Week 18: Using Research as a PractitionerWeek 18

Searching for Academic Research

The following flow diagram provides a basic overview of the search process you will go through when trying to locate academic literature and research.

1. Define your topic

Before you can begin your literature search you need to define your topic area.

2. Background reading

Before you begin your search proper it can be useful to undertake some general, background reading on your topic. This will help you to familiarise yourself with the topic and some of the key ideas and issues associated with it. It will also give you insight into some of the key terminology connected to your topic, which will become important later on. 

3. Create research questions and keywords

Creating a research question or questions will help you to structure your literature search (and also your literature review). It may be that you want to develop an overarching research question and then a couple of sub questions that allow you to focus on specific aspects of your topic. You may also want to consider the parameters you are going to place on your literature search. For example, are you going to focus on a specific geographic area? Will you confine your search to a specific time period? Will you just be focusing on a specific area of education or school (e.g. primary schools, secondary schools etc)?

You also will need to come up with a list of keywords or terms to structure your search around.

4. Identify possible sources

There are a range of different sources that you can engage with. The Unitec library website has helpful video tutorials, which will provide you with more detailed information on how to search for each of these sources. Some of the most common sources of research literature include:

Books: Search for books using the keyword search function on the library catalogue. For more information go to:

http://libguides.unitec.ac.nz/content.php?pid=418921&sid=3424387

Journal Articles: Journal articles are one of the best sources for academic literature. The most important research is published in journals and because they are published regularly they tend to contain more up-to-date information than books. There are lots of education journals, many of which focus on a specific area of education (e.g. teacher education and professional development, technology, pedagogy, curriculum etc). The majority of journals operate a rigorous peer review system, which means that all articles have been reviewed by other academics before they are published.

There are several different types of journal articles. Some of the main types include research papers, review articles, opinion pieces and case-studies.

There are several ways that you can locate journal articles:

• Use websites such as Google Scholar (NB to access many of the articles that you find on Google Scholar you will need to use the library online catalogue).
• Databases – you can conduct keyword searches on academic databases to find relevant articles. For more information go to: http://libguides.unitec.ac.nz/content.php?pid=418921&sid=3497515

Grey Literature

You also may want to consult grey literature. Grey literature refers to academic material that has not been formally published. The Fourth International Conference on Grey Literature (GL '99) in Washington, DC, in October 1999 defined grey literature as follows: "That which is produced on all levels of government, academics, business and industry in print and electronic formats, but which is not controlled by commercial publishers."

Grey literature includes reports (including technical reports, statistical reports, governmental reports, policy reports), theses, conference proceedings, official documents that have not been published commercially). Research reports are published by a range of institutions and organisations, for example Ministries of Education, think tanks, not for profits, consultancies, private research organisations. Most conferences will also publish their proceedings papers as well. The best way to locate these is to conduct a keyword search using an Internet search engine.

The Unitec library website contains some resources to help you in your evaluation of sources found on the Internet. http://libguides.unitec.ac.nz/content.php?pid=418921&sid=3424396

Use the reference list at the ends of books, journal articles and reports to help guide your literature search. Also, if an author references a source in their writing that sounds interesting, use the reference list to find the source. It is always best to go back to the original source rather than relying on another author’s interpretation.

5. Organising and keeping track of your sources

You might find it helpful to develop a way of keeping track of all the different sources that you are engaging with. You may want to do this informally in a Word document or spreadsheet or you can use specially designed referencing software. Mendeley is a free and easy to use reference manager and pdf organiser (https://www.mendeley.com).

6. More information

For more information on conducting your literature search go to the Unitec library website or read the document ‘How to conduct an effective literature search’ which is available on the platform.

Key information about quantitative, qualitative and mixed methods studies

Both quantitative and qualitative studies are valuable and valid research methodologies. One is not better or worse than the other. Rather, different methodologies are better suited to answer some questions than others. This table presents some of the key differences between quantitative, qualitative and mixed methods studies.

How to interpret and critically assess literature

It is important when you read research literature that you are critically engaging with it. Critical reading requires you to:

• Interpret: understand the significance of the data or findings
• Analyse: examine the text in detail to determine its meaning
• Question: interrogate the assertions and assumptions presented in the text
• Reason: develop your own point of view on the text
• Evaluate: judge the credibility or strength of the text based on its reliability, validity and generalisability.

The following table contains questions that you should be thinking about as you engage with the literature.

General	Is there a good underlying framework? Is the text well-structured and logically organised?
Purpose	Does the text have a clear purpose? Are there clearly articulated research questions? How does the author justify the worthiness of the topic? Is the research well-situated within the existing literature?
Research Design	Is the research design clearly described? Does the research design match the questions being asked/purpose of the research?
Methods	Are appropriate methods of data collection used? Will the methods used enable the necessary data to be collected to answer the research questions? Are issues of validity, reliability or credibility discussed?
Sample	Is a clear sampling method described? Does the sampling method seem appropriate for this study? Does the author acknowledge any potential issues or limitations of the sample? Is the sample size adequate (the actual size required will depend on the design)? Is the sample appropriate for the particular study?
Data analysis	Are the methods of data analysis clearly described? From the author’s description would you be able to replicate the analysis process? Are the results/findings clearly presented?
Ethical questions	Is the study ethically sound? NB: most published studies will not specifically refer to ethics
Main findings	Do the findings answer the research question(s)? Are the findings clearly presented and easy to understand? Does the author provide a discussion of the findings? Does the author’s discussion make sense, given the data presented? Is the data reliability and valid? Are the findings credible?
Conclusions	Did the author provide a clear answer to their question and/or hypothesis or aim? Do their conclusions show insight and a depth of understanding? Do the conclusions show how the findings relate to the study’s wider context? Does the author suggest how future research could build upon this study? Are the results generalisable?
Limitations	Does the author acknowledge the possible limitations with their study?

Articles 
The table below contains a list of the sample articles and papers on each of the suggested topic areas. These articles are designed to provide you with a starting point for your own literature search. You need to make sure that you engage with literature beyond these sources.

Topic	Literature
Assessment	Dede, C. (2009). Comparing Frameworks for “21st Century Skills”. Cambridge, MA: Harvard Graduate School of Education. Retrieved fromhttp://www.watertown.k12.ma.us/dept/ed_tech/resear... Shaffer, D. (2009). Epistemic Network Analysis: A Prototype for 21st Century Assessment of Learning. MIT Press Journals, 1(2), 1-21.
Key Competencies	Boyd, S. & Watson, V. (2006). Shifting the frame: Exploring integration of the Key Competencies at six Normal Schools. Wellington: NZCER. Hipkins, R., Boyd, S. & Joyce, C. (2005). Documenting learning of the key competencies: What are the issues? A discussion paper. Wellington: NZCER. Hipkins, R. (2006). The Nature of the Key Competencies: A Background paper. Wellington: NZCER.
Leading Change	Hargreaves, A. & Fullan, M. (2013). The Power of Professional Capital. JSD, 34(3), 36-39. Merideth, E. (2006) Leadership Strategies for Teachers (2nd edn.). Thousand Oaks: Corwin.
Design Thinking	Brown, T. (2008). Design Thinking. Harvard Business Review, June 2008, 1-10. Carroll, M., Goldman, S., Britos, L., Koh, J., Ro yalty, A. & Hornstein, M. (2010). Destination, Imagination and the Fires Within:Design Thinking in a Middle School Classroom. JADE, 29(1), 37-53. Feed the Hungry: Applying design thinking principles to invigorate teachers' professional learning
Blended learning	Fullan, M. & Langworthy, M. (2014). A Rich Seam How New Pedagogies Find Deep Learning. London: Pearson. Staker, H. & Horn, M. (2011) The Rise of K-12 Blended Learning. Boston and San Francisco: Innosight Institute.  Hew, K. F. & Brush, T. (20
Gamification	Muntean, C. I. (2011). Raising engagement in e-learning through gamification. In The 6th International Conference on Virtual Learning ICVL 2012. Domingues, J., de Navarrete, S., de-Marcos, L., Fernandez-Sanz, L., Pages, C. & Martinez-Herraiz, J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63, 380-392.
Inquiry or problem based learning / agile based learning	Fullan, M. & Langworthy, M. (2014). A Rich Seam How New Pedagogies Find Deep Learning. London: Pearson. Hmelo-Silver, C. (2004). Problem-Based Learning: What and How do Students Learn?. Educational Psychology Review, 16(3), 235-266. Monett, D. (2013). Agile Project-Based Teaching and Learning. Talk at the 11th International Conference on Software Engineering Research and Practice, SERP 2013, Las Vegas.
Collaborative Learning	Fullan, M. & Langworthy, M. (2014). A Rich Seam How New Pedagogies Find Deep Learning. London: Pearson. Williams, S. (2009). The Impact of Collaborative, Scaffolded Learning in K-12 Schools: A Meta-Analysis. San Jose: Cisco.
Innovative learning environments	https://www.blendspace.com/lessons/CquG2tqV7jgKrg/learning-spaces  Self-regulated learning and students’ perceptions of innovative and traditional learning environments: a longitudinal study in secondary education  OECD Work on Technology and Education: innovative learning environments as an integrating framewor k  A New International OECD Project on Learning: "Innovative Learning Environment s"
Technology Practices Coding/Robotics/3D printing/Game Development	Creating the Future of Games and Learning  Coding in the Elementary School Classroom  A Flexible Framework for Metacognitive Modelling and Development  The Move to Student-Centric Learning: Progress and Pitfalls
Digital Media Tools and Pedagogies	Technology, pedagogy and digital production: a case study of children learning new media skills  Technology, pedagogy and education: reflections on the accomplishment of what teachers know, do and believe in a digital age  The Practice of Inquiry : A Pedagogical ‘Sweet Spot’ for Digital Literacy?  Sustainable Innovations: Bringing Digital Media and Emerging Technologies to the Classroom  Student-Created Digital Media and Engagement in Middle School History  Coding in the Elementary School Classroom  A Flexible Framework for Metacognitive Modelling and Development  The Move to Student-Centric Learning: Progress and Pitfalls
Entrepreneurship	How do Finnish teacher educators implement entrepreneurship education?  Entrepreneurship Education in Schools: Empirical Evidence on the Teacher’s Role.  Entrepreneurship Education in Secon dary Education and Training  Two approaches to entrepreneurship education: The different effects of education for and through entrepreneurship at the lower secondary level
Growth Mindset	Brain Points: A Growth Mindset Incentive Structure Boosts Persistence in an Educational Game  Parent Involvement in Rea ding: Growth Mindset and Grit: Building Important Foundations for Literacy Learning and Success at Home.  How students' beliefs about their intelligence influence their academic performance  Growth Mindset of Gifted Seventh Grade Students in Science
Innovative Leadership Practice	The Effects of Leadership on Innovative Program Implementation  Sustainable School Leadership: The Teachers’ Perspective  The reflective teacher leader: an action research model

Week 17 - Introduction to Research in Education

Week 17 - 24

14 March 2016 - 08 May 2016

Course aims:

To develop the student to become a critical consumer of research relevant to practice/field and following deep understanding, begin to formulate key research questions in field of study relevant to community

Learning outcomes:

1. Assemble and critically review a relevant body of literature.

2. Apply a Kaupapa Māori approach (that reflects the principles of Te Noho Kotahitanga) to knowledge gathering, developing research questions and identifying community priorities.

3. Develop a research topic, clearly articulated both in objectives and scope, that is justified by prior literature, and the current needs of the community.

Course Notes Week 17
Education is often divided into three key areas, research, policy and practice. In an ideal world all three areas will inform and shape each other (Figure 1). Unfortunately this often is not the case. There has been much written about the lack of connection between research and practice in education (see for example Hargreaves, 1996; Hargreaves, 2000; Levin, 2004) and the subsequent impact this has on all three areas of education.

Figure 1: How research, policy and practice can inform each other (in an ideal world)

What is research?

There is much debate surrounding definitions of research and more particularly education research. Here are some definitions of research:

The term “research” is itself contested and can cover quite a wide range of activities, from carefully designed studies by independent, university-based researchers to analysis of data for particular administrative or political purposes to arguments for specific policy positions that may be more or less well grounded in evidence. Any consensus that might once have existed about what counts as research has vanished in education, with highly contentious arguments about the relative merits of research based on methods from the natural sciences vs modes closer to the humanities. (Levin, 2004, 2)

Research is systematic, critical and self-critical enquiry which aims to contribute towards the advancement of knowledge and wisdom. … Discipline research in education aims critically to inform understandings of phenomena pertinent to the discipline in educational settings. … Critical enquiry [is] aimed at informing educational judgements and decisions in order to improve educational action. This is the kind of value-laden research that should have immediate relevance to teachers and policy makers, and is itself educational because of its stated intention to ‘inform’. It is the kind of research in education that is carried out by educationists. (Bassey, 1999, 38-39)

Educational research is not just a way to come up with new ideas about teaching and learning, but most often it is a way to convince us that the ideas we already have are worth exploring—that they are worth buying into (Morrell and Carroll, 2010, 2).

Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. At a general level, research consists of three steps:

1. Pose a question.

2. Collect data to answer the question.

3. Present an answer to the question.

(Creswell, 2011, 3)

Resource

For more information on research in education, including how research projects are designed read the first chapter of Creswell’s Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research(This has been uploaded to the portal and is also available athttp://ptgmedia.pearsoncmg.com/images/9780131367395/downloads/Creswell_C01.pdf)

The main things you should take away from this reading are:

• What research is and the roles that it can play
• The basic steps in the research process
• The nature of quantitative and qualitative research
• Different types of research design in education

How research can support teachers – evidence informed practice

You may have heard the term evidence-informed practice or evidence-based practice used in relation to schools and education. Evidence-informed practice refers to the ways in which teachers and schools use research evidence, in conjunction with other sources of evidence (such as student data) and their own expertise to make decisions and to support their teaching. It is based on the idea that to be their most effective teachers should engage with research and keep up to date with the latest developments in their curriculum areas and in the discipline of education more generally.

Most people agree that when discussing evidence-informed practice it is necessary to think about not only how research produced by academics can be used to support practice but also how teachers can become involved in the research process themselves. This could involve teachers working with professional researchers to collaborate on particular projects or teachers undertaking small-scale research projects in their own classrooms or schools, and using the findings to help them to plan and develop their practice.

The British Education Research Association (BERA) has released a report outlining how a closer relationship could be developed between research and practice
(https://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-RSA-Research-Teaching-Profession-FULL-REPORT-for-web.pdf).

The following diagram is taken from the BERA (2014) report:

BERA (2014). Research and the Teaching Profession: Building the capacity for a self-improving education system. BERA. Retrieved fromhttps://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-RSA-Research-Teaching-Profession-FULL-REPORT-for-web.pdf.

Further Reading (most of these readings have been uploaded to the portal)

For further reading on evidence-informed practice read Coe’s (1999) Manifesto for Evidence-Based Education (http://www.cem.org/attachments/ebe/manifesto-for-ebe.pdf)

There is a lot of literature available on education research and evidence-informed practice. Some supplementary readings that you may enjoy:

• Carr, W. (2007). Educational research as a practical science. International Journal of Research & Method in Education, 30 (3), 271-286.
• Hargreaves, D. (2000). The Production, Mediation and Use of Professional Knowledge Among Teachers and Doctors: A Comparative Analysis. In OECD (Ed.) Knowledge Management in the Learning Society. Paris: OECD. http://ocw.metu.edu.tr/file.php/118/Week11/oecd1.pdf
• Goldacre, B. (2013, March 15). Building Evidence into Education [web log]. Retrieved from http://www.badscience.net/2013/03/heres-my-paper-on-evidence-and-teaching-for-the-education-minister/

This Course

In this course you will be exploring how research can help to support you and the communities you work. The first three weeks of the course will explore how you can use formal research (especially that undertaken by academics) to deepen your knowledge of particular topics and areas and to inform your teaching practice. This week you will focused on understanding the different types of research that are undertaken in education and the various roles that these can play. You will also explore Kaupapa Maori research, which is focused on empowering Maori people, voice, processes and knowledge. Week 18 will focus on how you can locate relevant research and how to read and interpret research findings critically. Week 19 will explore how you can synthesise the research you have found into a literature review on a particular topic.

In weeks 20 to 24 the focus will shift from how you can use research to how you can conduct your own research in your own practice in the form of an inquiry project. Week 20 will provide an introduction to the concept of teacher-led research. In week 21 you will learn how to design your own inquiry project. Week 22 will focus on the different methods you can employ to collect data to inform your teaching practice and in week 23 you will learn how to analyse the data you collect and use it to make changes in your practice. Week 24 will discuss about ethics and research.

The final week of the course will examine several initiatives that have been developed around the world to support closer connections between research and practice in education. You will also receive information about some of the various opportunities available to you to continue your involvement with education research.

As part of this course you will be designing your own inquiry research project, which should focus on an area of your practice that you wish to develop. Each of your first two assignments will focus on the area that you select.

For your chosen area you will:

• Engage with the research literature to identify why your chosen area is important and what is already known about it
• Recognise how the research literature could help to support you in your practice
• Identify opportunities or gaps within the research literature that you could build upon in your own practice
• Use the research literature as a basis to develop and justify the design of an inquiry plan, which engages with your community in addressing the chosen area/topic
• Demonstrate how you will utilise evidence from your inquiry project in your practice and evaluate the potential influence this evidence will have for you and your community.

The list below provides possible areas to focus on. The topics have been selected because they are all areas that you have encountered as part of other courses.

You may select a topic outside of these fifteen suggestions. However, if you want to work with a partner on assignment one then it will be easier to find someone if you have selected a topic from one of those listed below. Also, some of the weekly tasks that form part of this course are focused on the topics below.

Suggested topic areas:

• Assessments – Creative Ways of Assessing
• Key Competencies or 21st Century Skills
• Leading Change
• Innovative Leadership Practice
• Growth Mindset
• Design Thinking
• Entrepreneurship
• Blended Learning
• Games/Gamification
• Inquiry or Problem Based Learning
• Agile Based Learning
• Collaborative Learning
• Technology Practices (Coding/Robotics/3D printing/Game Development)
• Digital Media Tools and Pedagogies
• Innovative Learning Environment

How to select your topic area

Decide on the topic area you want to focus on for this course. You may choose a topic from the list or select your own topic. To help you to decide on your topic it might be helpful to think about:

• a question you have about your practice
• an issue that you are currently facing
• an area of your practice that you would like to develop
• a particular initiative or intervention that you would like to trial in your practice.

Here are some other ideas that could help you to decide on your topic:

Pine (2009) in his book Teacher Action Research: Building Knowledge Democracies, suggests some ways to identify your topic:

conversations with your colleagues; professional literature; examination of your journal entries and teaching portfolio to identify, for example, patterns of teacher/student behavior or anomalies, paradoxes, and unusual situations; dissonance between your teaching intentions and outcomes; problematic learning situations in your classroom that you want to resolve; a new teaching strategy you are eager to implement; an ambiguous and puzzling classroom management concern; or your curiosity about testing a particular theory in the classroom.

(Pine, G. (2009). Teacher Action Research: Building Knowledge Democracies. Los Angeles: Sage Publications).

Caro-Bruce (2007) suggests some questions that might help you to identify an area:

• What would I like to improve?
• What am I perplexed by?
• What am I really curious about?
• What do I think would really make a difference?
• What is something I would like to change?
• What would happen to my students’ learning if I did _______?
• How can I implement _________?
• How can I improve _______?

(Caro-Bruce, C., Flessner, R., Klehr, M. & Zeichner, K. (2007). Creating Equitable Classrooms Through Action Research. Thousand Oaks: Corwin.).

Online self-tests for APA referencing

APA Reference List Exam

Plagiarism & APA In-Text Referencing Test

References

Bassey, M. (1999). Case Study Research in Educational Settings. Milton Keynes: Open University Press.

BERA (2014). Research and the Teaching Profession: Building the capacity for a self-improving education system. BERA. Retrieved fromhttps://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-RSA-Research-Teaching-Profession-FULL-REPORT-for-web.pdf.

Caro-Bruce, C., Flessner, R., Klehr, M. & Zeichner, K. (2007). Creating Equitable Classrooms Through Action Research. Thousand Oaks: Corwin

Creswell, J. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. London: Pearson.

Hargreaves, A. (1996). Transforming Knowledge: Blurring the boundaries between research, policy, and practice. Educational Evaluation and Policy Analysis, 18,2, 105-122.

Hargreaves, D. (2000). Production, Mediation and Use of Professional Knowledge Among Teachers and Doctors: A comparative analysis. In OECD (Ed.).Knowledge Management in the Learning Society (pp. 219-238). Paris: OECD.

Levin, B. (2004). Making Research Matter More. Education Policy Analysis Archives, 12, 56. Retrieved from http://epaa.asu.edu/epaa/vl2n56.

Morrell, P. & Carroll, J. (2010). Conducting Educational Research: A Primer for Teachers and Administrators. Rotterdam: Sense Publishing.

Pine, G. (2009). Teacher Action Research: Building Knowledge Democracies. Los Angeles: Sage Publications

Tasks

Read the course note for this week and have a look at the additional readings suggested in the notes.

• Decide on the topic area you want to focus on for assessment 1. Ideally, this topic would be developed through assessment 2 and 3. You may choose a topic from the list or select your own topic (if you decide to choose an area outside of this list please advise the PG team). There is information in this week’s course notes that may help you to identify the topic area that you want to focus on.
• Visit the website http://www.rangahau.co.nz/research-idea/27/ and read through the information on Principles of Kaupapa Maori and Kaupapa Maori as Research.
• Record your answers to the following questions, this will help you to prepare for future assessments: How can Kaupapa Maori inform research? How can the principles of Kaupapa Maori relate to your own practice?

Week 16

DCL Course Notes week 16

Introductory Quotes

These brief quotes introduce our three topics of activity for the session.

Mobile Learning: “Mobile learning describes any form of education or training that is delivered using some kind of mobile device...the special characteristics of mobile learning, including ubiquity, convenience, localization, and personalization, give it unique qualities that help it stand out from other forms of learning.”

Source: Parsons, D. (2007). Mobile Learning, in D. Taniar (Ed.). Encyclopedia of Mobile Computing and Commerce, IGI Global, 525-527.

Wearable Technology in Education: “The emergence of home computers brought us eLearning, and the proliferation of mobile and smartphones have brought us mobile learning. Both of these technological advances have fundamentally changed how we look at learning and performance programs. Another technological advance is coming - one that will once again change some of our definitions and how we address performance issues: wearable technology.”

Source: Kelly, D. (2015). Why Wearable Technology Will Change Learning Forever. Paper presented at Learning Technologies 2016, London , UK.

Brain Sensing in Education: “The combination of educational data mining and brain sensing techniques has the potential to facilitate the detection of critical cognitive and motivational states during use of an online learning environment”

Source: Keating, S., Walker, E., Motupali, A. & Solovey, E. (2016). Toward Real-time Brain Sensing for Learning Assessment: Building a Rich Dataset. Proceedings CHI ‘16.

ACTIVITIES

Group Activity: Mobile Learning 

Prepare for this week's session 'Mobile Learning Activity' by downloading an app

• If you have an iOS device, download the free Aris app and create an account
  • Note that there is more than one app called Aris - look for this icon
  
• If you have an Android device, download the Sense-it app

• Regardless of device, see what sensor-based apps you can download
  • e.g. Can your device measure temperature directly?
 

Details of what to do during the mobile learning activity can be found in the activity guide

The shared spreadsheet for recording sensor data can be found at http://tinyurl.com/tmlmobile

Group Activity: Wearable Devices Activity

In your groups, look at the various resources provided and write a blog (or G+) post that critiques wearable devices in education. You might want to choose to look at different articles, so that different viewpoints get represented and referenced in your own article?

• Ted Talk on controlling someone else's arm with your brain
• Tan Le's Ted Talk on BCI
• Thought-Wired blog about educational workshops
• Claire Amos blog on classroom BCI demonstration
• Spark NZ article on wearable devices
• Blog post on the use of Galvanic Skin Response Bracelets in classrooms
• Personal EEG devices and wearable tech for self-quantification

Individual Activity: Thought Wired 
(Later date in Rotorua)

Try out the Neurosky Brainwave Headset.

Dmitry's slides (from Thought Wired) are available on the portal: Brain-sensing technology: Rehabilitation, enablement and super-powers!

If you are interested in purchasing a device, you can take advantage of an exclusive Mind Lab discount on BrainLink Lite (headband version of Neurosky). Special price $194.95, save $55! Use code MINDLAB2016 at checkout

Use at http://shop.thought-wired.com/mindlab

LDC Course Notes week 16

Student feedback

This feedback is for the first two courses of the Postgraduate Certificate in Applied Practice programme at The Mind Lab by Unitec: Digital & Collaborative Learning in Context and Leadership in Digital & Collaborative Learning.

The questionnaire is divided into four parts - Content, Assessment, Teaching and Learning support.

Please fill in the optional free text feedback questions if you have any specific responses. Your feedback is golden!

Keep in mind that we'll fill the survey in this week in class. Official Student Feedback Survey - Weeks 1-16

After filling out the feedback form you can continue with this problem solving test

Research Questions - TodaysMeet Rooms

There are separate rooms for each location so you can engage in the 'What Makes a Good Research Question' discussion.

https://todaysmeet.com/TML_AKL_RQ_TUES (Auckland, Tuesday)

https://todaysmeet.com/TML_AKL_RQ_THURS (Auckland, Thursday)

https://todaysmeet.com/TML_AKL_RQ_SAT (Auckland, Saturday)

https://todaysmeet.com/TML_CHC_RQ_THURS (Christchurch, Thursday)

https://todaysmeet.com/TML_CHC_RQ_SAT (Christchurch, Saturday)

https://todaysmeet.com/TML_GIS_RQ (Gisborne)

https://todaysmeet.com/TML_ROT_RQ_WED (Rotorua, Wednesday)

https://todaysmeet.com/TML_ROT_RQ_THURS (Rotorua, Thursday)

https://todaysmeet.com/TML_WLG_RQ (Wellington)

https://todaysmeet.com/TML_WAG_RQ (Whanganui)

Online Plagiarism & APA In-Text Referencing Test 

This online quiz covers some of the basics of APA referencing and how to avoid plagiarising. You can test yourself as many times as you want, and learn as you go!

Community Engagement

As part of the Research and Community Informed Practice (R&C) assignment 2, you need to show at which stages of the teaching as inquiry project you will engage with members of your community and explain what purposes this engagement will serve. 

Some possible stages for engagement are (you may want to engage with your community at more than one stage):

• Assessing the relevance of your project
• Formulating research questions
• Refining research questions
• Identifying potential impacts
• Designing the methods you will use to collect evidence/data
• Gathering the data/evidence
• Interpreting the data/evidence
• Sharing the data/evidence with relevant parties