Category: Week 6

S1-Week 6-Class

Semester 1 (Week 6)

Theses are the notes I took during the Tuesday afternoon workshop that took place from 14:00 to 17:00 on 24th October 2017.  The tutors were Dr Ita Kennelly, Dr Muireann O’Keeffe, and Dr Claire McAvinia.

Topics for today’s workshop

– Part 1 – Methodology Analysis (Poster) – Dr Ita Kennelly
– Part 2 – Action Research – Dr Muireann O’Keeffe
– Part 3 – Case Study – Dr Claire McAvinia.

Part 1 – Methodology Analysis (Poster)
Ita Kenneally

See photo of poster.
See pages 27 to 41 of Barry Ryan’s thesis
Think about giving the interviewees the semi-structured questions in advance of the interviews.

Part 2 – Action Research
Muireann O’Keefe

Think about validity and reliability.

Part 3 – Case Study
Claire McAvinia

Used for inquiry into ‘processes and relationships’ (Denscombe, 2007, p.38)
Inve…

Asks why and how questions to uncover meanings and relationships.

Types of Cases

Stake, 1995
Intrinsic…aim to understand the particularities of the specific case generalise
Instrumental…generalise
Collective…generalise

Yin, 2003, 2014
Exploratory, e.g. Pilot project
Explanatory – suitable for causal studies, implementation of process
Descriptive – describe an intervention or occurrence in real-life context

Could use the word transferable rather than generalisable. A degree of generalisability. Could use word indicative or compelling.

Comparative cases – two or more cases compared

Phenomenology and phenomenography

Difference between case study and phenemonology

Phenomenology is a philosophical stance as well as a methodology.
The focus is on the lived experience not the person, group or event
The data are gathered to examine the lived…

Referencing Handbook APA: University of Lincoln: The Library (PDF)

M4-Week 6-Home

Educational Research Design Module (Week 6)

The following is a reflection on the week immediately after the class that took place on 23rd May 2017 using Gibbs Reflective Cycle.

Description

THIS WEEK:  Data Collection (Home)

The broad area / theme of my research topic is adaptive learning / personalisation.

My current research question is:

“How can a domain model for adaptive learning in secondary school mathematics be evaluated?

My current research title is:

“The Design and Evaluation of a Domain Model for Adaptive Learning in Secondary School Mathematics (Functions at Leaving Certificate Ordinary Level )”

In relation to methodology, I reduced the number of choices available to me by eliminating the following methodologies: experimental and quasi-experimental research, phenomenological research, action research, heuristic inquiry, grounded theory and ethnography. (Gray, 2013).

I propose to take two different methodological approaches:  analytical survey and case study.  Epistemologically speaking, the former is underpinned by an objectivist approach and the latter by a constructivist approach.  (Gray, 2013).  (Note:  After Padraig McDonagh’s talk, perhaps I will call my methodology post-positivist).  Methodologies can be classified according to their purpose as well as by their approach.  According to Robson (2002), there are three possible forms of study:  exploratory, descriptive and explanatory with Maxwell (1996) adding interpretive to this list.  The case study component of my research will be an interpretive study seeking to explore teachers’ and text book authors’ views on why learning topics should be sequenced in a particular way.  The analytical survey will seek to find out how these topics are actually sequenced by teachers in class (scheme of work/lesson plans) and by authors in textbooks (chapters/topics).

I plan to take a mixed methods approach by doing an analytical survey and by conducting interviews.  The analytical survey will be cross-sectional rather than longitudinal.

How do you plan to find the answer? i.e. What methods will you use?

What areas of your research proposal do you still need to develop?

M4-Week 6-Class

Educational Research Design Module (Week 6)

The following is a reflection on the Tuesday morning class that took place on 23rd May 2017 from 10:00 to 13:00 using Gibbs Reflective Cycle.

Description

THIS WEEK:  Data Collection

NOTES:  from today’s class…

Qualitative Data

Characteristics
– Depth rather than breadth
– Rich thick descriptions
– Experience the phenomenon through the eyes of others
– Social and historical context
– Flexible research designs

Concerns/Criticisms and Questions about Qualitative Data
(As a reader/consumer)
– it’s soft
– not credible / not scientific /

MORE STUFF (look at file in BB)

Interviews as a Method
– MORE STUFF (look at file in BB)

Interviewer Metaphors (What’s your epistemology?)
– Miner (More structured)
– Traveller (Less structured)
(Kvale, 1996)

Interview Considerations (Planning)
– Formality
– Structure(Structured, Semi-structured, Unstructured)
– Single or Multiple
– In Person or Distanced

Types of Questions
– Closed, e.g. Do you get on well with your colleagues in your office?
– Open, e.g. Can you tell me about your relationship with your colleagues in your office?

Interviews and Ethical Considerations
– Putting people under pressure
– Not safeguarding anonymity
–

Interviews Resources
-Uwe Flick
– Graham Gibbs (YouTube channels)

Focus Groups (instead of interviews)
– Suitable for studying interaction and for comparing viewpoints
– Less suitable for narrative studies or addressing individual attitudes
– Need careful planning and design
– May know each other already or be unfamiliar to each other
– Pragmatic in MA and MSc projects
* a means to gather rich cars in a tight timescale
* may be more comfortable in a group
* can be conducted online if necessary
– Get help!
– If possible ask a colleague to share the focus group

Purposeful Sampling
– Researchers intentionally select individuals and sites

Gray – Doing Research in the real world – Sampling Strategies

M3-Week 6-Home

TELTA Module (Week 6)

The following is a selection of my contributions to the group chat on Slack from from Wednesday 15th February to Tuesday 21st February 2017. The Slack ‘Chat Channel’ was set up by Dr. Frances Boylan on 10th January 2017 and I joined the channel on 11th January 2017.

19th February 2017

Gerard Kilkenny [11:10 PM]
I’m playing back parts of some webinar recordings as part of the reflective process. I didn’t know that there is a ‘CC’ (Closed Caption) button which shows the subtitles for the webinar (at least in YouTube playbacks). The speech recognition software has Pauline handing over to a country (France) though rather than a person (Frances)! The important point is that this makes it possible to listen to the Match of the Day commentary for the multitaskers in our class. 😀

21st February 2017

Gerard Kilkenny [11:53 AM]
This is the Annotated Mindmap that I will be presenting at today’s TELTA Webinar:

Mindmap (created using Mindomo)

Gerard Kilkenny [11:54 AM]
https://www.mindomo.com/signup.htm?invite=eb0daf4e9c7d45639164ee4d0c7099a2&join=5sZm6C&cmp=404861&src=1

Gerard Kilkenny [11:54 AM]
The Mindomo link above will invite you to set up a free Mindomo account if you so wish. This will allow you to click on the numerous links in my mindmap. If you don’t wish to set up a free Mindomo account, then I have attached a downloaded image (as a .PNG file) of the Mindomo mindmap to this email. This will obviously not allow you to click on the links contained in the original Mindomo mindmap.

http://gerardkilkenny.ie/mindmap-img.png
http://gerardkilkenny.ie/mindmap-img.png
Mindmap (documentation including module description, links and references)
http://gerardkilkenny.ie/mindmap-ref.pdf

Gerard Kilkenny [12:36 PM]
RE: VIEWING MY MINDMAP IMAGE.
If you double-click on my mindmap image (above) and resize the resultant Slack window, the image also resizes. Moreover, clicking once on the image zooms in and once again zooms out. One can also pan the image from left to right in the Slack window containing the image.

Gerard Kilkenny [1:14 PM]
Mindmap (image)
http://gerardkilkenny.ie/mindmap-img.png

Gerard Kilkenny [2:00 PM]
@frances I’m not sure what the “Where” means in “where, why and how technologies could be integrated within their teaching, learning and assessment practices…” Does it mean “where” in the module? If so, for me that would be throughout all of my Geometry 1 Transition Year module. I have just used two sections (area of triangle and area of parallelogram) on my mindmap for the moment. I’m conscious that I have merely repeated that node (area and parallelogram) across Teaching, Learning and Assessment. However, the “where” in the module simply applies to all of the material within the TY module. I assume that “where’ does not mean location, i.e. classroom versus computer room versus home versus mobile? I’ll post this is the Webinar chat as well. Any advice here appreciated Frances.

Frances Boylan [2:20 PM]
Hi Gerry,

Gerard Kilkenny [2:21 PM]
Hi Frances!

Frances Boylan [2:23 PM]
The ‘where’ can mean both actually. So it can be where in the module and for what types of activities could you see technologies enhancing the teaching, learning or assessment processes. and it can also mean the physical where – technologies do not have to be something that are employed at a distance only. You mentioned in your own presentation today certain apps that you can use with your students and you might note on your map whether this activity is happening in class or whether it’s something they are engaging with at home and bringing back into the classroom. I hope that helps. (edited)

http://www.rooclick.com/index.html
rooclick.com
RooClick Interactive Video
RooClick Interactive Video

Gerard Kilkenny [2:27 PM]
@frances Yes, that helps. I’ll have a look at how I can change the Mindmap to incorporate your clarifications for the next iteration of my mindmap.

Frances Boylan [2:27 PM]
http://www.rooclick.com/index.html Have ye seen this? Looks kinda cool. And it’s free to individual teachers. Might be worth playing with. (edited)

Gerard Kilkenny [2:30 PM]
@frances Had a quick look at it. Interaction with video makes sense for learning of course. Will probably set up a teacher account. Schools cost a bit more: $299 per year.

 

M2-Week 6-Home

The following is a reflection on Week 6 (Home) of the Instructional Design & eAuthoring module.

Adobe Captivate Notes
03/12/16

Adobe Feature Request
http://www.adobe.com/products/wishform.html

Blog by Captivate Expert
http://blog.lilybiri.com/drag-and-drop-in-2016-with-captivate-9

Very good (and long) Captivate thread in Adobe forum
https://forums.adobe.com/thread/853505

Note: (Audio) – I had to download and install SoundFlower 1.6.6 to allow me to record ‘pass-through’ audio from my iMac’s sound card to Adobe Captivate 9.
==========

Note: (Audio): – Soundflower no longer works. Try LoopBack instead. Free version degrades after 20 minutes.
==========
https://rogueamoeba.com/loopback/

Project Times

Organise Images – 12:30 – 13:30 (1 hour)
Drag and Drop – 14:30 – 22:30 (8 hours)
3 Narration Slides – 22:30 – 06:30 (8 hours)

LESSONS TO BE LEARNED!
=====================
Renaming images can mess up drag and drop
Careful and tedious naming of text captions is really important
Timing within slides is everything!

Drag and Drop
===========

Very difficult overall. It has a lot of complexity attached to it. Very buggy.

Learn how to do it via https://www.youtube.com/watch?v=mTtL74chAnU&spfreload=10

If you put multiple waste items on the one slide, Adobe Captivate only informs the user that he is correct if all the dropped items are fully correct. If you get even one item incorrect (say out of 5 items, i.e. you are 80% correct) from multiple waste items, Adobe Captivate informs the user that he is incorrect.

So, I put placed one waste item only per slide so that the user could get feedback as to whether he was correct or incorrect for that item.

I didn’t want the user to have to click on the Submit button to get feedback. After some research, I discovered a way of dispensing with the need to use this button via the following link: https://forums.adobe.com/thread/1280136
Basically, you tick the checkbox Auto Submit Correct Answers.

Free Audio
=========

I discovered free audio clips on the following website: http://www.orangefreesounds.com

I downloaded free audio clips (in MP3 format) for correct and wrong answers for the drag and drop assessment at the beginning.

The following text is in a Read.txt file that accompanies each MP3 audio file.
Hello from Orange Free Sounds,
Stock audio – Free sound effects, loops and music.
There are no hidden costs or need to sign-up.
Licence: The sound effect is permitted for non-commercial use under license ìAttribution-NonCommercial 4.0 International (CC BY-NC 4.0)
http://www.orangefreesounds.com/

This licence (which was covered in Week 6 by Pauline Rooney) is of the following type:
Creative Commons Attribution-NonCommercial 4.0 International

According to the appropriate section of the Creative Commons website at the following link: https://creativecommons.org/licenses/by-nc/4.0/

You are free to:

Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material
The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

The Big Bang Theory Theme Song
==========================
http://www.televisiontunes.com/Big_Bang_Theory_-_Full_(The).html

M2-Week 6-Class

Instructional Design & eAuthoring Module (Week 6)

The following is a reflection on the Tuesday morning class that took place on 29th November 2016 from 10:00 to 13:00 using Gibbs Reflective Cycle.

Description

THIS WEEK:  Learning Design and Copyright

Learning Design (Clare Gormley)
============================

7Cs of Learning Design
(Grainne Conole)

Storyboard Evaluation Rubric
(Mor, Warburton & Ullmo 2015)

Copyright (Pauline Rooney)
=======================

N.B. Check out Public Domain versus Copyright versus Creative Commons.

What is copyright?
—————————–

Copyright and Related Rights Act 2000.

70 years after the death of the author.

Original, Literary, Dramatic, Musical, Artistic.

Skill, Labour and Judgement are the components of what constitute the copyright of a work.

Is this legitimate?
—————————

YES
Fair dealing
Use of the performer’s official channel
Quoting from a work
It would be better if I acknowledged the author/copyright

NO
If I embed the video
If I embed the channel

LINKING
Is not an infringement of copyright
Unless the linker knew or ought to have known they were linking to material that infringes copyright

Fair Dealing / Educational Use
Single copy extracts OK for

What are OERs?
————————-

Teaching, learning resources in the public domain

Open Courseware(Big OERs)
——————————————-
Khan Academy
YouTube
OpenLearn
FutureLearn
SlideShare
MOOCs
Coursera
NDLR

Creative Commons (Pauline Rooney)
===============================
A non-profit organisation in California.
6 different licences.
Fills the gap between public domain and copyright.

Sites with Creative Commons
———————————————

YouTube
Search.creativecommons.org
Google Advanced Search
European
Flickr
Slideshare

Useful Links
——————–
Irish Copyright Licencing Agency
JISC Legal
Presentation by Eoin O’Dell (2015)
Copyright Law for eLearning Authors

Feelings

Evaluation

Analysis

Conclusions

Personal Action Plans