This document provides an overview of key concepts and processes related to educational research methodology. It discusses topics such as variables, hypotheses, theories, research instruments, data analysis approaches, and the differences between basic and applied research. Examples are provided to illustrate research studies investigating how fluid cools off and how technology impacts student motivation. Guidance is also given on formulating research questions and developing a research portfolio.
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
Today research visibility is very important in an otherwise crowded digital environment. Here the concept of visibility generated and visibility earned is explained.
HCI Research as Problem-Solving [CHI'16, presentation slides] Aalto University
Slides from a talk delivered at CHI 2016, San Jose.
Authors: Antti Oulasvirta (Aalto University) and Kasper Hornbaek (University of Copenhagen).
Link to paper: http://users.comnet.aalto.fi/oulasvir/pubs/hci-research-as-problem-solving-chi2016.pdf
Overview: This talk discusses a meta-scientific account of human-computer interaction (HCI) research as problem-solving. We build on the philosophy of Larry Laudan, who develops problem and solution as the foundational concepts of science. We argue that most HCI research is about three main types of problem: empirical, conceptual, and constructive. We elaborate upon Laudan’s concept of problem-solving capacity as a universal criterion for determining the progress of solutions (outcomes): Instead of asking whether research is ‘valid’ or follows the ‘right’ approach, it urges us to ask how its solutions advance our capacity to solve important problems in human use of computers. This offers a rich, generative, and ‘discipline-free’ view of HCI and resolves some existing debates about what HCI is or should be. It may also help unify efforts across nominally disparate traditions in empirical research, theory, design, and engineering.
Understanding the relationship between pedagogical beliefs and technology use...Vrije Universiteit Brussel
Current evidence indicates that the use of technology during teaching and learning activities is steadily increasing (Berrett, Murphy, & Sullivan, 2012; Inan & Lowther, 2010; National Education Association, 2008), yet achieving ‘technology integration’ is a complex process of educational change. This is apparent as the use of technology in schools is still extremely varied and, in many instances, limited (e.g., Spector, 2010; Tondeur, Cooper, & Newhouse, 2010). In this respect, achieving the goal of meaningful technology integration (i.e., using technology to support 21st century teaching and learning) does not depend solely on technology-related factors (see also Arntzen & Krug, 2011; Sang, Valcke, van Braak, Tondeur, & Chang, 2010). Rather, the personal willingness of teachers plays a key role in teachers’ decisions whether and how to integrate technology within their classroom practices (Hermans, Tondeur, van Braak & Valcke, 2008; Ottenbreit-Leftwich, Newby, Glazewski, & Ertmer, 2010).
According to previous studies, teachers select applications of technology that align with their selection of other curricular variables and processes (e.g., teaching strategies) and that fit into their existing beliefs about ‘good’ education (Hermans et al., 2008; Niederhauser & Stoddart, 2001). Technological devices such as computers, tablets, or interactive whiteboards do not embody one single pedagogical orientation (Lawless & Pellegrino, 2007); rather, they enable the implementation of a spectrum of approaches to teaching and learning (Tondeur, Hermans, van Braak, & Valcke, 2008). In other words, the role technology plays in teachers’ classrooms depends on their conceptions of the nature of teaching and learning. In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer, 2005; Hermans, 2009).
With the impetus and call for increased technology integration (e.g., U.S. DOE, 2010; UNESCO, 2011), it is critically important to examine the link between teachers’ beliefs and teachers’ practices. In the last decade, the relationship between the pedagogical beliefs of teachers and their uses of technology has been examined extensively (cf. Hermans et al., 2008; Ottenbreit-Leftwich et al., 2010; Prestridge, 2009, 2010), but still this relationship remains unclear (Mueller et al., 2008). Given the centrality and importance of teachers’ pedagogical beliefs and the lack of a clear understanding about the relationship between beliefs and classroom technology use, the purpose of this review study is to examine and clarify this relationship. A meta-aggregative approach was used to locate, critically appraise, and synthesize the qualitative evidence base (see Hannes & Lockwood, 2011).
An overview of design-based research, design experiments, educational design research. What it is, where it came from, and how to apply it to improve teaching and learning.
Today research visibility is very important in an otherwise crowded digital environment. Here the concept of visibility generated and visibility earned is explained.
HCI Research as Problem-Solving [CHI'16, presentation slides] Aalto University
Slides from a talk delivered at CHI 2016, San Jose.
Authors: Antti Oulasvirta (Aalto University) and Kasper Hornbaek (University of Copenhagen).
Link to paper: http://users.comnet.aalto.fi/oulasvir/pubs/hci-research-as-problem-solving-chi2016.pdf
Overview: This talk discusses a meta-scientific account of human-computer interaction (HCI) research as problem-solving. We build on the philosophy of Larry Laudan, who develops problem and solution as the foundational concepts of science. We argue that most HCI research is about three main types of problem: empirical, conceptual, and constructive. We elaborate upon Laudan’s concept of problem-solving capacity as a universal criterion for determining the progress of solutions (outcomes): Instead of asking whether research is ‘valid’ or follows the ‘right’ approach, it urges us to ask how its solutions advance our capacity to solve important problems in human use of computers. This offers a rich, generative, and ‘discipline-free’ view of HCI and resolves some existing debates about what HCI is or should be. It may also help unify efforts across nominally disparate traditions in empirical research, theory, design, and engineering.
Understanding the relationship between pedagogical beliefs and technology use...Vrije Universiteit Brussel
Current evidence indicates that the use of technology during teaching and learning activities is steadily increasing (Berrett, Murphy, & Sullivan, 2012; Inan & Lowther, 2010; National Education Association, 2008), yet achieving ‘technology integration’ is a complex process of educational change. This is apparent as the use of technology in schools is still extremely varied and, in many instances, limited (e.g., Spector, 2010; Tondeur, Cooper, & Newhouse, 2010). In this respect, achieving the goal of meaningful technology integration (i.e., using technology to support 21st century teaching and learning) does not depend solely on technology-related factors (see also Arntzen & Krug, 2011; Sang, Valcke, van Braak, Tondeur, & Chang, 2010). Rather, the personal willingness of teachers plays a key role in teachers’ decisions whether and how to integrate technology within their classroom practices (Hermans, Tondeur, van Braak & Valcke, 2008; Ottenbreit-Leftwich, Newby, Glazewski, & Ertmer, 2010).
According to previous studies, teachers select applications of technology that align with their selection of other curricular variables and processes (e.g., teaching strategies) and that fit into their existing beliefs about ‘good’ education (Hermans et al., 2008; Niederhauser & Stoddart, 2001). Technological devices such as computers, tablets, or interactive whiteboards do not embody one single pedagogical orientation (Lawless & Pellegrino, 2007); rather, they enable the implementation of a spectrum of approaches to teaching and learning (Tondeur, Hermans, van Braak, & Valcke, 2008). In other words, the role technology plays in teachers’ classrooms depends on their conceptions of the nature of teaching and learning. In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer, 2005; Hermans, 2009).
With the impetus and call for increased technology integration (e.g., U.S. DOE, 2010; UNESCO, 2011), it is critically important to examine the link between teachers’ beliefs and teachers’ practices. In the last decade, the relationship between the pedagogical beliefs of teachers and their uses of technology has been examined extensively (cf. Hermans et al., 2008; Ottenbreit-Leftwich et al., 2010; Prestridge, 2009, 2010), but still this relationship remains unclear (Mueller et al., 2008). Given the centrality and importance of teachers’ pedagogical beliefs and the lack of a clear understanding about the relationship between beliefs and classroom technology use, the purpose of this review study is to examine and clarify this relationship. A meta-aggregative approach was used to locate, critically appraise, and synthesize the qualitative evidence base (see Hannes & Lockwood, 2011).
An overview of design-based research, design experiments, educational design research. What it is, where it came from, and how to apply it to improve teaching and learning.
Research is the systematic and objective analysis and recording of controlled observations that may lead to the development of generalizations, principles, or theories, resulting in prediction and possible control of events .
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
8. » Response to a problem?
» Solving a problem?
˃ What do you do when solving a problem?
+ Understand the problem
+ Devise a plan to obtain a solution
+ Use the plan
+ Evaluate the outcome
10. » Research is the formal systematic application of
the scientific and disciplined inquiry approach
to the study of problems
11. » Research is the formal
systematic application
of the scientific and
disciplined inquiry
approach to the study
of problems
» What do we mean by
scientific?
12. 1 2 3 4
Formulate the
hypothesis
(a tentative
proposition
about the
relation
between two
or more
theoretical
constructs)
Test the
hypothesis
(design a
study to
establish
whether the
relationship
between the
constructs
are as
predicted)
Collect data Decide to
accept or
reject
hypothesis
13. A diligent search or inquiry -
scientific investigation and study
to discover facts
All claims open to question
Knowledge can be observed and
tested again
14. » To Describe - describe the shape, colour, change over time, relation
to other constructs and so on..
» To Predict - given what is known the scientist attempts to predict
what might happen..
» To Control - by manipulating certain variables the scientist is
interested in determining whether it will lead to controlling a
particular condition.
» To Explain in the form of a Theory - ultimately the scientist is
interested in forming a theory to explain the phenomena being
investigated.
18. » Research begins with a question in the mind of the
researcher.
» Research demands a clear statement of the problem.
» Research requires a plan
» Research seeks direction through appropriate
hypotheses or research questions
» Research deals with facts and their meaning.
19. 1 2 3 4
Identify a
problem
Review
known
information in
the problem
area – put
forward a
hypothesis/
formulate
research
questions
Collect data
Analyze and
interpret data
Report
findings –
give answers,
solve problem
based on
analysis
Design a
study to test
hypothesis/
answer the
research
questions
21. » To provide evidence to help people decide
which opinions are correct – or more correct
» To help develop better ways to think about the
field of education
22. » To investigate problems or questions concerned
with improvement of education (Sowell, 2001)
˃ contribute to the advances of knowledge and theory
˃ provide insights into societal concerns
˃ solve a particular problem within a particular setting
23. » Basic
˃ contribute to the advances of knowledge and theory
» Applied
˃ provide insights into societal concerns
˃ solve a particular problem within a particular setting
» Evaluation
˃ Decision making
24. »Basic
˃ Apply to many people and
situations
˃ Relate to general theory
˃ Results may not have
immediate or clear
implications for practice
»Applied
˃ Apply to specific group of
people and situations
˃ Not necessarily related to
broader field of knowledge
˃ Results have immediate and
clear implications for practice
26. » Validity
˃ Outcomes are accurate?
˃ Data collection provide
accurate data?
˃ Analysis suitable for answering
the research questions?
»Reliability
˃ Outcomes are trustworthy?
˃ Can depend on the outcomes?
˃ Can replicate data?
27. research methodology
The study of research methods
A singular that does not admit of a plural
research technique
A specific means, approach or tool-and-its-use,
whereby data is gathered and analysed, and
inferences are drawn
research method
The manner in which a particular project is
undertaken
28. variable
any characteristic that is not always the same
characteristics that vary
relationship
A statement about variables
hypothesis
Statement that can be tested
theory
An explanation of how and why things happen
Tested
29. Research instrument
Anything used to collect information
Questionnaire
Researcher as the instrument
Deduction
Starts with a theory, apply to data
Tested
Induction
Data leads to theory
30. »Research 1
˃ Investigates how fluid cools off
»Research 2
˃ Investigates how the
motivation of TESL students
change with the utilization of
different technology in class
31. » Variables
˃ Dependent -Temperature of fluid
˃ Independent – Time
˃ Others – type of fluid, room temperature
» Hypothesis
˃ Temperature decreases with time
» Theory
˃ Newton’s law of cooling
» Instrument
˃ Thermometer
» Analysis
˃ Tabulate, graph
32. » Variables
˃ Dependent –Motivation
˃ Independent – ?
˃ Others – level of difficulty, personal problems etc
» Hypothesis
˃ The more recent the technology, the higher the level of motivation
» Theory
˃ “No specific law” – but have been researched
» Instrument
˃ Questionnaire
» Analysis
˃ Compute correlation coefficient
33. » Specify actions or operations to measure
motivation
˃ States that he/she likes research class
˃ Display interests – pays attention
˃ Observed to ask questions about subject
˃ Turns in all homework/assignments on time
34. What are the variables?
Is there a relationship to be tested?
How to operationalise “anxiety”?
35. » Your personal interest
» Accessibility
» Socially relevant / useful
» Reiterate the significance of your would-be
research
36.
37. » University of Edinburgh
http://www.lel.ed.ac.uk/research/
» Syntax & Semantics Research- research in both of these core areas of linguistic
theory, and in the interfaces between them and other areas, such as pragmatics.
» The Phonetics & Phonology - researchers treating a very broad range of topics -
"from speech synthesis to OT" - as part of a unified field of activity; hardly anyone in
the group can readily be pigeonholed as a "phonologist" or a "phonetician".
» The Centre for Speech Technology Research (CSTR) - concerned with research in all
areas of speech technology including speech recognition, speech synthesis, speech
signal processing, information access, multimodal interfaces and dialogue systems.
» The Language in Context Research - investigates how the social, interpersonal and
discursive context of language shapes its forms and uses.
» The Developmental Linguistics Research - undertakes theoretical and experimental
research on language acquisition, language attrition, and language change. The
fundamental research aim is to investigate the nature of the constraints on how
linguistic knowledge can vary over time, both within and between individuals.
38. » Analysis of political, economic, social, legal and cultural environment in which educational
organisations work
» Autonomy, professionalism and decision policies
» Change management and education quality
» Classroom management
» Computers in educational administration
» Differing cultural perceptions of management in education
» Distance education and multimedia environments
» Education economics
» Educational leadership
» Educational systems planning/strategic planning
» Equity and education
39. » Globalisation and education
» Information systems for education and training support
» Leadership in education
» Lifelong learning and development of competences
» Management in higher education / Management of e-education
» Managing the curriculum
» Marketing in education
» Organisations as learning communities
» Policy analysis and evaluation of institutions and study programmes
» Professional development of teaching staff
» Public policies management
» School and school system improvement
» Transactional education, student and teaching mobility
40.
41. » The Nineteenth-Century Artist-Teacher: A Case Study of
George Wallis and the Creation of a New Identity
» Dyslexia and the Studio: Bridging the Gap between
Theory and Practice
» Facilitating meta learning in Art and Design Education
» Making Creative Spaces: The Art and Design Classroom
as a Site of Performativity
» Ecological mural as community reconnection
42. » Systematic
» Start with newspaper, magazines, tv news
» Read textbook
» Read reports
» Read journals
44. » You have research questions and you answer
them by providing data collected through valid
and reliable processes.
45. » Explore the contents in the i-Learn portal
» Think of an area you want to research
» Set up your portfolio
˃ Start posting your reflection/thoughts/ideas
» Register as National Academies Press user at
http://www.nap.edu/ and
˃ read “ Scientific Research in education (2002)” chapter 5
» Better still read the whole book :-D