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Matt LeClair

InspiringLearningForAll - Research methods, guidelines, and templates - 0 views

www.inspiringlearningforall.gov.uk/...research.html

research methods question bank guidelines interpreting visual images interpretation focus group resources templates best practices research survey libraries

shared by Matt LeClair on 02 Apr 13 - No Cached
  • Matt LeClair on 02 Apr 13
     
    " esearch methods (pdf, 89kb) This table identifies the strengths of different methods of research to help you identify the most appropriate method for your programme or activity Research question bank (Word, 100kb) A question bank that offers useful and relevant research questions to help you customise questionnaires. Questions are divided into categories including: knowledge and understanding; skills; attitudes and values; enjoyment, inspiration and creativity and activity, behaviour and progression Guidelines on involving users (Word, 38kb) This document provides useful tips on how to involve users in identifying learning opportunites Interpreting visual images (Word, 774kb) This useful guide helps you to interpret visual images as research evidence. Particularly useful in researching the impact of your learning activity with children Focus group guide (Word, 40kb) This guide provides information and support on how to run a focus group "
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

Simon Sinek: How great leaders inspire action | Video on TED.com - 0 views

www.ted.com/...at_leaders_inspire_action.html

best practices leadership inspiration theory leaders change great video relationships

shared by Matt LeClair on 13 Jan 13 - No Cached
  • Matt LeClair on 13 Jan 13
     
    Simon Sinek has a simple but powerful model for inspirational leadership all starting with a golden circle and the question "Why?" His examples include Apple, Martin Luther King, and the Wright brothers ...
Matt LeClair

Edutopia Quiz: What's Your Emotional Intelligence? | Edutopia - 0 views

www.edutopia.org/sel-quiz

resources web 2.0 emotional intelligence assessment brain based strategy edutopia

shared by Matt LeClair on 11 Sep 12 - No Cached
  • Matt LeClair on 11 Sep 12
     
    " 13Share on email Edutopia Quiz: What's Your Emotional Intelligence? Emotional intelligence -- the ability to empathize, persevere, control impulses, communicate clearly, solve problems, and work with others -- can be a critical skill for teachers. This quiz should help you learn more about how you manage emotions. It takes less than five minutes to complete and provides personalized tips for how to improve the way you manage your classroom and interact with your students. Think about the last week as you answer the following questions. How often have you engaged in the behavior or activity described while at school?"
Matt LeClair

Crucial Assessment | Southam Consulting, LLC - 0 views

www.southamconsulting.net/...cc2sa.php

organization workplace success employee learning members value crucial conversations engagement strengths weakness self-assessment assessment improvement skill

shared by Matt LeClair on 06 Mar 12 - No Cached
  • Matt LeClair on 06 Mar 12
     
    "To measure your skill level and see how Crucial Confrontations can best serve your needs, candidly review the following statements. Check "Yes" if they apply to you. Check "No" if they do not. The following questions explore how you typically respond when you're in the middle of a stressful situation."
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 & 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 & Smith, 1995; Perkins, Crismond, Simmons, & Under, 1995; Scardamalia & 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.
Michelle Green

Facebook, Students and Teachers: A Question of Free Speech | MindShift - 0 views

mindshift.kqed.org/...hers-a-question-of-free-speech

social networking Missouri law

shared by Michelle Green on 13 Sep 11 - No Cached
  • Kent Brown, the attorney who won the injunction on behalf of the Missouri Teachers Association, said social networking sites can have a distinct pedagogical purpose.
  • Public school officials, like state legislators, have a responsibility to protect students from sexual assault, particularly at the hands of teachers or other state employees. In fact, it is hard to imagine a higher interest than protecting students from sexual predators. Yet, the constitution mandates that any law, regardless of the interest it seeks to protect, meet certain criteria. Among these criteria is the requirement that laws not be “substantially overbroad” or unconstitutionally “vague.”
Matt LeClair

Teaching Perspectives Inventory - 1 views

teachingperspectives.com/...tpi_frames.htm

teaching style assessment pedagogy education

shared by Matt LeClair on 21 Sep 11 - Cached
  • Matt LeClair on 21 Sep 11
     
    The Teaching Perspectives Inventory can help you collect your thoughts and summarize your ideas about teaching. It can be useful in examining your own teaching as well as helping clarify the teaching views of other people. The TPI is quick to complete - it usually takes no more than 10-15 minutes to answer all the questions and to automatically score your results. You may also choose to print out your profile sheet to help you visualize and interpret your scores.
Matt LeClair

World Without Walls: Learning Well with Others: How to teach when learning is everywhere. - 0 views

www.edutopia.org/age-technology-will-richardson

collaborate technology learning school explore network community trust

shared by Matt LeClair on 27 Oct 11 - Cached
  • Our ability to learn whatever we want, whenever we want, from whomever we want is rendering the linear, age-grouped, teacher-guided curriculum less and less relevant.
  • Experts are at our fingertips,
  • Content and information are everywhere, not just in textbooks.
  • ...15 more annotations...
  • And the work we create and publish is assessed by the value it brings to the people who read it, reply to it, and remix it.
  • Much of what our students learn from us is unlearned once they leave us; paper is not the best way to share our work, facts and truths are constantly changing, and working together is becoming the norm, not the exception.
  • It's about solving problems together and sharing the knowledge we've gained with wide audiences.
  • Inherent in the collaborative process is a new way of thinking about teaching and learning
  • As connectors, we provide the chance for kids to get better at learning from one another.
  • In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits.
  • That means that as teachers, we must begin to model our own editorial skills
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies.
  • they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
  • As Clay Shirky writes in Here Comes Everybody: The Power of Organizing Without Organizations, "Knowingly sharing your work with others is the simplest way to take advantage of the new social tools."
  • Fortunately, social tools like wikis, blogs, and social-bookmarking sites make working with others across time and space easier than it's ever been. They are indeed "weapons of mass collaboration," as author Donald Tapscott calls them.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators?
  • What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape.
  • And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Matt LeClair on 27 Oct 11
     
    World Without Walls: Learning Well with Others How to teach when learning is everywhere. By Will Richardson Facebook 16 Twitter 25 Share 136 Email Four teachers from High Tech High. Bringing Their A-Game: Humanities teacher Spencer Pforsich, digital arts/sound production teacher Margaret Noble, humanities teacher Leily Abbassi, and math/science teacher Marc Shulman make lessons come alive on the High Tech campuses in San Diego. Credit: David Julian Earlier this year, as I was listening to a presentation by an eleven-year-old community volunteer and blogger named Laura Stockman about the service projects she carries out in her hometown outside Buffalo, New York, an audience member asked where she got her ideas for her good work. Her response blew me away. "I ask my readers," she said. I doubt anyone in the room could have guessed that answer. But if you look at the Clustrmap on Laura's blog, Twenty Five Days to Make a Difference, you'll see that Stockman's readers -- each represented by a little red dot -- come from all over the world. 1 She has a network of connections, people from almost every continent and country, who share their own stories of service or volunteer to assist Stockman in her work. She's sharing and learning and collaborating in ways that were unheard of just a few years ago. Welcome to the Collaboration Age, where even the youngest among us are on the Web, tapping into what are without question some of the most transformative connecting technologies the world has ever seen. These tools are allowing us not only to mine the wisdom and experiences of the more than one billion people now online but also to connect with them to further our understanding of the global experience and do good work together. These tools are fast changing, decidedly social, and rich with powerful learning opportunities for us all, if we can figure out how to leverage their potential. For e
Matt LeClair

Teaching Large Classes with an iPad » - 0 views

www.sageonstage.com/...ing-large-classes-with-an-ipad

best practices methods tools How to ipad design technology collaboration classroom resources tool app

shared by Matt LeClair on 07 May 13 - No Cached
  •  It allowed the combining of student response, just-in-time teaching, constructivist development and several other educational buzz terms in one simple device.
  • d SplashTop Remote Desktop.  
  • with LectureTools I can present class, pose questions, draw on the screen and still project wirelessly as I stand or walk around the room.
  • ...4 more annotations...
  • his is my first choice
  • Download SplashTop Streamer (it’s FREE!) and install on your Mac or PC laptop.
  • As long as the iPad and laptop are on the same wireless network you should be able to follow directions to connect the two via “Internet discovery.”
  • we use Doceri. http://doceri.com/ it allows our faculty the full control of a mac (MacBook Pro or a Mac Pro) wirelessly with the iPad w/annotation abilities.
  • Matt LeClair on 07 May 13
     
    Step-by-step guide on how one instructor integrated iPads in the classroom which allowed the combining of student response, just-in-time teaching, constructivist development and several other educational buzz terms in one simple device.
Matt LeClair

social network analysis « L&T blog: About learning, training and technology a... - 0 views

itcilo.wordpress.com/...social-network-analysis

social social network network analysis learning tools resources research relationships knowledge networking mapping

shared by Matt LeClair on 15 May 12 - No Cached
  • How is it applied? - identify the network of people to be analysed - gather the necessary background information - clarify the objectives and the scope of analysis and agree on the level of reporting required - formulate hypotheses and questions - develop the survey methodology and design the questionnaire - surveying the individuals and identifying the relationships and the knowledge flows between them - use a software mapping tool to visualize the networks - review the map and the problems and opportunities - design and implement actions to bring desired change - map the network again after a suitable time
  • uestions to ask? Who knows who and how well? How well do people know each other’s knowledge and skills? Who or what gives people information about xyz? What resources do people use to find information/feedback/ideas/advice about xyz? What resources do people use to share information about xyz?
  • Matt LeClair on 15 May 12
     
    Steps in doing a social network analysis
Matt LeClair

QUALITATIVE FORMS OF ART EDUCATION RESEARCH - 0 views

www.public.asu.edu/...qualformsarted.htm

qualitative research learning tools methodology questions inquiry ethnography survey mapping

shared by Matt LeClair on 20 Mar 12 - Cached
  • Ethnography is an inquiry process carried out by a person from a point of view based on experience and knowledge of prior research. Anthropologists try to understand the significance or meaning of an experience from the participants' views. Some researchers also use the term ethnography to refer to all techniques used in fieldwork, not a single method; for example Stuhr (1986).
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • ...11 more annotations...
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • Following are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participants.
  • ollowing are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participan
  • ollowing are some suggestions for collecting data. Start by writing first impressions, making a space map, called a sociogram, which requires following participant interactions and recording field notes to include dates and times, and dialogues and gestures among participan
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • onduct a sociocultural profile
  • Matt LeClair on 20 Mar 12
     
    "The purpose of this chapter is to 1) discuss the nature of qualitative inquiry, 2) explore different kinds of qualitative inquiry, 3) explain the role of interpretation, 4) present various participant observation stances, 5) offer ways of gaining access and achieving reciprocity, 6) review stages of qualitative research, 7) suggest practical procedures related to research methods as well as research writing, 8) present sociocultural problems, and 9) give future alternatives for qualitative research. Specifically, stages of qualitative research to be described are data collection, content analysis, and comparative analysis. Practical suggestions for analysis will include such examples as computer programming, icon and color coding of concepts, focus groups and key informants, and spread sheets for comparative and cross-site analysis"
Matt LeClair

The Measurement of Work Engagement With a Short Questionnaire - 0 views

epm.sagepub.com/...701.abstract

qualitative research learning survey tools questions methodology measurement engagement questionnaire

shared by Matt LeClair on 20 Mar 12 - No Cached
  • Matt LeClair on 20 Mar 12
     
    "This article reports on the development of a short questionnaire to measure work engagement-a positive work-related state of fulfillment that is characterized by vigor, dedication, and absorption. Data were collected in 10 different countries (N = 14,521), and results indicated that the original 17-item Utrecht Work Engagement Scale (UWES) can be shortened to 9 items (UWES-9). The factorial validity of the UWES-9 was demonstrated using confirmatory factor analyses, and the three scale scores have good internal consistency and test-retest reliability"
Michelle Green

Getting Started on your Literature Review :: Academic Skills Resources, The Learning Ce... - 0 views

www.lc.unsw.edu.au/...litrev2.html

literature review

shared by Michelle Green on 14 Sep 11 - No Cached
  • Some Possible Ways of Structuring a Literature Review Chronological organisation The discussion of the research /articles is ordered according to an historical or developmental context. The 'Classic' studies organisation A discussion or outline of the major writings regarded as significant in your area of study. (Remember that in nearly all research there are 'benchmark' studies or articles that should be acknowledged). Topical or thematic organisation The research is divided into sections representing the categories or conceptual subjects for your topic. The discussion is organised into these categories or subjects. Inverted pyramid organisation The literature review begins with a discussion of the related literature from a broad perspective. It then deals with more and more specific or localised studies which focus increasingly on the specific question at hand.
Matt LeClair

Social Learning Survey | Results - 0 views

masieweb.com/social1

Research social learning survey Masie organizational learning outcomes

shared by Matt LeClair on 25 Oct 11 - No Cached
  • Matt LeClair on 25 Oct 11
     
    Background: Social Learning is the utilization of Social Networks and Social Technology for specific organizational learning outcomes. This survey was designed in our LAB to take a quick pulse of learning colleagues around the globe on current implementations and plans for Social Learning. Elliott Masie comments are indicated in BLUE below each question: 1.
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