Diagrams to discourse and discourse to diagrams: uses of visual representation in qualitative research to support staff development of digital literacies
by Sarra Saffron Powell and Tunde Varga-Atkins, University of Liverpool
for SEDA conference presentation on Creativity, 15th Nov 2013, Bristol
Digital Champions HEA pilot: supporting Year 1 students with academic transitionTünde Varga-Atkins
A pilot project entitled “Supporting transition with peer-assisted learning and digital stories” funded by the HEA, has been running this year at the University of Liverpool’s Management School. Two digital stories from the third-year Digital Champions are now available on writing assignments, which can be used as useful resources for first-year students.
See more detail at: http://digilearnblog.liv.ac.uk tag: 'Digital Champions'
Introduction to Physical Metallurgy Lecture NotesFellowBuddy.com
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
What’s in a name? Defining and developing information and digital literacies...Tünde Varga-Atkins
What’s in a name? Defining and developing information and digital literacies through EBL
We will focus on digital literacies from a curriculum development point of view, reporting on our experiences with a new, enquiry-based learning module for second year undergraduate students at the University of Liverpool. The enquiry-based learning model was developed by the academic lead in collaboration with learning technology and library staff. This partnership allowed us to research the extent to which enquiry-based learning a good vehicle to develop students’ digital and information literacies, but also to consider the overlaps and distinctions between these literacies, and how these could be developed in tandem.
Could partnerships or communities of practice enable digital and information literacies to be embedded into your curricula?
How can definitions and distinctions help, or hinder student, and staff engagement and understanding?
Come to the session to hear about our research, experiences and reflections and consider how they may apply to your own institution
Emma Thompson, academic liaison librarian, and Tünde Varga-Atkins, learning technologist, University of Liverpool
Theme is: Do names (definitions) really matter?
Just a literary addition for those interested - from Shakespeare (Wikipedia)
In Act II, Scene I of the play, the line is said by Juliet in reference to Romeo's house, Montague which would imply that his name means nothing and they should be together.
Juliet:
O Romeo, Romeo! wherefore art thou Romeo?Deny thy father and refuse thy name;Or, if thou wilt not, be but sworn my love,And I'll no longer be a Capulet.
Romeo:
[Aside] Shall I hear more, or shall I speak at this?
Juliet:
'Tis but thy name that is my enemy;Thou art thyself, though not a Montague.What's Montague? it is nor hand, nor foot,Nor arm, nor face, nor any other partBelonging to a man. O, be some other name!What's in a name? that which we call a roseBy any other name would smell as sweet;So Romeo would, were he not Romeo call'd,Retain that dear perfection which he owesWithout that title. Romeo, doff thy name,And for that name which is no part of theeTake all myself.
Romeo:
I take thee at thy word:Call me but love, and I'll be new baptized;Henceforth I never will be Romeo.
An IKS industrial partner's view on the current state of IKS software: on one hand the full "revolutionary CMS" stack, on the other hand the pragmatic but limited FISE RESTful semantic engine.
Digital Champions HEA pilot: supporting Year 1 students with academic transitionTünde Varga-Atkins
A pilot project entitled “Supporting transition with peer-assisted learning and digital stories” funded by the HEA, has been running this year at the University of Liverpool’s Management School. Two digital stories from the third-year Digital Champions are now available on writing assignments, which can be used as useful resources for first-year students.
See more detail at: http://digilearnblog.liv.ac.uk tag: 'Digital Champions'
Introduction to Physical Metallurgy Lecture NotesFellowBuddy.com
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
What’s in a name? Defining and developing information and digital literacies...Tünde Varga-Atkins
What’s in a name? Defining and developing information and digital literacies through EBL
We will focus on digital literacies from a curriculum development point of view, reporting on our experiences with a new, enquiry-based learning module for second year undergraduate students at the University of Liverpool. The enquiry-based learning model was developed by the academic lead in collaboration with learning technology and library staff. This partnership allowed us to research the extent to which enquiry-based learning a good vehicle to develop students’ digital and information literacies, but also to consider the overlaps and distinctions between these literacies, and how these could be developed in tandem.
Could partnerships or communities of practice enable digital and information literacies to be embedded into your curricula?
How can definitions and distinctions help, or hinder student, and staff engagement and understanding?
Come to the session to hear about our research, experiences and reflections and consider how they may apply to your own institution
Emma Thompson, academic liaison librarian, and Tünde Varga-Atkins, learning technologist, University of Liverpool
Theme is: Do names (definitions) really matter?
Just a literary addition for those interested - from Shakespeare (Wikipedia)
In Act II, Scene I of the play, the line is said by Juliet in reference to Romeo's house, Montague which would imply that his name means nothing and they should be together.
Juliet:
O Romeo, Romeo! wherefore art thou Romeo?Deny thy father and refuse thy name;Or, if thou wilt not, be but sworn my love,And I'll no longer be a Capulet.
Romeo:
[Aside] Shall I hear more, or shall I speak at this?
Juliet:
'Tis but thy name that is my enemy;Thou art thyself, though not a Montague.What's Montague? it is nor hand, nor foot,Nor arm, nor face, nor any other partBelonging to a man. O, be some other name!What's in a name? that which we call a roseBy any other name would smell as sweet;So Romeo would, were he not Romeo call'd,Retain that dear perfection which he owesWithout that title. Romeo, doff thy name,And for that name which is no part of theeTake all myself.
Romeo:
I take thee at thy word:Call me but love, and I'll be new baptized;Henceforth I never will be Romeo.
An IKS industrial partner's view on the current state of IKS software: on one hand the full "revolutionary CMS" stack, on the other hand the pragmatic but limited FISE RESTful semantic engine.
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
From discourse to diagrams: research project on academic staffs digital liter...sarra saffron powell
A presentation that demonstrates the use of diagrams across all stages of a research project at the University of Liverpool. The research explored academic staffs perspectives of and practices in digital literacies.
Seda small grants final report 2013 powell varga atkins uo l v1-1sarra saffron powell
Report on academic staff's perspectives on and practices in digital literacies at the University of Liverpool. We examined the relationship between attitudes towards digital literacies ad critical reflection in discipline specific contexts. Includes a workshop for educational practitioners to try and supporting resources.
#cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed O...Allegra Smith
This presentation traces the design and implementation of an online first-year composition course at a Research I institution during the 2017-18 academic year. The speaker will share lessons learned from designing and teaching the course, as well as training and mentoring graduate instructors to teach online for the first time (Bourelle, 2016). Topics covered will include positioning a digital rhetorics themed distance learning course within a STEM-based university, teaching multimodal assignments in an online course, and integrating information design concepts such as user-centeredness (Blythe, 2001) and wicked problems (Rittel & Webber, 1973) into online first-year writing curricula.
Getting Started and Finishing your Dissertation Using NVivoQSR International
In Part 1 of this 4-Part series we will look at the way NVivo has been discussed in other dissertations, usually in methods and findings, provide tips from committee members and NVivo consultants about communicating findings; and give you a sense of the end-game so you can start putting the pieces together!
Introduction to a chapter that explores how an infographic poster design course was improved. In particular, students were helped with preparing better academic arguments through being taught a multimodal framework for academic argument in data visualization.
Successfully Defending Your Dissertation Using NVivo QSR International
Looking for tips about communicating your dissertation findings? Let NVivo give you a sense of the end-game so you can start putting the pieces together.
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
From discourse to diagrams: research project on academic staffs digital liter...sarra saffron powell
A presentation that demonstrates the use of diagrams across all stages of a research project at the University of Liverpool. The research explored academic staffs perspectives of and practices in digital literacies.
Seda small grants final report 2013 powell varga atkins uo l v1-1sarra saffron powell
Report on academic staff's perspectives on and practices in digital literacies at the University of Liverpool. We examined the relationship between attitudes towards digital literacies ad critical reflection in discipline specific contexts. Includes a workshop for educational practitioners to try and supporting resources.
#cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed O...Allegra Smith
This presentation traces the design and implementation of an online first-year composition course at a Research I institution during the 2017-18 academic year. The speaker will share lessons learned from designing and teaching the course, as well as training and mentoring graduate instructors to teach online for the first time (Bourelle, 2016). Topics covered will include positioning a digital rhetorics themed distance learning course within a STEM-based university, teaching multimodal assignments in an online course, and integrating information design concepts such as user-centeredness (Blythe, 2001) and wicked problems (Rittel & Webber, 1973) into online first-year writing curricula.
Getting Started and Finishing your Dissertation Using NVivoQSR International
In Part 1 of this 4-Part series we will look at the way NVivo has been discussed in other dissertations, usually in methods and findings, provide tips from committee members and NVivo consultants about communicating findings; and give you a sense of the end-game so you can start putting the pieces together!
Introduction to a chapter that explores how an infographic poster design course was improved. In particular, students were helped with preparing better academic arguments through being taught a multimodal framework for academic argument in data visualization.
Successfully Defending Your Dissertation Using NVivo QSR International
Looking for tips about communicating your dissertation findings? Let NVivo give you a sense of the end-game so you can start putting the pieces together.
Designing and testing visual representations of draft essays for Higher Educa...Denise Whitelock
This presentation reports the findings of an empirical investigation which set out to test a set of rainbow exercises. The rainbow diagrams are pictorial representations of formal graphs that are derived automatically from student essays. They were designed to allow students to discover how key concepts in a well written essay are connected together. The students would then be able to compare a rainbow diagram of their own essay with a good essay and make changes to it before submission to their tutor. A trial was undertaken with academics, teaching and learning staff, doctoral students at The Open University of Catalonia and the Open University UK, before implementation into the web application known as OpenEssayist.
Christina Silver - Benefits of CAQDAS for reflexivity.pdfChristina Silver
I this webinar hosted by the CAQDAS Networking Project I discuss the benefits of CAQDAS packages for reflection and reflexivity in qualitative analysis
There are many benefits for using dedicated CAQDAS-packages to facilitate qualitative analysis, but this webinar focuses on what for me, is the central benefit: the ability to capture reflections and engage in reflexivity not only in-the-moment, but integrated with the data that prompted the analytic thoughts and in a way that enables them to be built upon and incorporated into the analysis reliably and transparently.
First I outline my conceptualisation of the difference between reflection and reflexivity, and why this is an important distinction to make. Then I illustrate, using the current iteration of the Analytic Activities framework, first published in Lewins & Silver 2007, how reflection (incorporating reflexivity) is central to both qualitative analytic method and the creative and rigorous use of CAQDAS tools.
Then, I outline the CAQDAS tools that can be used to capture for these purposes, focusing on writing and mapping spaces. This includes discussion about both what is reflected upon, and how they can be captured in terms of the integration of tools. This leads to a discussion about quality in qualitative analysis and the contribution of the use of CAQDAS tools in this space.
Participants are encouraged to engage creatively in this webinar, bringing not only questions but also to share their needs and experiences for reflection and reflexivity in the context of their use of their chosen CAQDAS package.
Presentation by Tunde Varga-Atkins at the Methods@Manchester Methods Fair on Creativity in Social Science Research, recorded session available on YouTube (https://www.youtube.com/watch?v=E9tF0C-75A8)
Understanding International Students' Experiences of Learning with TechnologyTünde Varga-Atkins
Outcomes and findings from a collaborative literature review
Presented at the AEIE Conference
EAIE Session 8.03 (ID1662)
15th Sep 2016
Funded by ELESIG small-grants
A session on "Semi structured interviews for education research" faciltiated by Dr Ian Willis and Dr Debbie Prescott
as part of the CPD series on educational research
Academic Development, Centre for Lifelong Learning
University of Liverpool
5th November 2015
Our poster prepared for the HEA Social Sciences 2014 conference - a project using peer-assisted learning approach to develop students' digital and information literacies and aid their transition to HE.
Developing students digital literacies through Enquiry-Based Learning (EBL) -...Tünde Varga-Atkins
Our presentation on a curricular model, embedding digital and information literacies.
Credit: Simon Snowden, Emma Thompson and Tunde Varga-Atkins @ University of Liverpool
Our presentation and workshop at ALTC-2013 conference on our team development, using metaphors for this reflection.
Presented by Tunde Varga-Atkins and Phil Walker
Credit to all the team who contributed in its design: Dan Roberts, Debbie Prescott, Paul Duvall and Nick Bunyan, eLearning Unit @ University of Liverpool.
Acknowledgements to those in EdDev who helped test-run this session.
See also our use of metaphors in a research project with Sarra Saffron Powell,
Powell, S. S.; Varga-Atkins, T. (2013) „Digital Literacies: A Study of Perspectivesand Practices of Academic Staff‟ : a project report. Written for the SEDA Small Grants Scheme. Liverpool: University of Liverpool. July. Version 1
http://www.academia.edu/4364602/Digital_Literacies_A_study_of_perspectives_and_practices_of_academic_staff_2013_by_Sarra_Saffron_Powell_and_Tunde_Varga-Atkins
Using focus groups for evaluating learner experiences by Tunde Varga-Atkins a...Tünde Varga-Atkins
This presentation was developed for participants on a PgDip programme - the remit was to offer insight into focus groups as a potential method of data collection for their research project.
Evaluation techniques of teaching: focus groups and Nominal Group TechniqueTünde Varga-Atkins
Slides accompanying a 90-min SEDA workshop on 15th Nov 2012.
Credit to Tunde Varga-Atkins, Jaye McIsaac and Ian Willis, University of Liverpool.
It is the first time we have introduced our new, combined approach for gathering student feedback on teaching. The method can also be used in other contexts such as curriculum review or development.
The Nominal Group Technique is akin to focus groups, but with more structure and an immediate, quantitative output. Our approach has been to combine two stages: stage 1, focus group, followed by stage 2: nominal group. We have found this an effective approach at the University of Liverpool.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Diagrams to discourse and discourse to diagrams: using visual representation in a research project on staff digital literacies
1. Diagrams to discourse and discourse to
diagrams:
uses of visual representation in qualitative
research to support staff development of digital
literacies
Sarra Saffron Powell / Tünde Varga-Atkins
University of Liverpool
Research funded by SEDA Small Grants
SEDA conference, 15th Nov 2013, Bristol
3. During this session:
• Are diagrams (or other visual
representations) viable tools to use in
your own practice?
• What are the merits and limitations of
visual approaches in supporting your
critical reflection on your own
perceptions and practices?
Powell&Varga-Atkins
15 Nov 2013 SEDA
4. Background
• SEDA small grants
research funding
• Full report available:
Powell&Varga-Atkins
15 Nov 2013 SEDA
5. What was done?
Explored academic staff‟s:
– practices in digital literacies,
staff interviews and
surveys
– perspectives of those practices
within a discipline specific context.
– individual and institutional enablers and constraints
– explored the role of critical reflection in relation to
developing digital literacies.
Powell&Varga-Atkins
15 Nov 2013 SEDA
6. Why was it done?
• To understand:
– how digital practices emerge;
– to understand what staff are already doing;
– to find out what the university could do to help support
staff in enhancing students‟ development of digital
literacies.
– the role of critical reflection in the development of
digital literacies
• To promote the digital literacies agenda and improve the
student experience
Powell&Varga-Atkins
15 Nov 2013 SEDA
7. Defining digital literacies
functional competence (externus) and capability (internus)
flexible
confident
agile adopter
capable
critically reflective
Powell&Varga-Atkins
15 Nov 2013 SEDA
9. The value of diagrams
“A diagram is a visual
representation that shares
the properties of
written text and
representational
images,
but cannot be reduced to
either”
(Blackwell, 2001, p.1).
http://cas.uchicago.edu/workshops/earlymodernphil/fi
les/2013/04/descartesoptics.jpg
Powell&Varga-Atkins
15 Nov 2013 SEDA
10. Not just 1000 words: new insights
Harper (2002)
Pic credit: Wikipedia: HikingArtist
Powell&Varga-Atkins
Varga-Atkins & O‟Brien
(2009)
15 Nov 2013 SEDA
11. Mmm, useful
…visual modalities, unbound
by the linearity of text (Land,
2011), are especially suited to
explore both self–perception
and practices,
whilst depicting the
multimodal,
multi-directional complexities
of those practices in context
of developing digital
literacies.
Credit: Adeen Flinker, UC Berkeley
Powell&Varga-Atkins
15 Nov 2013 SEDA
12. Let us take you through
each stage in our research cycle
Powell&Varga-Atkins
15 Nov 2013 SEDA
14. The big challenge
• Not to pre-empt
responses
• We wanted participants
to volunteer where they
engaged with
technology
http://rob-colvin-art.tumblr.com/post/61121517694/the-bigchallenge-by-rob-colvin-acrylic-and
Powell&Varga-Atkins
15 Nov 2013 SEDA
16. Participatory diagramming (a
“rebus”)
Start
Solution
We posed a learning and teaching „problem‟ and asked
staff to chart the their approaches and activities to reach
a solution
Challenges: varying comfort levels and a feeling of
being “under prepared” (Umoquit et al 2008).
Powell&Varga-Atkins
15 Nov 2013 SEDA
17. Diagrammatic elicitation
can be participant- or researcher-led
(Umoquit et al 2013);
= A more
practices
realistic representation of academic staff‟s range of digital
Powell&Varga-Atkins
15 Nov 2013 SEDA
18. Diagrams to elicit discourse
Triggers: Visuals/diagrams can elicit ideas that may otherwise
remain unarticulated and promote general discussion.
(Gaskell, 2000 in Crilly et al 2006)
Powell&Varga-Atkins
15 Nov 2013 SEDA
19. Paired Activity. Take 2-3 stickers. Interview your pair
about their use of these selected technologies.
When do you use these technologies and how?
Observe the questions below and be ready to feed back
about your experience as interviewer/interviewee.
Interviewer
How helpful is the visual
task in getting your
‘data’? To what extent is
the structure offered by
the diagram help or
hinder?
Interviewee
How helpful is the visual
task in helping you
formulate your thinking?
To what extent is the
structure offered by the
diagram help or hinder?
20. Dilemma of Diagramming:
balance between openness and
structure
use
aware but not use
tried and
rejected
Powell&Varga-Atkins
15 Nov 2013 SEDA
30. to …infographics
I see the relevance
Training &
evidence
I see it as my
role
6
Need
training?
0
They are ok!
5
21
8
Point to evidence about
embedded practices;
example definitions and
embedded practices in a
disciplinary context
0
0
I have the capabilities
Powell&Varga-Atkins
2
??
Excluding non-academic
staff and missing
responses, n=54
31. Reflecting on our use of visuals, they
were:
conscious
natural
necessary
emergent
see pic credits in
Powell&Varga-Atkins
15 Nov 2013 SEDA
32. Discussion
Discussion
• Questions
• Can diagrams (or other visual representations)
be suitable tools to use in your own
practice?
• What are the merits and limitations of
visual approaches in supporting your
critical reflection on your own perceptions
and practices?
Powell&Varga-Atkins
15 Nov 2013 SEDA
34. Graphic > < Digital
Powell&Varga-Atkins
15 Nov 2013 SEDA
35. References
Beetham, H and Sharpe, R (2011) Learning literacy development framework (JISC
workshop material)
Crilly N., Blackwell A. F., Clarkson P. J., (2006) Graphic elicitation: using research
diagrams as interview stimuli. Qualitative Research, 6(3) 341-66.
Harper, D. 2002. Talking about pictures: A case for photo elicitation. Visual Studies
17, no. 1:13–26.
Land R., (2011) Speed and the Unsettling of Knowledge in the Digital University, Digital
Difference, (series Educational Futures Rethinking Theory and Practice) (50) 61-70
Powell, S. S.; Varga-Atkins, T. (2013) „Digital Literacies: A Study of Perspectives and
Practices of Academic Staff‟: a project report. Written for the SEDA Small Grants
Scheme. Liverpool: University of Liverpool. July. Version 1.
Powell S. S., Varga-Atkins, T. (2013) „Using visual metaphors to promote critical
reflection on digital practices and perspectives‟: Workshop Guidance
Umoquit, M., Tso, P., Varga-Atkins, T., O‟Brien, M., & Wheeldon, J. (2013). Diagrammatic
Elicitation: Defining the Use of Diagrams in Data Collection. The Qualitative
Report, 18(60), 1–12.
Varga-Atkins, T and O'Brien M. (2009) From drawings to diagrams: maintaining
researcher control during graphic elicitation in qualitative interviews. International Journal
of Research and Method in Education, vol. 32(1), April,53-67
Powell&Varga-Atkins
15 Nov 2013 SEDA
36. Image credits
• Emergent = waves by Reza Ali –
http://www.syedrezaali.com/blog/?p=1214
• Natural = a forest = http://www.layoutsparks.com/1/213309/greenforest-natural-road.html
• Conscious: “The mind of Mr Soames”
http://controlv.deviantart.com/art/The-Mind-of-Mr-Soames268423113
• Necessary: fractal art http://steell.deviantart.com/art/Complexity18857076
Powell&Varga-Atkins
15 Nov 2013 SEDA
37. Contact
Sarra Saffron Powell sarrasaf@liv.ac.uk
Tunde Varga-Atkins @tundeva
tva@liv.ac.uk
Powell&Varga-Atkins
15 Nov 2013 SEDA
Editor's Notes
Need to reference strategy
sarraIn this session we demonstrate the ways in which we used visualrepresentation (diagrams) in our educational developer work as researchers in all stages of our research cycle to:Elicit data during interviews;Analyse interview data;Report writing; Disseminating research findings.As well as to communicate ideas between us.From discourse to diagrams, diagrams to discourseWill explain how we use the terms DLs and diagrams in a bit
sarra
Add web linksara
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Meet the demands of living in a technological age – look at a modelk of this later
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tAs a research tool, seemed to offer more bang for your buck
TundeWhy visuals? (Harper,=new insight self-REF)=1000 wordsPrevious research experience and practice
sParticular relationship between digital literacies and visual modalities
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sThere is an interpretive flexibility with visual stimulus that is not afforded by language
sData collection- how we used diagrams in our data collection stageOn
sThiswas, clearly, limited and linear – many staff took a multi-directional approach to solving problems that wasn’t captured by this simplistic line. We realised we didn’t want to limit our focus to just teaching activities but wanted to capture a wider range of staff activities. Participants also had varying levels of comfort in terms of sketching their approaches and there was a clear sense that the limitations of an interview setting, made them feel unprepared for the task.(tva:I also think the discomfort came from the fact that they weren’t sure where the technological was meant to come in- as if we had a hidden agenda…they weren’t sure how to ‘please us’ as interviewers)
TundeVisual aid encourages dialogue and/or a reaction; We then developed this – a form of diagrammatic elicitation of data which reflected the complexity of academic staff’s activities more realistically – we devised stickers to aid the interview process and where staff mentioned use of technology, we asked them to place stickers in the relevant categories according to their activities.
tMore important is what they say and how they say itDiagram/stickers just a trigger. But discourse is the centre of our analysis!
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Tunde Stickers allowed us to see that new categories emerged(because they were visual, it was obvious)We then adapted the instrument for our Phase 2 interviews
sMoving on to Analysis
This was the natural aspect of our visual analysis – and helped us interrogate a large amount of data.
sAs was communicating our ideas to each other
TMoving on to ReportingWe will show you some of our findingsAnd how the use of diagrams were in a sense our summaries Of our findings in this piece of research.
TWe drew the ‘profile’ of each of our intervieweeand attributed what they said about digital literacies to each part.As you see the layers of awareness, rejection, use Have made it to the profiles (our findings from the sticker task)Attitude , awareness and critical reflection were central.
Tunde Here we used the pyramid diagram model from Sharpe and BeethamAnd again mapped the def-s of DLs that staff gave against the layersWe found a new layer: something between skills/practicesAgain adv of visual: that it is obvious to show this
TundeThis diagram encapsulates quite a few of aspects our findingsAdoption and taking further the diagram by Beetham and Sharpe (2010)Discovery of a layer of skills & practicesAdding critical reflection, access and awareness
Now we will discuss how have gone about Thinking about dissemination (and using visualsThink back to the image on an image is 1000words!)
This is the sort of typical output you may have in a researchChart with commentaryWon’t go into detailBut questions were on different attitudes to relevance, capabilities to DL
TundeHere is something we have come up with instead,We are trying to create more of a narrative (discourse and diagrams together) encapsulated as an infographicsHere we were trying to put the 4 bar charts into a coherent imageTrying to figure out which group is the one we should tackle as ‘eddevers’Not saying the infographics is perfect!!!Experimenting with a way that would lead to effective communication
sDecisive (eliciting data)Emergent (interview analysis)Natural (our primary modus operandi as individuals)Necessary (to move beyond the linearity of text and reflect subtle and complex realities)Pic credits to go into ReferencesReza ali – emergent http://www.syedrezaali.com/blog/?p=1214Forest = http://www.layoutsparks.com/1/213309/green-forest-natural-road.htmlConscious: the mind of Mr Soameshttp://controlv.deviantart.com/art/The-Mind-of-Mr-Soames-268423113Necessary: fractal arthttp://steell.deviantart.com/art/Complexity-18857076
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Tunde Here definitions of digital literacieswere collected.(Using a diagram /petals from other projects, we adapted them slightly)Numbers: def-s in the partic categoryWhat this demonstrates (to oru staff)Is that DLs are not just functional skill sets but beyond, encompassingIdentities (nothing new in terms of findings but nice way to demonstrate it to staff, our audience)