Helping students develop their online professional identities (ATP Workshop 2...Jenna Condie
Slides for workshop on developing students' professional identities at the Association for the Teaching of Psychology conference at Loughborough University, 2014. Based on collaborative work with Birkdale School, Sheffield
Session for MSc Media Psychology students @salforduni. What does it mean to live and breath the web and how is technology impacting upon the self? Most importantly is the emphasis on our need for networks and how other people contribute to who we are and what we can achieve.
Selling social psychology to industry: working in enterprise and research con...Jenna Condie
Slides for a postgraduate workshop at the British Psychological Society's Social Psychology Conference at Canterbury Christchurch University in Kent, UK.
Social media for learning and employability - ATP conference 2013Jenna Condie
Workshop for the Association for the Teaching of Psychology Conference 2013 at Keele University.
Workshop overview: The use of social media is now everyday and commonplace, embedded into many peoples social lives. We are in a period of disruption and rapid adaptation where the opportunities and challenges of social media communication require our constant attention. As the online and offline worlds traverse, particularly within educational contexts, various professional and ethical dilemmas can arise when creating learning communities online. This workshop aims to unravel the complexities of how students construct themselves online and explore how teachers can enhance learning through social media platforms. A psychological perspective can help teachers understand their online activities and the potential of social media for engaging students. This workshop will also consider the importance of social media for students’ employability and how it might assist in their transition to employment or higher education.
If you had five minutes with a user of your product or service what would you ask him or her? Would you even know how to approach that person? Or who to ask? What makes a good interview anyway? Interviewing is both an art and a science, but often, both are overlooked. Taking time to ask the right questions reveals insights into the experiences we design. Everyone is has a story to tell, and everyone has insight that can inform your product, website, or service experience. But if we don’t ask good questions, we’ll lose the valuable input coming directly from the people we’re designing for.
Whether formal or informal, on a shoestring or a big budget, this workshop will give you concrete strategies for conducting interviews to get results you can use. Learn strategies for asking good questions, how to listen (more challenging than you think), get interview technology you need, and find out what the experts are doing in the field. Walk away with practical experience you can use the very same day to inform the products you’re creating.
Researching people: using questionnaires and interviewsJenna Condie
Social research methods lecture for animation masters students @salforduni. Introducing the two dominant social research methods - questionnaires and interviews.
Helping students develop their online professional identities (ATP Workshop 2...Jenna Condie
Slides for workshop on developing students' professional identities at the Association for the Teaching of Psychology conference at Loughborough University, 2014. Based on collaborative work with Birkdale School, Sheffield
Session for MSc Media Psychology students @salforduni. What does it mean to live and breath the web and how is technology impacting upon the self? Most importantly is the emphasis on our need for networks and how other people contribute to who we are and what we can achieve.
Selling social psychology to industry: working in enterprise and research con...Jenna Condie
Slides for a postgraduate workshop at the British Psychological Society's Social Psychology Conference at Canterbury Christchurch University in Kent, UK.
Social media for learning and employability - ATP conference 2013Jenna Condie
Workshop for the Association for the Teaching of Psychology Conference 2013 at Keele University.
Workshop overview: The use of social media is now everyday and commonplace, embedded into many peoples social lives. We are in a period of disruption and rapid adaptation where the opportunities and challenges of social media communication require our constant attention. As the online and offline worlds traverse, particularly within educational contexts, various professional and ethical dilemmas can arise when creating learning communities online. This workshop aims to unravel the complexities of how students construct themselves online and explore how teachers can enhance learning through social media platforms. A psychological perspective can help teachers understand their online activities and the potential of social media for engaging students. This workshop will also consider the importance of social media for students’ employability and how it might assist in their transition to employment or higher education.
If you had five minutes with a user of your product or service what would you ask him or her? Would you even know how to approach that person? Or who to ask? What makes a good interview anyway? Interviewing is both an art and a science, but often, both are overlooked. Taking time to ask the right questions reveals insights into the experiences we design. Everyone is has a story to tell, and everyone has insight that can inform your product, website, or service experience. But if we don’t ask good questions, we’ll lose the valuable input coming directly from the people we’re designing for.
Whether formal or informal, on a shoestring or a big budget, this workshop will give you concrete strategies for conducting interviews to get results you can use. Learn strategies for asking good questions, how to listen (more challenging than you think), get interview technology you need, and find out what the experts are doing in the field. Walk away with practical experience you can use the very same day to inform the products you’re creating.
Researching people: using questionnaires and interviewsJenna Condie
Social research methods lecture for animation masters students @salforduni. Introducing the two dominant social research methods - questionnaires and interviews.
This is an abbreviated version of a presentation given as part of a Residency program for graduate education students earning their Superintendent's letter.
Design thinking is a problem solving process geared for ambiguous situations. There are four principles of design thinking: empathize, visualize, co-create and iterate. This presentation gives tips and techniques for empathizing includes how to interview and how to analyze research data.
Eurocall 2010 panel on call and the learnerhayoreinders
These are the slides as presented during a panel at Eurocall 2010 in Bordeaux. Presenters were Glenn Stockwell, Hayo Reinders, Cynthia White, Phil Hubbard and Jozef Colpaert. For more information visit www.callandthelearner.info
Using discourse analysis to fuel brand strategies presentationMerlien Institute
Using Discourse Analysis to Fuel Brand Strategies
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Presented at Merlien Institute's International Conference on Qualitative Consumer Research & Insights, 7 & 8 April 2011, Malta
How to Rock a Presentation by Cynthia Hartwig at Two PensCynthia Hartwig
Cynthia Hartwig shares hard won presentation experience gained over 30 years of advertising and business communication pitches in How to Rock a Presentation. Learn how to make blended presentations, get away from being enslaved by PowerPoint, and figure out how to tell stories that make an audience connect with you.
Slidedeck for workshop with Travel in the Digital Age (TinDA) students at Western Sydney University. For their assignments, students have to pitch and propose a new Smartphone app for travel. This workshop is designed to support them in generating the evidence-base for their app development and avoiding techno-solutionism.
The Travel in the Digital Age unit is designed and coordinated by Dr Garth Lean. If you would like more information about the unit, please contact him on g.lean@westernsydney.edu.au
A guide to co-creating digital learning cultures Jenna Condie
This presentation was delivered for the School of Social Sciences School Meeting in June 2020. It overviews a guide developed in response to the COVID-19 period and the transitions to digital teaching required during this time. The guide builds upon a decade of technology-enhanced learning practices and existing research to provide practical and usable guidance for developing a supportive learning culture in online spaces. It extends learning dialogues beyond the classroom to consider using social media spaces for enhanced connect and a stronger sense of community and belonging.
In the spirit of digital scholarship, the guide is open access, live and ongoing: https://tinyurl.com/digitallearningcultures
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This is an abbreviated version of a presentation given as part of a Residency program for graduate education students earning their Superintendent's letter.
Design thinking is a problem solving process geared for ambiguous situations. There are four principles of design thinking: empathize, visualize, co-create and iterate. This presentation gives tips and techniques for empathizing includes how to interview and how to analyze research data.
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Correction on slide 14 - epistemology "how can we know", ontology "what can we know"
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Qualitative Content Analysis session for MSc Media Psychology students at the University of Salford.
The aim of the session is to consider knowledge and research on a continuum from positivist to interpretivist, realist to relativist, quantitative to qualitative. It's taken me the best part of four years to get a handle on my epistemological and ontological positions so I am hoping my 'pain' will be someone else's 'gain'. This is the first lecture where my PhD work is really showing its worth for my teaching. Would be interested to hear others thoughts on how to teach and learn qualitative research methods.
A further aim is to expand what we consider to be 'data' and think about how we can generate new knowledge about new media in innovative and creative ways. Sometimes the more traditional methods don't translate very well to contemporary issues. The session therefore introduces the concept of researcher-as-bricoleur.
As an exercise to develop our interpretative skills, Plan B's ill Manors track will be analysed in the session from different perspectives. We will start with the text, then listen to the song, then watch the music video, then see the trailer to the film to build more complex interpretations of Plan Bs work and consider its relationship to the 'real world'. Hopefully the session will work will:)
1. Flickr: familymwr
Qualitative Methods in Audience
Analysis
Jenna Condie | University of Salford | @jennacondie
1
2. Session Overview
A “how to” focus on qualitative
interviewing
Contextualised approach – case
study
Develop an interview schedule
Pilot your questions on each other
Critically analysis of method
Back to epistemology and ontology
2
Flickr: Daniel Y. Go
3. Your Case Study: Do TV talent shows no longer
have the ‘X Factor’?
As the UKs first
MediaPsych
postgraduates,
Simon Cowell wants you to investigate why viewing
figures are on a downwards trend.
3
4. Image: http://en.wikipedia.org/wiki/File:Simon_Cowell.jpg
Simon knows that the
viewing figures are down,
But he wants you to tell him
‘how’ and ‘why’. He wants
to
understand what audiences
now want from screen
media.
If we want to understand
how and why, qualitative methods have the
advantage (Maginn et al., 2008).
4
5. For the purposes of today’s
session, the method that you are going
to use in this research is qualitative
interviews.
Interview
society
Most Engaging
common Dissertation people
Useful Only way
to get
Co-constructed
Group data you
need?
Reflexivity
5
6. Qualitative Interviews
Conversations with a purpose (Burgess, 1984)
Mason (1996)
• Informal style, thematic, data generated via the
interaction.
• Questions – substance, style, scope, sequence
How many interviews are enough? (Guest et
al., 2006; Baker & Edwards, 2012)
6
7. Writing Successful Interview Protocols
(Jacob & Furgerson, 2012)
1. Pick a topic that is interesting to you (choice?)
2. Research should guide your questions
3. Use a script for the beginning and end of your
interview
4. Questions should be open ended.
5. Start with the basics.
6. Begin with easy to answer questions and move
towards ones that are more difficult or
controversial.
7. The phrase “tell me about…”is great way to start a
question. 7
8. Writing Successful Interview Protocols
(Jacob & Furgerson, 2012)
8. Write big, expansive questions.
9. Use prompts.
10. Be willing to make “on the spot” revisions to your
interview protocol
11. Don’t make the interview too long.
12. Practice with a friend.
13. Make sure that you can set up a second shorter
interview to help you clarify or ask any questions
you missed after you have transcribed the
interview.
14. Get ethical approval. 8
10. Narrative & Storytelling
Invite a story “Can you tell me about…”
Flickr: bixentro
Rather than “Why did you…?”
See Hollway &
Jefferson (2000)
10
11. Flickr: umjanedoan
Narrative Features:
Structure and Temporality
Beginning: “Can you tell me about the first time…?”
Middle: “Can you tell me about what it is like now?”
End: “Can you tell me where you see yourself in the
future?” 11
12. A successful interview schedule?
Keep your sample in mind!
For the purposes of today’s session, imagine
Simon’s company has provided a database of 100
people who regularly watch television on a
Saturday evening.
- How many do you interview?
- How do you choose who to interview?
- What are the advantages of this sample?
- What are the disadvantages of this sample?
12
13. Using today’s case study, have a go at the following:
Develop some questions with prompts
Pilot: ask each other
Do your questions work (or not)?
Developing a successful interview schedule takes time.
13
14. Flickr: highersights
Tips for the interview
(Jacob & Furgerson, 2012)
1. Start with your script.
2. Collect consent.
3. Use some type of recording device and only take
brief notes so you can maintain eye contact with
your interviewee.
4. Arrange to interview your respondent in a
quiet, semi-private place.
5. Be sure that both you and the interviewee block
off plenty of uninterrupted time for the
interview
14
15. Tips for the interview
(Jacob & Furgerson, 2012)
8. Have genuine care, concern, and interest
for the person you are interviewing.
9. Use basic counselling skills to help your
interviewees feel heard.
10. Keep it focused (I disagree)
Flickr: highersights
11. LISTEN! LISTEN! LISTEN!
12. End with your script.
15
17. Debriefing the researcher
(Onwuegbuzie et al., 2008)
Explore the researcher’s:
• interview background/experience
• perceptions of the participants
• perceptions of NVC;
• interpretations of interview findings;
• perceptions of how the study might have affected the
researcher;
• perceptions of how the researcher might have affected
the participants;
• awareness of ethical or political issues; and
• identification of unexpected issues or dilemmas that
emerged during the interviews.
17
18. Oi! I said oi!
What you looking at, you little
Transcription rich boy!
We’re poor round here, run
Ensure relevant to analytical home and lock your door
Don’t come round here no
approach more, you could get robbed for
Real (yeah) because my manors
ill
My manors ill
For real
What is lost in transcription? Yeah you know my manors
3 A: There’s ↑things that anno:y me when the- ill, my manors ill!
4 (0.6) like she bu- (0.2) ha:lf seven last
5 ↓ni:ght the kids were playing in their
6 bedroom.
7 (0.7)
8 A: And ah ca:n’t stop them from playin.
9 (0.1)
10 A: They were playing in the bedroom an ah
11 said (0.5) keep the noise >down.=they
12 were playin’ on the piano.<
13 (0.5)
14 A: An’ then >all of a sudden half seven< Example from CA
15 (0.4) ban:g bang bang sh’d- (0.3) I don’t
16 know what she’d done probably ran
17 upstairs. She wasn’ in bed. (Conversation Analysis)
Excerpt taken from Stokoe and Hepburn (2004) using
Jefferson’s (1984) transcription system 18
19. Carole: She was very isolated and I just think she’d have died of loneliness really and
I just found it, you know, unbearable. And it was partly my husband sort of
saying, well we’ll end up taking care of her eventually, she ought to come here and
get used to living here and make her own network of friends while she can. And
Narrative analysis
so, you know, we persuaded her to come and live with us. She needed
convincing, you know, that we wanted her. example
Interviewer: When you were planning for her to come did you talk it over with the
children?
Carole: Oh yes. They were, they felt very strongly, they were upset at her being
lonely. (Carole Grant, aged 46, widowed)
Excerpt taken from Mason (2004) Personal narratives, relational selves:
residential histories in the living and telling
Jenna: so you’ve been here six years [William: hmm] and have you always been in, do
you mind me asking, are you in socially rented
William: this is, it is yeah, but not always no, I had a house in [city omitted], sold that
Discursive analysis twenty years ago [Jenna: right ok] and er moved around a bit, I was working in Farlow
so I, in fact I was working for the landlord at the time, it used to be council [Jenna: right]
example I was managing one of the, I managed this estate for a time [Jenna: ok] I was normally
at another one further up the road and there was a small bedsit came empty in one of
the multi-storey blocks, and they were hard to let so I got that [Jenna: right] I mean
being an employee I had to go to case conference and everything just so everything
was above board and cosha you know [Jenna: yeah] erm and that was it, and when
I later removed some neighbours died a few years later, I got moved into a bigger flat because by that
time it was fairly clear that the flats were going to have to be emptied for major work to
all fillers = headache! be carried out [Jenna: yeah] so that was it
Jenna: right ok, do you mind us talking about what it was like to live in the high rise first
is that ok
Excerpt taken from my research interviews (Condie, forthcoming!)
19
20. Qualitative Data Analysis
Method interconnected with theoretical and
methodological approach developed.
Ask yourself the following:
• What kind of knowledge does your methodology
aim to produce?
• What kinds of assumptions does the methodology
make about the world?
• How does the methodology conceptualise the role
of the researcher? (Willig, 2001)
20
21. Qualitative Data Analysis
Realism Relativism
How well does the use of this data match:
1) my ontological perspective on what
constitutes the social world?
2) My epistemological perspective on how
knowledge can be produced?
(Mason, 1996, p. 37)
Positivism Interpretivism/
Constructionism21