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Getting Started in Applied Education Research created for JIBC Research Day 2011

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Tannis Morgan, JIBC Research Day 2011 Getting Started in Applied Education Research
Introductions ,[object Object],[object Object],[object Object]
Research is… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Overview of the session ,[object Object],[object Object],[object Object],[object Object],[object Object]
SOTL? ,[object Object],[object Object]
Situating Research ,[object Object],Smaller scope Own context Larger scope Larger context
Scholarship of Teaching and Learning (SOTL) Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Where it starts ,[object Object],[object Object],[object Object],[object Object],[object Object]
Carnegie Steps: Step 1 Step What this means How do you do it? Adequate Preparation Literature review (25%) ,[object Object],[object Object],[object Object],[object Object]
Step 2: Clear Goals Step What this means How do you do it? Clear Goals Develop research question/s ,[object Object],[object Object],[object Object]
Step 3: Appropriate Methods Step What this means How do you do it? Appropriate methods Is your research question a how or what question? What will be the process for learning more about your research question/s? How can you realistically gather the data (depending on time, availability of participants, etc). How will you systematically analyse your data, and is it appropriate given the methods used? Use or modify what is already out there (surveys questionnaires, interview questions) Identify ‘good’ research and try and do what they did. Get opinions from other researchers.
Research Design & Methods ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Qualitative Methods ,[object Object],[object Object],[object Object],[object Object],[object Object]
Quantitative Methods ,[object Object],[object Object],[object Object],[object Object],[object Object]
SOTL/Ed Research Examples ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Step 4: Significant Results Step What this means How do you do it? Significant Results Has anything been learned as a result of your research? Reflect honestly Compare with other research
Results ,[object Object],[object Object],[object Object],[object Object],[object Object]
Step 5: Reflective Critique Step What this means How do you do it? Reflective Critique So what? Reflect on the results but also the process.
Step 6: Effective Presentation Step What this means How do you do it? Effective presentation Share with the world Use the various communication channels: reports, publication (formal and informal), presentations
Funding ,[object Object],[object Object],[object Object]
Support ,[object Object],[object Object],[object Object],[object Object]
Parting Words ,[object Object],[object Object]
Thanks ,[object Object],[object Object]

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Research day 2011

  • 1. Tannis Morgan, JIBC Research Day 2011 Getting Started in Applied Education Research
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  • 11. Step 3: Appropriate Methods Step What this means How do you do it? Appropriate methods Is your research question a how or what question? What will be the process for learning more about your research question/s? How can you realistically gather the data (depending on time, availability of participants, etc). How will you systematically analyse your data, and is it appropriate given the methods used? Use or modify what is already out there (surveys questionnaires, interview questions) Identify ‘good’ research and try and do what they did. Get opinions from other researchers.
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  • 17. Step 4: Significant Results Step What this means How do you do it? Significant Results Has anything been learned as a result of your research? Reflect honestly Compare with other research
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  • 19. Step 5: Reflective Critique Step What this means How do you do it? Reflective Critique So what? Reflect on the results but also the process.
  • 20. Step 6: Effective Presentation Step What this means How do you do it? Effective presentation Share with the world Use the various communication channels: reports, publication (formal and informal), presentations
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Notes de l'éditeur

  1. Shortest distance from current pr
  2. Acknowledge that room for everybody, may fit on either end of the continuum Continuum goes from simple to complex, from own context to larger context Process is the same but the scope may be different
  3. Diagram of different types eg case comparitive
  4. In qualitative importance of triangulation, member checking. In quantitative, interrater reliability