This document contains a transcript of the doctoral defense of Isabella M. Venter from the University of the Western Cape, South Africa. During the defense, the candidate was asked questions by the committee about their research topic, literature review, research design, methodology, and knowledge contribution. The research examined how participatory design and digital storytelling could be used to create an HIV/AIDS education environment in Sub-Saharan Africa. The committee inquired about how the research differed from existing literature, why not all key concepts were reviewed, and how design science research was applied through multiple contexts in East and South Africa.
This document summarizes a study on developing skills for designing mobile interfaces for diverse users through a situated learning assignment. Students interviewed senior mobile phone users and assisted them with a function to understand their needs. They analyzed the results through frameworks like Habermas' knowledge interests. The assignment helped students improve communication, teamwork, research, and consideration of diverse perspectives. The multi-year study yielded publications and showed promise for preparing students for real-world challenges through similar experiential learning projects.
Summary of Research trends in instructional design and technology journals Ozear AL_Zadjali
This paper summarizes research on instructional design and technology by analyzing over 41,000 papers published in 65 journals indexed in the Scopus database between 2007-2017. The authors identified the most prolific authors, cited works, and originating institutions and countries. They found that authors from Taiwan, China, and the Netherlands were among the most published. Limitations included not all relevant journals being indexed in Scopus and limited analysis to the past 10 years. This study provided a comprehensive overview of trends in the field to help guide its future research directions.
This document outlines the education and research of science communication at CoSTEP, Hokkaido University. It discusses:
- What science communication is and why it is important given the complex relationship between science, technology, and society.
- What CoSTEP is, including its goal of educating science communicators, history, mission, and principles.
- CoSTEP's curriculum, which focuses on developing ways of thinking about science communication, analysis and planning skills, and practices. It includes 7 elements across 3 major components.
- The challenges of science communication including interdisciplinarity and complexity, and how CoSTEP addresses this through collaboration using a "Community of Practice" educational methodology.
Carrying out Participatory Action Research in a time of global pandemicmgaved
The ARCLIGHT project approach to shifting to online and distant methods of carrying out a community mental health resilience project between the UK and Guyana in a time of pandemic, seeking to uphold the spirit of participatory action research methods. Talk presented at The Open University's Computers and Learning Research Group annual conference, CALRG2020, by Mark Gaved.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
This document summarizes a study on developing skills for designing mobile interfaces for diverse users through a situated learning assignment. Students interviewed senior mobile phone users and assisted them with a function to understand their needs. They analyzed the results through frameworks like Habermas' knowledge interests. The assignment helped students improve communication, teamwork, research, and consideration of diverse perspectives. The multi-year study yielded publications and showed promise for preparing students for real-world challenges through similar experiential learning projects.
Summary of Research trends in instructional design and technology journals Ozear AL_Zadjali
This paper summarizes research on instructional design and technology by analyzing over 41,000 papers published in 65 journals indexed in the Scopus database between 2007-2017. The authors identified the most prolific authors, cited works, and originating institutions and countries. They found that authors from Taiwan, China, and the Netherlands were among the most published. Limitations included not all relevant journals being indexed in Scopus and limited analysis to the past 10 years. This study provided a comprehensive overview of trends in the field to help guide its future research directions.
This document outlines the education and research of science communication at CoSTEP, Hokkaido University. It discusses:
- What science communication is and why it is important given the complex relationship between science, technology, and society.
- What CoSTEP is, including its goal of educating science communicators, history, mission, and principles.
- CoSTEP's curriculum, which focuses on developing ways of thinking about science communication, analysis and planning skills, and practices. It includes 7 elements across 3 major components.
- The challenges of science communication including interdisciplinarity and complexity, and how CoSTEP addresses this through collaboration using a "Community of Practice" educational methodology.
Carrying out Participatory Action Research in a time of global pandemicmgaved
The ARCLIGHT project approach to shifting to online and distant methods of carrying out a community mental health resilience project between the UK and Guyana in a time of pandemic, seeking to uphold the spirit of participatory action research methods. Talk presented at The Open University's Computers and Learning Research Group annual conference, CALRG2020, by Mark Gaved.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Slides presented at the 5th International Meeting of OERu partners, including some contributions from the floor on research priorities in open education
Towards a shared understanding of emerging technologies: experiences in a col...Daniela Gachago
This document summarizes a research project conducted by a team of researchers from several South African universities exploring understandings of emerging technologies in higher education. The research team conducted a survey of staff at 18 South African universities to understand their definitions of emerging technologies. Through analysis of survey responses and discussion, the team found that understandings largely echoed an existing framework but with some additional nuances. The research highlighted how emerging technologies are context dependent and empower users. The team concluded the research provided insights into conceptualizations of emerging technologies in the South African higher education context.
This study examines the experiences of two college professors integrating technology into their classrooms. The professors teach at East Stroudsburg University of Pennsylvania. Data was collected through individual interviews with each professor, observations of their classes, follow-up interviews after observations, and a focus group interview. The study aims to understand the actual experiences of these professors in integrating technology, how their teaching theories influence technology use, their understanding of technological pedagogical content knowledge, and their levels of innovativeness. Previous research has focused less on college professors' perspectives, and this study provides insights into the challenges and benefits of technology integration from their point of view.
This is a presentation about a research project on Emerging Technologies in South African Higher Education Institutions and their impact on transforming teaching and learning. It is a description of the project
A Study on Indian Learners in MOOCs - GO-GN PresentationJanesh Sanzgiri
This presentation summarizes Janesh Sanzgiri's PhD research comparing Indian learners on global and local MOOC platforms. The research included a survey of over 2,600 learners and interviews with 30 learners. Survey findings showed NPTEL learners were more motivated by professional goals while FutureLearn learners took courses for leisure. NPTEL learners also faced more technical challenges. Interviews suggested local content was preferred when available. The research highlighted differences in Indian learners' experiences on global versus domestic MOOC platforms.
Innovative Pedagogy at Massive Scale (MOOCs)Mike Sharples
This document discusses innovative pedagogy and teaching and learning at massive scale in MOOCs. It provides examples of MOOC platforms like FutureLearn that have hundreds of thousands of registered learners and over a million course registrations. It discusses how educational methods may degrade, remain the same, or improve with large scale. Advantages of massive scale include learners having support and resources from many other learners and diverse perspectives. Educators can benefit from increased resources and motivation to improve teaching. Society may see potential for developing tools and resources, increasing access to education, and global impact.
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
This document provides an overview of the GO-GN Guide to Conceptual Frameworks. It discusses the rationale for creating a conceptual frameworks handbook, including crowdsourcing insights from researchers. It outlines the production process and aims for an accessible presentation style. It presents next steps, which include distributing a survey on conceptual framework use, an online workshop, and publishing in 2021. The goal is to support doctoral research in open education through the Global OER Graduate Network.
OU/Leverhulme Open World Learning: Knowledge Exchange and Book Launch Event p...Bart Rienties
This online event will be a showcase of leading research in the field of open learning, conducted by Doctoral Scholars of The Open University and Leverhulme Trust’s Open World Learning programme, whose work is being recognised with the launch of a new open-access Open World Learning Book.
The event will feature an opening panel discussion on the achievements of our Doctoral Scholars, a collection of themed break-out sessions where scholars will share their research studies and their social impacts, and close with a roundtable where our scholars will consider the future of open learning.
Learning in the 21st century is undergoing both subtle and radical transformation due to the impact of digital, innovative, network technologies. Open learning provides unprecedented access to educational information, providing support to learners worldwide. However, it is not the technologies themselves that represent the biggest change, but the opportunities for access to formal and informal learning.
The Open World Learning programme has been funded by the Leverhulme Trust and The Open University to provide 18 Scholars the opportunity to identify changes in open learning which may exclude, rather than include those who would most benefit. Despite technological advancements, the main challenges to open learning are access-related. Our Open World Learning Scholars have been researching the barriers to access for those whose experiences open learning can benefit most and addressing issues where possible.
Hosted by Professor Bart Rienties, Programme Lead of the Open World Learning programme at the OU's Institute of Educational Technology, this two-hour event will provide a knowledge exchange platform to learn from our Open World Learning Doctoral Scholars and celebrate their exceptional achievements with the Open World Learning Book Launch.
We hope you join us and register to attend our free event. Follow us on the IETatOU Twitter and visit the IET website where a series of digital and social content will be shared highlighting the work of our Open World Learning scholars.
Visit us here: https://iet.open.ac.uk | https://twitter.com/ietatou
Conceptual Frameworks for Doctoral Research into Open EducationRobert Farrow
This document provides an overview of conceptual frameworks for doctoral research into open education. It begins with an introduction to the Global OER Graduate Network (GO-GN) and its goal of supporting doctoral research in open education. It then discusses the rationale for creating a conceptual frameworks handbook, including perspectives on conceptual frameworks from academic literature. Next, it explores appropriate applications of conceptual frameworks for doctoral research. The document also provides an overview of different conceptual frameworks contributed by GO-GN members. It concludes with next steps for future GO-GN publications.
This presentation describes the research journey using as a stepping stone the historical/contextual teaching and learning practices in Art and Design – an inescapable reality. This provides for some of the reasons that sustain the resistance against implementing elearning in the sector. The presentation argues for the recognition of disciplinary differences. Subsequently, phenomenography, action research and grounded theory as suitable research methods are elaborated upon through the description of research tasks that cover social media, informal learning, the use of mobile devices (iPads) for teaching and learning, and the clash between traditional versus digital media in the context of studio-based learning. The presentation concludes with two epiphanies that help the presenter conceptualise the nature of the challenge vis-à-vis elearning in Art and Design.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
This document discusses open educational resources (OER) and innovation in three parts. First, it provides context on how OER were an innovation in response to copyright. Second, it examines theories of innovation and how OER diffusion and adoption relates to these theories. Finally, it outlines several OER research projects and how they explored and supported innovation with and through OER in areas like textbooks, MOOCs, and policy development.
This document describes two case studies of courses developed by higher education partners of the OERu using Davis' Arena framework for analyzing educational change with technology. The case studies found that adopting open educational practices influenced course design by developing skills, redistributing tasks, and producing more easily modifiable and shareable resources. However, processes related to business models and bureaucratic issues were less clear. Overall, open educational practices seemed to stimulate thinking around student support, business models, and producing exemplar courses, but reflections noted confusion around definitions and a need for more empirical research.
The document discusses creating engaging learning environments that blend physical, virtual, social and mental spaces. It proposes replacing the traditional "bulimic learning model" of filling students' minds and dumping information for exams with more interactive project-based and blended learning. Specific strategies mentioned include activating prior knowledge, supporting student agency and flow, and designing new learning hubs that incorporate these principles of engagement.
This document discusses creating and using open educational resources (OER). It begins with introductions and questions about the reader's interest and experience with OER. It then provides information on OER quality standards and next steps. The document discusses thinking about OER and considers benefits such as reducing costs and increasing access. Challenges of OER like search and discovery, quality assessment, and copyright are presented. Details on copyright and open licensing models like Creative Commons are provided. The document concludes with guidance on using and adapting works with Creative Commons licenses.
The document summarizes research on the use of technology in the classroom and its impact on student learning. It discusses studies that have been conducted at various education levels, from elementary school through post-secondary education. While some studies found that technology improved student achievement, others found no significant impact or that proper teacher training is needed to effectively use technology. Overall, the research suggests that technology can aid student learning if implemented correctly with teacher training, but on its own may not enhance learning outcomes.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
Theory And Methodology In Networked Learninggrainne
This document discusses theories and methodologies used in networked learning research. It begins by defining networked learning as learning that promotes connections between learners, learners and tutors, and learners and learning resources through the use of information and communication technologies. The document then discusses some of the dominant theoretical perspectives in the field, including cultural-historical activity theory, communities of practice, actor-network theory, and cybernetics and systems thinking. It also outlines some common methodological approaches such as content analysis, ethnography, case studies, action research, and evaluation. Finally, it discusses challenges of interdisciplinary research in networked learning and strategies for overcoming those challenges.
Moving from research question to research design - Dorothy Faulkner and Cindy...OUmethods
This document provides guidance for PhD students on developing their research question and design. It discusses the importance of clearly articulating the research question, theoretical framework, and intended contributions. Students are advised to consider their choice of methods, sources of evidence, research design, and any ethical issues. Examples are provided of unpacking research questions and signaling theoretical perspectives. Students complete activities to outline their own research question, sources of evidence, design, and anticipate ethics issues. Resources for developing the proposal are also listed.
Slides presented at the 5th International Meeting of OERu partners, including some contributions from the floor on research priorities in open education
Towards a shared understanding of emerging technologies: experiences in a col...Daniela Gachago
This document summarizes a research project conducted by a team of researchers from several South African universities exploring understandings of emerging technologies in higher education. The research team conducted a survey of staff at 18 South African universities to understand their definitions of emerging technologies. Through analysis of survey responses and discussion, the team found that understandings largely echoed an existing framework but with some additional nuances. The research highlighted how emerging technologies are context dependent and empower users. The team concluded the research provided insights into conceptualizations of emerging technologies in the South African higher education context.
This study examines the experiences of two college professors integrating technology into their classrooms. The professors teach at East Stroudsburg University of Pennsylvania. Data was collected through individual interviews with each professor, observations of their classes, follow-up interviews after observations, and a focus group interview. The study aims to understand the actual experiences of these professors in integrating technology, how their teaching theories influence technology use, their understanding of technological pedagogical content knowledge, and their levels of innovativeness. Previous research has focused less on college professors' perspectives, and this study provides insights into the challenges and benefits of technology integration from their point of view.
This is a presentation about a research project on Emerging Technologies in South African Higher Education Institutions and their impact on transforming teaching and learning. It is a description of the project
A Study on Indian Learners in MOOCs - GO-GN PresentationJanesh Sanzgiri
This presentation summarizes Janesh Sanzgiri's PhD research comparing Indian learners on global and local MOOC platforms. The research included a survey of over 2,600 learners and interviews with 30 learners. Survey findings showed NPTEL learners were more motivated by professional goals while FutureLearn learners took courses for leisure. NPTEL learners also faced more technical challenges. Interviews suggested local content was preferred when available. The research highlighted differences in Indian learners' experiences on global versus domestic MOOC platforms.
Innovative Pedagogy at Massive Scale (MOOCs)Mike Sharples
This document discusses innovative pedagogy and teaching and learning at massive scale in MOOCs. It provides examples of MOOC platforms like FutureLearn that have hundreds of thousands of registered learners and over a million course registrations. It discusses how educational methods may degrade, remain the same, or improve with large scale. Advantages of massive scale include learners having support and resources from many other learners and diverse perspectives. Educators can benefit from increased resources and motivation to improve teaching. Society may see potential for developing tools and resources, increasing access to education, and global impact.
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
This document provides an overview of the GO-GN Guide to Conceptual Frameworks. It discusses the rationale for creating a conceptual frameworks handbook, including crowdsourcing insights from researchers. It outlines the production process and aims for an accessible presentation style. It presents next steps, which include distributing a survey on conceptual framework use, an online workshop, and publishing in 2021. The goal is to support doctoral research in open education through the Global OER Graduate Network.
OU/Leverhulme Open World Learning: Knowledge Exchange and Book Launch Event p...Bart Rienties
This online event will be a showcase of leading research in the field of open learning, conducted by Doctoral Scholars of The Open University and Leverhulme Trust’s Open World Learning programme, whose work is being recognised with the launch of a new open-access Open World Learning Book.
The event will feature an opening panel discussion on the achievements of our Doctoral Scholars, a collection of themed break-out sessions where scholars will share their research studies and their social impacts, and close with a roundtable where our scholars will consider the future of open learning.
Learning in the 21st century is undergoing both subtle and radical transformation due to the impact of digital, innovative, network technologies. Open learning provides unprecedented access to educational information, providing support to learners worldwide. However, it is not the technologies themselves that represent the biggest change, but the opportunities for access to formal and informal learning.
The Open World Learning programme has been funded by the Leverhulme Trust and The Open University to provide 18 Scholars the opportunity to identify changes in open learning which may exclude, rather than include those who would most benefit. Despite technological advancements, the main challenges to open learning are access-related. Our Open World Learning Scholars have been researching the barriers to access for those whose experiences open learning can benefit most and addressing issues where possible.
Hosted by Professor Bart Rienties, Programme Lead of the Open World Learning programme at the OU's Institute of Educational Technology, this two-hour event will provide a knowledge exchange platform to learn from our Open World Learning Doctoral Scholars and celebrate their exceptional achievements with the Open World Learning Book Launch.
We hope you join us and register to attend our free event. Follow us on the IETatOU Twitter and visit the IET website where a series of digital and social content will be shared highlighting the work of our Open World Learning scholars.
Visit us here: https://iet.open.ac.uk | https://twitter.com/ietatou
Conceptual Frameworks for Doctoral Research into Open EducationRobert Farrow
This document provides an overview of conceptual frameworks for doctoral research into open education. It begins with an introduction to the Global OER Graduate Network (GO-GN) and its goal of supporting doctoral research in open education. It then discusses the rationale for creating a conceptual frameworks handbook, including perspectives on conceptual frameworks from academic literature. Next, it explores appropriate applications of conceptual frameworks for doctoral research. The document also provides an overview of different conceptual frameworks contributed by GO-GN members. It concludes with next steps for future GO-GN publications.
This presentation describes the research journey using as a stepping stone the historical/contextual teaching and learning practices in Art and Design – an inescapable reality. This provides for some of the reasons that sustain the resistance against implementing elearning in the sector. The presentation argues for the recognition of disciplinary differences. Subsequently, phenomenography, action research and grounded theory as suitable research methods are elaborated upon through the description of research tasks that cover social media, informal learning, the use of mobile devices (iPads) for teaching and learning, and the clash between traditional versus digital media in the context of studio-based learning. The presentation concludes with two epiphanies that help the presenter conceptualise the nature of the challenge vis-à-vis elearning in Art and Design.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
This document discusses open educational resources (OER) and innovation in three parts. First, it provides context on how OER were an innovation in response to copyright. Second, it examines theories of innovation and how OER diffusion and adoption relates to these theories. Finally, it outlines several OER research projects and how they explored and supported innovation with and through OER in areas like textbooks, MOOCs, and policy development.
This document describes two case studies of courses developed by higher education partners of the OERu using Davis' Arena framework for analyzing educational change with technology. The case studies found that adopting open educational practices influenced course design by developing skills, redistributing tasks, and producing more easily modifiable and shareable resources. However, processes related to business models and bureaucratic issues were less clear. Overall, open educational practices seemed to stimulate thinking around student support, business models, and producing exemplar courses, but reflections noted confusion around definitions and a need for more empirical research.
The document discusses creating engaging learning environments that blend physical, virtual, social and mental spaces. It proposes replacing the traditional "bulimic learning model" of filling students' minds and dumping information for exams with more interactive project-based and blended learning. Specific strategies mentioned include activating prior knowledge, supporting student agency and flow, and designing new learning hubs that incorporate these principles of engagement.
This document discusses creating and using open educational resources (OER). It begins with introductions and questions about the reader's interest and experience with OER. It then provides information on OER quality standards and next steps. The document discusses thinking about OER and considers benefits such as reducing costs and increasing access. Challenges of OER like search and discovery, quality assessment, and copyright are presented. Details on copyright and open licensing models like Creative Commons are provided. The document concludes with guidance on using and adapting works with Creative Commons licenses.
The document summarizes research on the use of technology in the classroom and its impact on student learning. It discusses studies that have been conducted at various education levels, from elementary school through post-secondary education. While some studies found that technology improved student achievement, others found no significant impact or that proper teacher training is needed to effectively use technology. Overall, the research suggests that technology can aid student learning if implemented correctly with teacher training, but on its own may not enhance learning outcomes.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
Theory And Methodology In Networked Learninggrainne
This document discusses theories and methodologies used in networked learning research. It begins by defining networked learning as learning that promotes connections between learners, learners and tutors, and learners and learning resources through the use of information and communication technologies. The document then discusses some of the dominant theoretical perspectives in the field, including cultural-historical activity theory, communities of practice, actor-network theory, and cybernetics and systems thinking. It also outlines some common methodological approaches such as content analysis, ethnography, case studies, action research, and evaluation. Finally, it discusses challenges of interdisciplinary research in networked learning and strategies for overcoming those challenges.
Moving from research question to research design - Dorothy Faulkner and Cindy...OUmethods
This document provides guidance for PhD students on developing their research question and design. It discusses the importance of clearly articulating the research question, theoretical framework, and intended contributions. Students are advised to consider their choice of methods, sources of evidence, research design, and any ethical issues. Examples are provided of unpacking research questions and signaling theoretical perspectives. Students complete activities to outline their own research question, sources of evidence, design, and anticipate ethics issues. Resources for developing the proposal are also listed.
This document discusses challenges and opportunities for improving ICT research in Africa. It notes that while ICT is often believed to benefit learning, the empirical evidence supporting these claims is limited. Several studies have found mixed or no effects of ICT on student achievement. The document also points out threats to the quality of educational research in Africa, including pressure to publish which can compromise rigor, a lack of large-scale and longitudinal studies, and insufficient grounding of research in strong theoretical frameworks. It calls for abandoning weak research designs in favor of more robust experimental and quasi-experimental approaches grounded in theory. Strengthening research training and supervision as well as international collaboration are also recommended to advance high-quality ICT research.
M.ARCH (ENVIRONMENTAL ARCHITECTURE)
RESEARCH METHODOLOGIES IN ARCHITECTURE
ANNA UNIVERSITY, CHENNAI
M.ARCH. (ENVIRONMENTAL ARCHITECTURE)
2 MARKS QUESTIONS
STEM Mom facilitates discussion among teachers at Princeton University during their annual YSAP (Young Science Achievers Program) event. [April 20, 2013]
This event is for teachers who already implement student research and who are highly successful in encouraging students to DO science, integrated with TEM! This is the powerpoint used during our full-day workshop.
Acacia Research and Learning Forum - Tutorial 1, 8 October 2009
Strengthening Theory and Methodology for ICT4D Research
Facilitator: Camilo Villa
Dakar, Senegal
This document outlines an agenda for a 4-day proposal writing workshop. Day 1 introduces the workshop and discusses what a proposal is. Day 2 covers components of proposals like the theoretical framework, literature review, research questions, and methodology. Day 3 has participants share draft proposals. Day 4 allows revising proposals and planning next steps. The workshop aims to provide guidance on writing successful thesis and grant proposals through presentations, examples, and peer feedback.
This document discusses interdisciplinarity and challenges of interdisciplinary research. It provides examples of language barriers between disciplines in collaborative projects. It also addresses prerequisites for interdisciplinary collaboration like understanding each other's languages and setting specific goals. Challenges discussed include disciplinary mindsets, evaluating interdisciplinary work, and mismatches between new practices and traditional metrics. The document advocates for approaches like identifying shared mediating artifacts and facilitated dialogue to promote interdisciplinary discussions.
PhD dissertation - How do SMEs collaborate with Academia (Diane Filip, Octobe...Diana Filip Petersen
This document introduces the research topic of how SMEs collaborate with academia through collaborative innovation projects. It provides context on the differences between SMEs and large firms as well as the perceived "cognitive distance" between business and academia. Collaboration and combining different knowledge bases is important for innovation. Brokers, capabilities, objects, and processes all play a role in facilitating knowledge flow between SMEs and academia. The research will study collaborative innovation projects coordinated through a Danish regional program to understand how brokers, capabilities, and objects can help knowledge sharing.
PhD dissertation - How do SMEs collaborate with Academia (Diane Filip, Octobe...Diana Filip Petersen
This document introduces the research topic of how SMEs collaborate with academia through collaborative innovation projects. It provides context on the differences between SMEs and large firms as well as the perceived "cognitive distance" between business and academia. Collaboration and combining different knowledge bases is important for innovation. Brokers, capabilities, objects, and processes all play a role in facilitating knowledge flow between SMEs and academia. The research will study collaborative innovation projects coordinated through a Danish regional program to understand how brokers, capabilities, and objects can help knowledge sharing.
Experimentation in science, engineering, and educationIRJESJOURNAL
Abstract: Experimentation is used differently in science, engineering, and science education. The aim of many science fairs is to encourage young talent in scientific inquiry. Based on 57 interviews with participants of a German youth science fair, this article points out typical students’ conceptions about the procedure and the purpose of experimentation. The analysis of the interview data revealed that the derived concepts firstly depend on each other and secondly reflect the differences in the way of thinking and working between scientists and engineers. Since experiences with experimentation provide the basis for learning and thus for the conceptual knowledge about science, we conclude that it is essential, for science education, to distinguish the engineer’s and the scientist’s point of view and to implement more authentic inquiry in science lessons at school.
The document provides information about conducting research and writing research proposals. It discusses key components of a research proposal including an introduction, literature review, problem statement, objectives, hypotheses, methodology, expected outputs, budget, and work plan. It emphasizes reviewing previous literature to identify research gaps and avoid duplicating past work. The document also covers selecting a research topic, developing objectives and research questions, choosing appropriate sampling and data collection methods, and analyzing and reporting results. Overall, it serves as a guide for systematically planning and designing a quality research study.
This document provides information on quantitative and qualitative research methods. Quantitative research uses measurable data and statistics, while qualitative research seeks an in-depth understanding through naturalistic processes focused on human experiences, words, and meanings. Examples are given of qualitative research studies across different fields, including a study exploring why social media use makes people happy, a study on black women's sense of belonging in STEM fields, and a study analyzing gallery talks through a social phenomenological method.
This document provides an overview of quantitative research methods. It defines quantitative research as investigating relationships between variables through collection and analysis of numerical data. Key characteristics include using structured instruments to gather data from large, representative samples in a way that can be replicated. Quantitative research aims to classify features, count them, and statistically explain observations. Strengths include generalizability and ability to predict outcomes, while weaknesses include lack of contextual understanding. The document also introduces key quantitative research concepts like variables, types of variables, and research design.
Design DissertationDeveloping a coherent methodologyAimTo p.docxcarolinef5
This document provides an overview of key concepts for developing a coherent research methodology for a design dissertation. It discusses what methodology is, the aims of a dissertation, common research paradigms like positivism and constructivism, and how design research differs from traditional scientific research in being exploratory rather than aiming for universal rules. Design research is described as a dynamic process using design itself as a means of study through projects, sketches, and responding to changing conditions.
Research has been very interesting discipline to scholars and researchers for the past decades, but now new researchers and even final year students might find it difficult because their experience towards it may be very limited even thought they are expected to do and present their final project proposals. The fact remains that, research is so interesting and exciting subject, all you need is to be interested your area of research, select good topic and be ready to contribute.
1. The document defines research methods as strategies used to collect and analyze data to better understand a topic or uncover new information.
2. Quantitative research uses numerical data and statistical analysis while qualitative research uses narrative descriptions.
3. The main purposes of research are exploratory, descriptive, and explanatory. Exploratory research explores new areas, descriptive research expands knowledge on current issues, and explanatory research examines the impact of changes.
4. Both qualitative and quantitative methods are discussed, including interviews, surveys, observation, and case studies for qualitative and surveys, descriptive, and correlational research for quantitative.
This document provides an overview of theoretical perspectives and methodologies used in learning design research. It discusses how researchers come from a variety of disciplines including education, computer science, psychology, and more. Common theoretical perspectives discussed include sociocultural theories like cultural historical activity theory, communities of practice, and actor network theory. Methodologies used include qualitative approaches like ethnography, case studies, and action research as well as quantitative content analysis and evaluation. The relationship between theories, methods, and different epistemological stances is also examined.
The document outlines an assessment strategy for a course, including assignments such as an individual essay, group panel discussion, and personal research project that involves a literature review and proposal. Deadlines are provided for submitting assignments between November 2012 and September 2013. Guidance is given on topics and resources for the literature review portion of the personal research project.
This document discusses the potential for "Big Theology" using big data approaches to analyze and understand theological data on a large scale. It begins by defining big data and explaining how digital theology analyzes theologically relevant data through digital platforms and tools. The document then proposes that big theology could represent, store, retrieve, analyze, predict, and visualize theological phenomena based on a global collection of digital religious expressions and narratives. Finally, it provides examples of potential applications of big theology, such as a mobile catechism, using data to promote peace, technologies for sacred spaces, and assisting church leadership. It concludes by discussing challenges and opportunities for international collaboration on big theology projects.
This document discusses the successes and challenges of using information and communication technologies (ICTs) in Africa to promote development. Some key successes highlighted include the rapid expansion of mobile phone access across Africa, the transformative impact of M-Pesa mobile banking in Kenya, and the use of mobile phones to support activism campaigns. However, the document also notes challenges such as ICTs only being part of the solution and not addressing other needs like capacity building; institutional contexts sometimes constraining what can be achieved; and systems not benefiting the poorest groups. The implications discussed for the ICT4D community include the need for multidisciplinarity, having a strategic agenda, and adopting strong ethical norms.
Presentation given by Dr. Jarkko Suhonen at the launch event of the IMPDET-LE doctoral training hub at College of Business Education, Tanzania, June 25, 2014
The document summarizes a symposium on the role of information and communication technologies (ICTs) in addressing societal challenges from an education perspective in the context of European Union and Latin American collaboration. It provides details on two presentations: one on 21st century education and the role of ICT, and another on using ICT to make a difference in education. The objectives of the symposium are outlined as promoting understanding of education challenges and solutions, practical implementation of technology tools for sustainable development, and creating opportunities for knowledge sharing through EU-LAC collaboration.
Presentation slides of Dr. Jarkko Suhonen at X International Interdisciplinary Scientific Research Congress (X CIC), June 12-14, 2014, Santo Domingo, Dominican Republic.
The document discusses a project to develop a research culture at the College of Business Education in Tanzania through establishing a PhD school. The project aims to provide on-site PhD training to CBE faculty to form a research group focused on areas like education technology. This is intended to address the lack of research culture and outputs at Tanzanian universities by developing local capacity rather than sending faculty abroad. The expected results include a functional research group undertaking relevant projects and increasing academic and industry connections both locally and internationally.
This document contains questions posed to Erkki Sutinen regarding his research on engaging HE/UH teachers in technology. The questions probe Sutinen's key claims, theoretical framework, methodology, findings on teacher learning, views on organizational change and innovation, context of the University of Helsinki, and visions for the future of educational technology. Sutinen is asked to reflect on the challenges of his research process and next steps in studying how technology can help higher education institutions cope with ongoing changes.
This document provides information about the IMPDET-LE Preparatory Workshop hosted by Jarkko Suhonen from the University of Eastern Finland's edTechΔ research group. The edTechΔ group was established in the early 2000s and focuses on several areas of research including open and distance learning, educational games, sentiment analysis, and more. The workshop discussed the main research interests of the group which include innovations in education technology, digital storytelling, and learning analytics. It also outlined the study requirements for a doctoral dissertation through the edTechΔ group, including publishing papers and completing coursework.
This document summarizes the questions and observations from the public defense of Ms. Yue Dai's doctoral dissertation. The opponent, Dr. Heikki Topi, asks questions about the research context, goals, epistemology, design science research approach, validity of results, evaluation methods, data sources, usability, theoretical contributions, implementation of models, and outcomes. Topics include the disciplines the work contributes to, challenges of multidisciplinary research, how goals were addressed, the influence of design science literature, validity concerns, lessons learned between models, and plans for further testing and application of the models in practice.
This document summarizes the edTechΔ Research Group at the University of Eastern Finland. It notes that the group has 5 senior researchers and over 20 PhD students. It has received over 8 million euros in external funding since 2001 and publishes an average of 23 peer-reviewed publications per year. The research areas of the group include open and distance learning, educational games, computer science education, and more. Specific projects mentioned include SURA YA UKMWI on HIV/AIDS education in Uganda, the Jeliot mobile games, and tools for special education children through the CASCATE project.
This document summarizes the research focus areas and activities of the School of Computing at the University of Eastern Finland (UEF). It discusses four main areas of focus: 1) educational technology, 2) interactive technologies, 3) natural language processing and text analysis, and 4) inclusive technologies for specific user groups. For each area, it provides 1-2 sentences about the lead researchers and example projects. It also summarizes outreach activities including an annual science festival and technology clubs for children.
This document summarizes a research project called CASCATE that studied technologies to support children with autism spectrum disorders. The project involved 4 children with autism who participated in weekly hour-long "action group" sessions over 2 years using 4 technology-based workstations. The sessions focused on creativity, strengths, modifiable technology, and transforming the children's role from passive users to active creators. The goals were to include these children in the research, focus on their strengths rather than disabilities, and develop a flexible technology-enhanced learning environment tailored to each child.
Presentation from the Digital Storytelling, Crowdsourcing and Science Education for International Research and Training symposium, August 2013, School of Computing, University of Eastern Finland.
The document describes a research project aimed at improving the usability of enterprise resource planning (ERP) systems through increased collaboration between users and the system. The researchers apply principles of human-computer collaboration theory to the design and evaluation of ERP user interfaces. They conducted field studies to identify usability issues and developed design principles to guide more collaborative interface design. Prototypes were created and evaluated in lab studies. The goal is to make ERP systems more usable by strengthening their collaborative capabilities.
Adaptive navigation support systems can increase student motivation and learning outcomes when used in online educational systems. Three key findings from the document:
1. Studies found adaptive navigation support significantly increased student activity, persistence, breadth of exploration, and learning gains compared to non-adaptive systems across different domains like programming, hypermedia, and examples.
2. Adaptive navigation was particularly effective for easier content, increasing success rates and attempts per question. For complex content, prerequisite-based guidance helped prepare students.
3. Social navigation using progress of peer students was also effective at increasing motivation and learning, replacing the need for extensive knowledge modeling in adaptive systems.
Behzad Joze Hashemian's presentation Digital Storytelling, Crowdsourcing and Science Education for International Research and Training -symposium, August 29, 2013.
Jaakko Helminen's presentation in the Digital Storytelling, Crowdsourcing and Science Education for International Research and Training -symposium, August 29, 2013.
Ilkka Jormanainen's presentation in the Digital Storytelling, Crowdsourcing and Science Education for International Research and Training -symposium, August 29, 2013.
More from University of Eastern Finland, IMPDET-LE (20)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Pride Month Slides 2024 David Douglas School District
Defense questions, Prof. Venter
1. Doctoral
defense
of
Marcus
Duveskog
Digital
storytelling
for
HIV
and
AIDS
educa7on
in
Africa
Isabella
M.
Venter
Department
of
Computer
Science
University
of
the
Western
Cape,
South
Africa
3. Research
topic
State
very
briefly,
what
your
research
is
really
about?
4. Research
topic
In
your
dissertaGon
you
did
not
state
an
hypothesis
or
an
overarching
research
quesGon.
What
would
you
say
is
your
research
quesGon?
5. Research
topic
In
your
dissertaGon
you
did
not
state
an
hypothesis
or
an
overarching
research
quesGon.
Would
it
be
correct
to
say
that
your
research
quesGon
was:
“How
should
par7cipatory
design
and
digital
storytelling,
within
a
Sub-‐Saharan
African
milieu
be
approached
to
create
a
learning
environment
for
HIV/AIDS
educa7on?”
6. Literature
How
does
your
research
differ
from
the
exisGng
knowledge
base
on
your
topic?
7. Review
of
the
literature
How
did
you
determine
what
background
literature
to
reference?
8. Review
of
the
literature
On
Page
11
of
your
dissertaGon
you
menGon
the
key
concepts
of
your
study.
Why
did
you
not
consider
the
literature
regarding
all
of
the
key
concepts?
9. Key
Concepts
Concepts
Literature
Review
HIV/AIDS
Transferability
ParGcipatory
design
ParGcipatory
design
Digital
storytelling
Storytelling
Design
milieu
Design
milieu
Learning
environment
Ownership
AssociaGon
Trust
10. Review
of
the
literature
On
Page
11
of
your
dissertaGon
you
menGon
the
key
concepts
of
your
study.
Why
did
you
not
consider
the
literature
regarding
all
of
the
key
concepts?
You
did
however
consider
the
literature
of
concepts
not
classified
as
“key
concepts”,
why?
11. Research
Design
CroWy
defines
a
methodology
as
“a
strategy,
plan
of
ac7on,
process
or
design
lying
behind
the
choice
and
use
of
par7cular
methods
…”
(CroWy,
1998,
page
3).
The
choice
of
a
methodology
thus
determines
which
methods
are
appropriate.
12. Research
Design
Epistomology
TheoreGcal
PerspecGve
Methodology
Methods
CroWy,
M.
(1998).
The
Founda7ons
of
social
research:
Meaning
and
perspec7ve
in
the
research
process.
Crows
Nest,
New
South
Wales,
Australia:
Allen
&
Unwin.
13. Research
Design
Epistomology
TheoreGcal
PerspecGve
Methodology
Methods
Theory
of
knowledge
The
philosophical
stance
that
informs
the
methodology
Strategy
or
plan
of
ac>on
Techniques
to
gather
and
analyse
data
14. Research
Design
Is
this
assumpGon
about
your
research
design
correct?
Epistemology
Theore>cal
Perspec>ve
Methodology
Methods
ConstrucGonism
InterpreGvism
Design
Science
Research
Case
study
SubjecGvism
Anthropology
AcGon
Research
Digital
story
telling
Interviews
ParGcipatory
design
MulGlayered
Framework
of
Compiling
Digital
Artefacts
by
Extension
15. Research
Approach
• What
epistemological
stance
underpins
your
research
strategy
and
approach?
16. Research
Approach
• What
epistemological
stance
underpins
your
research
strategy
and
approach?
• How
did
these
epistemological
commitments
guide
and
influence
your
research?
17. Design
Science
Research
How
did
you
use
it?
Milieu
environment
Design
process
Science
knowledge
base
People
Needs/
problems
Strengths/
weaknesses
Infrastructure
Culture
Social
structures
Needs,
relevance.
strengths,
tesGng
scene
New
skills,
contextuali
zed
design,
relevant
soluGons
Construct
learning
environment
Co-‐design
with
users
Grounded
in
literature
Contribu-‐
Gons
to
science
ScienGfic
theories
and
methods
Design
process
Design
methods
Experiences
Field
experGse
plan
observe
reflect
act
18. Design
Science
Research
Can
you
explain
what
the
design
process
was
for
each
milieu
and
what
knowledge
was
added?
Milieu
Research
Context
Design
Process
Contribu>on
to
Science
Knowledge
Base
Sura
ya
UKIMWI,
Iringa,
Tanzania
Working
for
my
dreams,
Ukombozi,
Tanzania
Jali
Maisha
programming
course,
Kigudla,
Tanzania
TekkiKids,
Meraka,
Pretoria,
South
Africa
Contextualised
course
design,
Iringa,
Tanzania
19. Knowledge
producGon
Gibbons
et
al.
(1994)
and
Nowotny
et
al.
(2003)
refer
to
'Mode
1
and
Mode
2
knowledge
produc7on'
Where
Mode
1
refers
to
theore7cal
experimental
science
and
Mode
2
to
knowledge
produc7on
which
is
socially
distributed,
applica7on-‐oriented
and
trans-‐disciplinary
ScoO,
P.,
Gibbons,
M.,
&
Nowotny,
H.
(2003).
Mode
2
Revisited:
The
New
Produc7on
of
Knowledge.
Special
issue
devoted
to
the
new
produc7on
of
knowledge.
Minerva.
Gibbons,
M.,
Limoges,
L.,
Nowotny,
H.,
Schwartzman,
S.,
ScoO,
P.
&
Trow,
M.
(1994).
The
New
Produc7on
of
Knowledge:
The
Dynamics
of
Science
and
Research
in
Contemporary
Socie7es
(London:
Sage).
21. Research
domain
In
view
of
your
statements:
• Page
1
:
“the
focus
has
been
on
technology
in
educa/on
for
the
youth”
• Page
3:
that
you
enrolled
as
a
“PhD
student
in
InternaGonal
Mul>disciplinary
PhD
studies
in
Educa>onal
Technologies”
• Page
11:
“Unlike
most
related
research,
this
is
a
Computer
Science
thesis
which
also
requires
an
element
of
construcGon”
is
your
research
Mode
1
or
Mode
2?
22. Sustainability:
science
or
ficGon?
Martens,
P.
(2006).
Sustainability:
science
or
ficGon?
e-‐Journal
Sustainability:
Science,
PracGce
&
Policy.
Vol
2,
No
1.
(pages
36-‐41)
Mode-‐1
Science
Mode-‐2
Science
Academic
Academic
and
social
Mono-‐disciplinary
Trans-‐disciplinary
TechnocraGc
ParGcipaGve
Certain
Uncertain
PredicGve
Exploratory
23. Knowledge
producGon
Computer
Science
is
tradiGonally
within
Mode
1.
Where
do
you
posiGon
your
research?
And
how
do
you
think
Design
Science
Research
deals
with
the
Mode
1
and
Mode
2
“anomaly”?
24. Research
Design
In
retrospect,
would
you
have
changed
your
research
design?
25. Research
quesGons
and
the
research
design
How
did
you
map
the
research
quesGons
onto
the
research
design?
26. Research
quesGons
and
related
papers
Table
2:
Shows
the
links
between
the
papers
and
the
research
ques7ons
Ques>on
Summary
of
Ques>on
Related
paper
1
Added
values
of
digital
storytelling
Paper
(IV),
paper
(V)
2
Advantages
of
co-‐designing
with
the
youth
Paper
(III),
paper
(V),
paper
(I)
3
Factors
that
facilitate
co-‐
design
Paper
(IV),
paper
(III),
paper
(V)
4
CharacterisGcs
of
producGve
design
milieu
Paper
(VI)
27. Research
quesGons
and
papers
• In
Table
2
it
is
stated
that
Paper
IV
addresses
the
research
quesGons:
“What
values
are
added
by
making
use
of
digital
storytelling
in
the
design
of
new
learning
environments
for
Sub-‐Saharan
Africa?”
and
“What
are
the
factors
that
facilitate
the
process
of
co-‐
design?”
• However
in
the
discussion
about
Paper
IV,
page
60,
you
explain
“…
how
digital
technology
enhances
storytelling”
and
how
it
“neutralises
the
disadvantages
of
tradi7onal
storytelling
…”.
• You
did
not
address
the
“values
added
by
digital
storytelling”
or
“the
factors
that
facilitate
the
process
of
co-‐
design”
28. QuesGon
versus
Paper
Ques>on
Paper
results
What
values
are
added
by
making
use
of
digital
storytelling
in
the
design
of
new
learning
environments
for
Sub-‐Saharan
Africa?
…
how
digital
technology
enhances
storytelling
“What
are
the
factors
that
facilitate
the
process
of
co-‐
design?
..
neutralises
the
disadvantages
of
tradi7onal
storytelling
…
Please
explain.
29. Paper
VI:
Design
milieux
for
learning
environments
in
African
contexts
Is
it
correct
to
say
that
this
paper
summarizes
the
research
over
the
research
period?
30. Paper
VI:
Design
milieux
for
learning
environments
in
African
contexts
Is
it
correct
to
say
that
this
paper
summarizes
the
research
over
the
research
period?
How
did
you
derive
the
code
book
for
scoring
the
design
milieux?
32. Findings
You
discussed
the
findings
of
each
of
the
six
papers
in
Chapter
4
and
discussed
the
findings
of
the
research
ques7ons
in
the
Chapter
6
(Conclusion).
Why
did
you
opt
to
do
so?
33. Value
of
Your
Research
How
is
your
research
of
value
for
computer
science
in
general?
34. Value
of
Your
Research
How
is
your
research
of
value
for
computer
science
in
general?
Is
it
applicable
to
other
paradigms?
35. Technical
aspects
of
the
dissertaGon
How
did
you
deal
with
the
technical
preparaGon
of
the
dissertaGon?
36. Technical
aspects
of
the
dissertaGon
How
did
you
deal
with
the
technical
preparaGon
of
the
dissertaGon?
What
citaGon
style
did
you
use
for
your
references?
37. Technical
aspects
of
the
dissertaGon
How
did
you
deal
with
the
technical
preparaGon
of
the
dissertaGon?
What
citaGon
style
did
you
use
for
your
references?
Did
you
use
a
language
editor
to
edit
the
document
and
check
the
references?
39. ReflecGon
• What
are
the
main
achievements
of
your
research?
• What
has
your
dissertaGon
contributed
to
the
knowledge
in
the
field
of
Digital
Storytelling?
40. ReflecGon
• What
are
the
main
achievements
of
your
research?
• What
has
your
dissertaGon
contributed
to
the
knowledge
in
the
field
of
Digital
Storytelling?
• What
were
the
main
challenges
of
your
research?
41. ReflecGon
• What
are
the
main
achievements
of
your
research?
• What
has
your
dissertaGon
contributed
to
the
knowledge
in
the
field
of
Digital
Storytelling?
• What
were
the
main
challenges
of
your
research?
• What
could
you
have
done
beWer?
42. ReflecGon
• What
are
the
main
achievements
of
your
research?
• What
has
your
dissertaGon
contributed
to
the
knowledge
in
the
field
of
Digital
Storytelling?
• What
were
the
main
challenges
of
your
research?
• What
could
you
have
done
beWer?
• What
are
the
remaining
issues
that
sGll
need
to
be
addressed?