance of developing a research agenda and its role in professional development. Participants will explore how to craft and refine their own research agendas. Participants are invited to bring their research agendas (or statements of research interests) to share/critique.
Nuanced and Timely: Capturing Collections Feedback at Point of Use (Online NW...Rick Stoddart
Nuanced and Timely: Capturing Collections Feedback at Point of Use
Richard A. Stoddart, Assessment Librarian, Oregon State University Libraries & Press
Jane Nichols, Collection Development Librarian, Oregon State University Libraries & Press (@janienickel)
Terry Reese, Head, Digital Initiatives, The Ohio State University
While libraries use sophisticated metrics to determine e-resources usefulness, impact and cost effectiveness, much of this reflects past usage. To elicit qualitative data, an open-source application that inserts a pop-up survey between a citation and its full-text was tested. Inspired by MINES for Libraries®, this pop-up survey aims to capture users’ real-time reasons for selecting a given resource. Join us to learn about the application, users responses to the survey and to discuss future uses.
2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Pr...cilass.slideshare
Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
Strategies for Designing Online Courses that are Effective, Engaging, Efficie...George Veletsianos
A Lunch ‘n’ Learn-style event, this interactive session will explore strategies used in the School of Education and Technology to re-imagine our online learning courses. Together, we will explore the design of online learning experiences that are not just effective, engaging and efficient, but those that are also meaningful, empowering and caring. Come prepared to share, explore, discuss and have a bit of fun!
Coping with online harassment: women scholars' experiencesGeorge Veletsianos
Although scholars increasingly use online platforms for public, digital, and networked scholarship, the research examining their experiences of harassment and abuse online is scant. In
this study, we interviewed 14 women scholars who experienced online harassment in order to understand how they coped with this phenomenon. We found that scholars engaged in reactive,
anticipatory, preventive, and proactive coping strategies. In particular, scholars engaged in strategies aimed at self-protection and resistance, while often responding to harassment by
acceptance and self-blame. These findings have important implications for practice and research, including practical recommendations for personal, institutional, and platform responses to harassment, as well as scholarly recommendations for future research into scholars’ experiences of harassment.
I Get By With a Little Help From My Friends: An Ecological Model of Support...George Veletsianos
This presentation contributes to understanding the phenomenon of online abuse and harassment toward women scholars. We draw on data collected from 14 interviews with women scholars from the United States, Canada, and the United Kingdom, and report on the types of supports they sought during and after their experience with online abuse and harassment. We found that women scholars rely on three levels of support: the first level includes personal and social support (such as encouragement from friends and family and outsourcing comment reading to others); the second includes organizational (such as university or institutional policy), technological (such as reporting tools on Twitter or Facebook), and sectoral (such as law enforcement) support; and, the third includes larger cultural and social attitudes and discourses (such as attitudes around gendered harassment and perceptions of the online/offline divide). While participants relied on social and personal support most frequently, they commonly reported relying on multiple supports across all three levels. We use an ecological model as our framework to demonstrate how different types of support are interconnected, and suggest that support for targets of online abuse must integrate aspects of all three levels.
Presentation by the BC Open Education fellows presenting on OER adoption trends in BC (by institution and by discipline) from 2012-2017, including eight specific patterns of individual and group adoptions.
In this presentation, I explore online learning, knowledge mobilization via multimodal means, and social media data mining as emergent forms of scholarship.
Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...George Veletsianos
Opening talk for a workshop on moving higher education online. Topic: Potential, Tensions, and Provocations of using Online Tools for Academic Practice
This presentation reports on the experiences of three faculty members designing and developing a Master’s degree in Learning and Technology when they adopted openness as a core value and key design principle. While the benefits of open textbooks and OER are compelling, little is known about programs that are designed with openness as a core value. What does it mean to embrace open practices and embody an open philosophy at the program and course level within a Master’s program? What are faculty experiences with such an approach? How can the student experience be optimized? In what ways does openness support a diverse student body? What tensions arise and what supports are required to facilitate the transition to an MA degree that not only uses open textbooks but is defined by openness?
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.
Successful, sunny, and smiling: The ways that student life and faculty are ...George Veletsianos
Canadian institutions of higher education use Twitter nearly universally. Yet, little research examines the narratives around college life constructed in their tweets. In this research, we used data mining and thematic analysis methods to examine this issue. Findings suggest institutions construct overwhelmingly positive representations that are incomplete and potentially misleading.
How do learners in MOOCs attempt to resolve challenges they face?George Veletsianos
We draw on interviews with more than 90 students from four massive open online courses (MOOCs) to investigate how students define challenging experiences/elements within MOOCs and how they then overcome those challenges. Findings enrich nascent scholarly understanding of MOOC learner experiences, highlight dimensions of learning that are not captured by tracking logs, and provide new approaches that MOOC developers can take in improving student learning experiences.
Scholars are often encouraged to be public intellectuals – to ‘go online’ and engage with diverse audiences. Yet, scholars’ online activities appear to be rife with tensions, dilemmas, and conundrums. In this presentation, I discuss the major tensions and challenges scholars face when engaging networked publics and highlight some uncomfortable realities of being a public scholar. Evangelizing public and networked scholarship without acknowledging the existence of tensions is detrimental to the field and misleading to the scholars who may be considering becoming more networked, more public, and more “digital.” Individual scholars and institutions, both networked and otherwise need to evaluate the purposes and functions of scholarship and take part in devising systems that reflect and safeguard the values of scholarly inquiry.
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...George Veletsianos
A deluge of empirical research became available on MOOCs in 2013-2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that: more than 80% of this literature is published by individuals whose home institutions are in North America and Europe; a select few papers are widely cited while nearly half of the papers are cited zero times; and researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and only a handful of studies were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of CareGeorge Veletsianos
Keynote delivered at the Emerging Technologies in Authentic Learning Contexts Conference (Cape Town, South Africa), drawing links between my research on digital learning, emerging technologies, learner experiences, and the changing higher education landscape.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Home assignment II on Spectroscopy 2024 Answers.pdf
Crafting a research agenda
1. AECT Conference, November 2015
Indianapolis, IN
Crafting a Research Agenda
George Veletsianos, PhD
Canada Research Chair in Innovative Learning & Technology
Associate Professor
School of Education and Technology
Victoria, British Columbia, Canada
2. What comes to mind when you
hear the term “research agenda?”
3. What is it?
At its very basic:
• Research agenda = A program of study
Beyond that:
• Research agenda = A plan and a tool
• To communicate your interests
• To help you focus
4. Some
examples
• My research agenda focuses on
understanding individuals’ experiences
and practices with emerging forms of
education and scholarship. I specialize
on Networked Scholarship and digital
learning.
• Others?
5. How do I define my Research Agenda?
What are you passionate about?
What do you want to be studying/
researching?
What is the one theme that describes your
research?
6. What does a “liberating” Research
Agenda looks like?
It is specific, but flexible.
It balances breadth, depth, and focus
without being too broad.
7. What does a “liberating” Research
Agenda looks like?
Examples of Research Agendas that are
nebulous and unfocused
- “I research educational technology”
- “I study how universities use technology”
- “I aim to understand how people learn”
8. Refining your focus
A topic? A method? An approach? A
participant group?
Examples:
Open Textbooks (within which one may study:
adoption, impact, experiences, etc)
Online learning experiences (within which one
may study: students, faculty, early adopters,
over time, etc)
9. Refining your focus
Improving STEM education (within which
one may conduct d&d, DBR, etc)
Sidenote: Broad enough à e.g., Studying
Engineering or Math fits within the research
agenda
10. Refining your focus
A step-by-step example (broad à specific)
“I study open textbooks”
11. Refining your focus
A step-by-step example (broad à specific)
“I study the use of open textbooks”
12. Refining your focus
A step-by-step example (broad à specific)
“I study the use of open textbooks in
higher education”
13. Refining your focus
A step-by-step example (broad à specific)
“I study the integration of open textbooks
in higher education”
14. Refining your focus
A step-by-step example (broad à specific)
“I study the integration of open textbooks
in higher education”
17. Some additional suggestions
• Don’t focus your agenda on a particular
technology (e.g., Twitter, LMS, Radio,
etc)
• Refine, refine, refine
• Share your research agenda with others
• Consider defining research strands
18. Thank
you!
Research
available
at:
hAp://www.veletsianos/
publicaEons
This
presentaEon:
www.slideshare.com/veletsianos
Contact:
veletsianos@gmail.com
@veletsianos
on
TwiAer