Skip to main content

Home/ MALT/ Group items tagged actionresearch

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Matt LeClair

http://www.actionresearch.net/writings/jack/arplanner.htm - 0 views

www.actionresearch.net/...arplanner.htm

resource research action research teaching model learning circle evaluation cycle questions cycle actionresearch Lit Review writings students

shared by Matt LeClair on 04 Jan 12 - No Cached
  • expression and communication of these values is essential in any valid explanation of your educational influence in your own learning and in the learning of others.  I am thinking here of values such as freedom, justice, care, love, compassion, respect and knowledge-creation
  • three assumptions
  • 'How do I improve what I am doing?'  in  your professional practice.
  • ...20 more annotations...
  • onversations between pairs of practitioner-researchers in which we take some 4 minutes each to outline our contexts, what really matters to us, and what we would like to improve
  • motivating you to improve your practice it often helps in the development of realistic action pla
  • After the initial conversation on values and context in relation to your desire to improve practices that relate to helping students, yourself and/or colleagues to improve their learning, I believe that you may find the following action planning process most useful.
  • 'How do I improve what I am doing?'
  • tions, ideas and actions that can distinguish an action reflection cycle: 1) What do I want to improve? What is my concern? Why am I concerned? 2) Imagining possibilities and choosing one of them to act on in an action plan 3) As I am acting what data will I collect to enable me to judge my educational influence in my professional context as I answer my question?  4) Evaluating the influence of the actions in terms of values and understandings. 5) Modifying concerns, ideas and actions in the light of evaluations.
  • Making public a validated explanation of educational influences
  • 7) As I evaluate the educational influences of my actions in my own learning and the learning of other, who might be willing to help me to strengthen the validity of my explanation of my learning about my influence with responses to questions such as: i)               Is my explanation as comprehensible as it could be? ii)             Could I improve the evidential basis of my claims to know what I am doing? iii)            Does my explanation include an awareness of historical and cultural influences in what I am doing and draw on the most advanced social theories of the day? iv)            Am I showing that I am committed to the values that I claim to be living by?
  • nhancing professionalism with TASC (Thinking Actively in a Social Context)
  • .  In producing a valid explanation for our educational influences in the learning of others I believe it to be necessary for the other's explanation of their own learning to be included in our explanation. 
  • ecognises the creativity of the other in engaging with ideas
  • I believe that Sally's writings make an original contribution to educational knowledge whilst showing that she has found useful some of my own ideas  in making this contribution.
  • Educational Enquiry (EE), Research Methods in Education (RME), Understanding Learners and Learning (ULL) and Gifts and Talents in Education (G & T) you can access these at: http://www.actionresearch.net/writings/mastermod.shtml .
  • To see the criteria used in assessing these units click on this link for the MACriteria.
  • virtual learning space for this CPD project go to http://www.spanglefish.com/livingvaluesimprovingpracticecooperatively/ . You can also read Walton's (2011 a&b) ideas on developing a collaborative inquiry.
  • In an inclusional way of being and knowing an individual recognises that they exist in a relational dynamic of space and boundaries. Hence one of the tasks of the practitioner-researcher is to express and communicate this relational dynamic in explanations of educational influence.
  • An example here would be the use of Foucault's (1977) ideas on Power/Knowledge to understand the relationships between the Truth of Power and the Power of Truth in the workplace when seeking academic legitimation for new living standards of judgment.
  • Appendix 1 Action Planner
  • You can access this curriculum at http://www.actionresearch.net/writings/bishops/bish99.pdf
  • How do we contribute to an educational knowledge base
  • Hymer, B. (2007) How do I understand and communicate my values and beliefs in my work as an educator in the field of giftedness?
  • Matt LeClair on 04 Jan 12
     
    "Action Planning In Improving Practice And Generating Educational Knowledge In Creating Your Living Educational Theory"
Matt LeClair

Action Research @ actionresearch.net - 0 views

www.actionresearch.net

tools references ideas action research research Action living theory multimedia values writings knowledge management

shared by Matt LeClair on 26 Jun 12 - Cached
  • Matt LeClair on 26 Jun 12
     
    n a living educational theory approach to action research, individuals hold their lives to account by producing explanations of their educational influences in their own learning in enquiries of the kind, 'How am I improving what I am doing?' They do this in contexts where they are seeking to live the values they use to give life meaning and purpose as fully as they can. The living educational theories of professional educators and other practitioner-researchers usually explain their educational influences in the learning of their students and can also explain their educational influences in the learning of social formations. See www.actionresearch.net/writings/livtheory.html.
Matt LeClair

WebHome < Main < WikiTADA - 0 views

tada.mcmaster.ca/WebHome

resources research action plans application qualitative analysis text tools programs applications actionresearch technology

shared by Matt LeClair on 10 May 12 - No Cached
  • Matt LeClair on 10 May 12
     
    "The Text Analysis Developers Alliance is an international group of designers and developers of text analysis tools. The mission of TADA is to encourage collaboration among researchers and to provide useful resources to developers and users."
Matt LeClair

Emotional Intelligence 2.0 | #1 Selling Emotional Intelligence Book - 0 views

www.talentsmart.com/...emotional-intelligence-2.0

resources tools research data measurement actionresearch action research data collection intelligence book emotional emotional intelligence action EI strategy action planning resource assessment

shared by Matt LeClair on 22 May 12 - No Cached
  • Matt LeClair on 22 May 12
     
    For the first time, TalentSmart unveils its step-by-step program for increasing emotional intelligence via 66 proven strategies that teach: self-awareness self-management social awareness relationship management The book also includes access to the enhanced online edition of the world′s most popular EQ test-the Emotional Intelligence Appraisal-that pinpoints the strategies that will increase your emotional intelligence the most and tests your EQ a second time to measure your progress.
Matt LeClair

TAPoR Text Analysis - 0 views

taporware.mcmaster.ca/...findtext.shtml

resources technology text analysis research tools actionresearch data xml qualitative Software

shared by Matt LeClair on 22 May 12 - No Cached
  • Matt LeClair on 22 May 12
     
    text analysis tools
Matt LeClair

IIC - Intellectbase International Consortium - 0 views

www.intellectbase.org/membership.php

resources research organizations Professional development education learning resource consortium international actionresearch technology social

shared by Matt LeClair on 22 May 12 - No Cached
  • Matt LeClair on 22 May 12
     
    Intellectbase International Consortium (IIC) is dedicated to professional academic conferences and reviewed journal publications (ACRP). Intellectbase is a professional academic organization committed to advancing and encouraging quantitative and qualitative (including hybrid and triangulation) research practices. IIC provides an open and discussion forum for Academics, Researchers, Engineers and Practitioners from the following research disciplines: BESTMAPS - Business, Education, Science, Technology, Multimedia, Arts, Political, Social etc. IIC promotes broader intellectual resources, a continuous development and the exchange of ideas among global research professionals. Senior, Middle and Junior level scholars are invited to participate and contribute one or several article(s) to the conference. IIC welcomes and encourages the active participation of all researchers seeking to broaden their horizons. Scholars are invited to share experiences on new research challenges, research findings and state-of-the-art solutions.
Matt LeClair

DoctoralNet - 0 views

www.doctoralnet.com

tools references action research Action research resources refectivepractices education actionresearch technology templates

shared by Matt LeClair on 27 Jun 12 - No Cached
  • Matt LeClair on 27 Jun 12
     
    follow our doctoral net acaemy map
Matt LeClair

Exploratree - by FutureLab - 1 views

www.exploratree.org.uk

mindmapping web2.0 visualization tools mindmap collaboration thinking brainstorming digitalstorytelling research actionresearch

shared by Matt LeClair on 08 Feb 12 - Cached
  • Matt LeClair on 08 Feb 12
     
    Free online library of thinking guides; build your own and/or customize existing guides
Matt LeClair

Progressive inquiry with a networked learning environment the FLE-Tools - 0 views

fle.uiah.fi/...hanni_CSCL99.html

learning tools resources education actionresearch social collaborative technology environment research inquiry FLE tool

shared by Matt LeClair on 02 Jun 12 - No Cached
  • progressive inquiry model
  • , Future Learning Environment Tools (FLE-Tools
  • analysis of 125 messages
  • ...24 more annotations...
  • design of computer supported collaborative learning (CSCL) environments
  • Participation in progressive inquiry is facilitated by asking a user who is preparing a discussion message to categorize the message by choosing a "category of inquiry scaffold" (e.g., Problem, Working theory, Summary) corresponding to the PI-Model (based on the practices of Scardamalia &amp; Bereiter, 1993). These scaffolds are designed to encourage students to engage in expert-like processing of knowledge; they help to move beyond simple question-answer discussion and elicit practices of progressive inquiry.
  • ther important aspect of inquiry, and a critical condition of developing conceptual understanding, is generation of one’s own working theories — one’s conjectures, hypotheses, theories or interpretations — for the phenomena being investigated (Carey &amp; Smith, 1995; Perkins, Crismond, Simmons, &amp; Under, 1995; Scardamalia &amp; Bereiter, 1993).
  • Through evaluating whether and how well the working theories explain the chosen problems, the learning community seeks to assess strengths and the weaknesses of different explanations and identify contradictory explanations, gaps of knowledge, and limitations of the power of intuitive explanation
  • Progressive discourse occurs, for instance, in the sciences demonstarting both accumulation and deepening of knowledge.
  • Each question opened one knowledge-buiding thread, e.g., "How does the new information and communication technology support development of students’ expertise in different contexts?" or "What kind of new pedagogical problems may emerge in networked learning environments?"
  • Specific problems addressed included the following: 1) What is the nature of KB messages produced by the participants? 2) How does the KB represent the model of progressive inquiry? 3) How did the students used the scaffolds provided by the FLE-Tools?
  • During the nine-week course the students posted 125 messages.
  • The postings to the database KB Module constitute the data analyzed in this study. The database material was analyzed with qualitative and quantitative methods in order to evaluate the process of knowledge advancement. The methods applied to analyzing the date aim at providing a richer view on the content and the progression of the discussion (see Chi, 1997).
  • ded to elicit in-depth inquiry
  • The following categories of inquiry scaffolds were also used to analyze how the students categorized their messages: Problem, Working theory, Deepening knowledge, Comment, Metacomment, and Summary (Help has been left out of the analysis because it was not used by the students)
  • To analyze the reliability of segmentation, an independent coder classified approximately 15 percent of the messages. The inter-coder reliability was .91, indicating that the reliability of segmentation was satisfactory.
  • each segment or idea was classified according to five principal "idea categories" identified in the coding process: Problem, Working theory, Scientific explanation, Metacomment, and Quote of another student’s idea. All of the propositions fitted in these five categories of ideas, which were regarded to be mutually exclusive.
  • database was considered to show remarkable connectedness (Hewitt, 1996).
  • FLE-Tools environment was used in a pilot course to facilitate progressive inquiry in university education
  • The students were asked to categorize their posting to the database by using a set of cognitive scaffolds. However, the content analysis indicated that the students' productions often did not correspond with the scaffold they chose. The students showed a bias for selecting a Category of Inquiry
  • A thematic analysis of the discussion suggested that a tutor's "just-in-time" participation could have significantly changed this pattern, judging from the evaluations and reflections of the students.
  • First, although the students were introduced the PI-Mode
  • Second, it is possible that it is not natural for the students to partition their posting in a way that corresponds to the given scaffolds; the students wrote rather long entries (often half a page) in which they set up as well as explained their problems.
  • examination of the database indicated that there was a substantial knowledge-management problem.
  • only the KB module was tested.
  • model of progressive inquiry
  • the students apparently need strong community support that would induce them to participate and guide them in doing so
  • Surpassing ourselves. An inquiry into the nature and implications of expertise. Chicago, IL
  • Matt LeClair on 02 Jun 12
     
    The design of a web-based, networked learning environment, Future Learning Environment Tools (FLE-Tools) embodies a model of progressive inquiry. In this paper, we introduce the progressive inquiry model and describe how different modules FLE-Tools are designed to facilitate participation in this kind of inquiry. Results of a pilot experiment of using FLE-Tools in higher education are presented. The study was based on an analysis of 125 messages posted by thirteen university students to the FLE-Tools database. The results indicated that the course provided positive evidence for an integration of progressive inquiry and online discussion. The pedagogical and design challenges with which we are currently struggling are discussed: the problems of creating a learning community for students collaborating at distance or managing large number of entries in FLE's database.
shawntel

The Knowledge Building Paradigm: A Model of Learning for Net Generation Stude... - 0 views

www.setlab.net/?view=Knowledge_Building_Philip

knowledge-building actionresearch

shared by shawntel on 12 Oct 11 - No Cached
  • "new information," "my theory," "this theory cannot explain," "I need to understand," and "putting our ideas together," and they made extensive use of both the reading and responding functions.
1 - 20 of 32 Next ›
Showing 20▼ items per page