Why good leaders make you feel safe – Simon Sinek
more about leaders in this IMS blog
more about leaders in this IMS blog
By: Rachel J. Ebner, PhD
Another consideration in rebranding assessment would be to emphasize that assessment “draws from multiple sources” of information. This in turn would encourage faculty to think about assessment not as means of judgment, but rather as a process of evidence gathering. In fact, it helps underscore the idea that to really demonstrate effective learning and instruction, we must collect multiple pieces of evidence. As a result, faculty will be more likely to plan and implement multiple and varied assessment methodologies, which in turn will lead to the collection of more evidence and stronger validity of inferences about the extent of student learning.
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Document analysis is a form of qualitative research in which documents are interpreted by the researcher to give voice and meaning around an assessment topic. Analyzing documents incorporates coding content into themes similar to how focus group or interview transcripts are analyzed. A rubric can also be used to grade or score a document. There are three primary types of documents:
• Public Records: The official, ongoing records of an organization’s activities. Examples include student transcripts, mission statements, annual reports, policy manuals, student handbooks, strategic plans, and syllabi.
• Personal Documents: First-person accounts of an individual’s actions, experiences, and beliefs. Examples include calendars, e-mails, scrapbooks, blogs, Facebook posts, duty logs, incident reports, reflections/journals, and newspapers.
• Physical Evidence: Physical objects found within the study setting (often called artifacts). Examples include flyers, posters, agendas, handbooks, and training materials.
How do I analyse “Document analysis”
As with all research, how you collect and analyse the data should depend on what you want to find out. Since you haven’t told us that, it is difficult to give you any precise advice. However, one really important matter in using documents as sources, whatever the overall aim of your research, is that data from documents are very different from data from speech events such as interviews, or overheard conversations.So the first analytic question you need to ask with regard to documents is ‘how are these data shaped by documentary production ?’ Something which differentiates nearly all data from documents from speech data is that those who compose documents know what comes at the end while still able to alter the beginning; which gives far more opportunity for consideration of how the recepient of the utterances will view the provider; ie for more artful self-presentation. Apart from this however, analysing the way documentary practice shapes your data will depend on what these documents are: for example your question might turn out to be ‘How are news stories produced ?’ – if you are using news reports, or ‘What does this bureaucracy consider relevant information (and what not relevant and what unmentionable) ? if you are using completed proformas or internal reports from some organisation.
An analyse technique is just like a hardware tool. It depends where and with what you are working to choose the right one. For a nail you should use a hammer, nad there are lots of types of hammers to choose, depending on the type of nail.
So, in order to tell you the bettet technique, it is important to know the objectives you intend to reach and the theoretical framework you are using. Perhaps, after that, We could tell you if you should use content analysis, discourse or grounded theory (which type of it as, like the hammer, there are several types of GTs).
RESEARCH METHODOLOGY IN EDUCATION
AN INTRODUCTION TO DOCUMENT ANALYSIS
written after Bowen (2009), but well chewed and digested.
The Use of Qualitative Content Analysis in Case Study Research
Florian Kohlbacher http://www.qualitative-research.net/index.php/fqs/article/view/75/153
1. Introduction: Qualitative vs. Quantitative Research?
excellent guide to the structure of a qualitative research
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Jennifer Rafferty, Director, OLC Institute for Professional Development,
a variety of available platforms, and many creative ways that faculty are integrating social media into their teaching practice.
Include details about the activity in your syllabus & course description.
Link to institutional policies.
Use aliases for social media accounts.
Teach your students to use digital media responsibly.
Know where to provide assignment feedback.
Don’t use personal accounts for university business.
Understand the Terms of Service.
Classification of Social Media Platforms, DelValle Institute Knowledge Base, Office of Public Health Preparedness. Retrieved on March 24, 2017 from https://delvalle.bphc.org/mod/wiki/view.php?pageid=65
Copyright Clearance Center, Inc. 2005. Using Digital Content. Retrieved on March 24, 2017 from http://www.copyright.com/Services/copyrightoncampus/basics/teach.html
Educause, Is Your Use of Social Media FERPA Compliant? Retrieved on March 24, 2017 from http://www.educause.edu/ero/article/your-use-social-media-ferpa-compliant
Kind, T., Genrich G. and Chretien, K.(2010) Social Media Policies at US Medical Schools. Medical Education Online. Retrieved on March 24, 2017 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2941429/
Meyer, L., (2015). Six Alternative Social Media Tools for Teaching and Learning, Campus Technology. Retrieved on March 24, 2017 from https://campustechnology.com/Articles/2015/01/07/6-Alternative-Social-Media-Tools-for-Teaching-and-Learning.aspx?Page=4
Orlando, J., 2011. FERPA and Social Media, Faculty Focus. Retrieved on March 24, 2017 from http://www.facultyfocus.com/articles/teaching-with-technology-articles/ferpa-and-social-media/
more on social media for teaching practices in this IMS blog
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Engaging with students – both inside and outside the classroom – who are continually linked in to social media and online devices presents a range of opportunities, challenges and pitfalls.
more on use of technology in the classroom in this IMS blog
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By: Maryellen Weimer, PhD
When we learn something outside the comfort zone, we attempt to acquire knowledge or skills in an area where we’re lacking. Part of the discomfort derives from learning something we anticipate will be difficult. We have no idea how to do it, or we think it requires abilities we don’t have or have in meager amounts. Moreover, poor performance or outright failure lurk as likely possibilities.
I wonder if learning outside the comfort zone isn’t especially difficult for faculty. Theoretically, it shouldn’t be. We’ve devoted years to learning, but most of what we know resides in one area. We’re experts at learning more about what we already know and love. And we’re used to having our learning expertise recognized—by students, colleagues, and sometimes even at home. However, plop us down in a discipline unlike our own, task us with learning a skill we don’t have, and suddenly, we look and act exactly like our students. And that’s the very reason this kind of learning has all sorts of positive implications for teaching. It’s good every now and then to be reacquainted with feeling stupid.
My note. Eventually, I had to tell a [already departured] library director: it is better to throw stones in the swamp of mediocrity then to sink slowly into it. To the objection of my colleague that throwing stones does NOT improve the situation, I could only say: making ripples until someone more diplomatic will draw the attention means more then just slowing sinking into the swamp of mediocrity. That swamp is determined by the inability / unwillingness of faculty the leave their comfort zone.
In regard to the teacher, who has students memorize and recite a poem – I will never forget Herr Klenske, who made us memorize in 10th grade of high school “Erlkoening” (http://ingeb.org/Lieder/werreite.html). It made us hate him as much, as now I, at least, appreciate his unique approach to fostering to high school students persistence and will.
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By: Richard H. Kenney, Jr,
realistic role-plays are primarily designed to be problem-solving exercises.
Breathing life into concepts is the hallmark of effective teaching.
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