http://odeo.com/channels/115840-Research-Monologues Margoc no <p>As I&#8217;m undertaking my masters study I often think out aloud. Sometimes I&#8217;d wish I&#8217;d captured those monologues &#8211; so now I will, here on Odeo!</p> As I&#8217;m undertaking my masters study I often think out aloud. Sometimes I&#8217;d wish I&#8217;d captured those monologues &#8211; so now I will, here on Odeo! As I&#8217;m undertaking my masters study I often think out aloud. Sometimes I&#8217;d wish I&#8217;d captured those monologues &#8211; so now I will, here on Odeo! en-us 40 Sun, 03 Sep 2006 22:31:41 -0700 Sun, 03 Sep 2006 22:31:41 -0700 http://odeo.com/episodes/1833131-Thoughts-about-research-approaches-Aug-20-2006 Some brief thoughts (2.30 mins) while sitting on my porch Saturday morning after spending Friday evening with friends out for dinner. I got talking to one of my colleagues about the ways in which we might involve teachers in research and that there was an “unnatural” separation or disaggregation of research, teaching and learning activities, due (perhaps) to our propensity to categorise our professional activities in education institutions (most noticably in higher education, with the increasing pressure to measure/quantify ‘research output’). I also mention some parallels with mobile learning and the personalised nature m-learning promotes, which could also translate to the personalised ways in which we teach and through which we might be able to reconnect teachers with research activities in their everyday practice. Some brief thoughts (2.30 mins) while sitting on my porch Saturday morning after spending Friday evening with friends out for dinner. I got talking to one of my colleagues about the ways in which we might involve teachers in research and that there was an “unnatural” separation or disaggregation of research, teaching and learning activities, due (perhaps) to our propensity to categorise our professional activities in education institutions (most noticably in higher education, with the increasing pressure to measure/quantify ‘research output’). I also mention some parallels with mobile learning and the personalised nature m-learning promotes, which could also translate to the personalised ways in which we teach and through which we might be able to reconnect teachers with research activities in their everyday practice. Some brief thoughts (2.30 mins) while sitting on my porch Saturday morning after spending Friday evening with friends out for dinner. I got talking to one of my colleagues about the ways in which we might involve teachers in research and that there was an “unnatural” separation or disaggregation of research, teaching and learning activities, due (perhaps) to our propensity to categorise our professional activities in education institutions (most noticably in higher education, with the increasing pressure to measure/quantify ‘research output’). I also mention some parallels with mobile learning and the personalised nature m-learning promotes, which could also translate to the personalised ways in which we teach and through which we might be able to reconnect teachers with research activities in their everyday practice. tag:odeo.com,2006-09-03,1833131 Sun, 03 Sep 2006 22:31:41 -0700 no Research Monologues research, mobility, learning, Teaching, monologue, personalised learning http://odeo.com/episodes/1800497-Research-as-poetic-rumination Carl Leggo’s chapter in ‘The art of writing inquiry’ (Neilsen, Cole & Knowles, 2001, pp.173-195), queries how we research in a way that I’m wanting to explore further, especially as I see a problematic in the way we write research and begs the question who reads research? This question is all the more important in the VTE sector where research has traditionally been done on the sector and does not necessarily involving practitioners in the sector, as researchers per se. The orated paragraph is on page 183. Full reference: Neilsen, L., Cole, A & Knowles, J.G. (Eds.), (2001). The art of writing inquiry. Backalong Books: Nova Scotia, Canada. Carl Leggo’s chapter in ‘The art of writing inquiry’ (Neilsen, Cole & Knowles, 2001, pp.173-195), queries how we research in a way that I’m wanting to explore further, especially as I see a problematic in the way we write research and begs the question who reads research? This question is all the more important in the VTE sector where research has traditionally been done on the sector and does not necessarily involving practitioners in the sector, as researchers per se. The orated paragraph is on page 183. Full reference: Neilsen, L., Cole, A & Knowles, J.G. (Eds.), (2001). The art of writing inquiry. Backalong Books: Nova Scotia, Canada. Carl Leggo’s chapter in ‘The art of writing inquiry’ (Neilsen, Cole & Knowles, 2001, pp.173-195), queries how we research in a way that I’m wanting to explore further, especially as I see a problematic in the way we write research and begs the question who reads research? This question is all the more important in the VTE sector where research has traditionally been done on the sector and does not necessarily involving practitioners in the sector, as researchers per se. The orated paragraph is on page 183. Full reference: Neilsen, L., Cole, A & Knowles, J.G. (Eds.), (2001). The art of writing inquiry. Backalong Books: Nova Scotia, Canada. tag:odeo.com,2006-08-31,1800497 Thu, 31 Aug 2006 01:34:33 -0700 no Research Monologues research, study, masters, monologue http://odeo.com/episodes/1598583-Characteristics-of-Qualitative-Research In reading an extract from Bogdan & Biklen (1992) I considered these points to remain aware of as I work towards developing a research design: 1. the term ‘natural’ is quite a loaded term (as in ‘natural setting’ and ‘natural history’). What does ‘natural’ mean in this way? 2. being aware that the researchers ‘insights’ may also be biased. 3. that the ‘written word’ is often a priviledged form of recording data and disseminating findings, probably preferred in ‘western’ research, and that I should remain aware of this as I develop my research approach. 4. Meaning is central to qualitative research and that capturing participants’ perspectives (assumptions, dynamics, expectations, implications, etc) ‘accurately’ is again a loaded phrase. Who’s notion of accuracy is priviledged? What of interpretations? Researcher bias? A quote that perhaps sums up ‘doing’ qualitative research (albeit rather simply): “the process of doing qualitative research reflects a kind of dialogue or interplay b... In reading an extract from Bogdan & Biklen (1992) I considered these points to remain aware of as I work towards developing a research design: 1. the term ‘natural’ is quite a loaded term (as in ‘natural setting’ and ‘natural history’). What does ‘natural’ mean in this way? 2. being aware that the researchers ‘insights’ may also be biased. 3. that the ‘written word’ is often a priviledged form of recording data and disseminating findings, probably preferred in ‘western’ research, and that I should remain aware of this as I develop my research approach. 4. Meaning is central to qualitative research and that capturing participants’ perspectives (assumptions, dynamics, expectations, implications, etc) ‘accurately’ is again a loaded phrase. Who’s notion of accuracy is priviledged? What of interpretations? Researcher bias? A quote that perhaps sums up ‘doing’ qualitative research (albeit rather simply): “the process of doing qualitative research reflects a kind of dialogue or interplay between researchers and their subjects since researchers do not approach their subjects neutrally” (my emphasis, Bogdan & Beklin, 1992, p.32-3). Full reference: Bogdan, R.C., & Beklin, S.K. (1992). Qualitative research in education. (2nd edition) Allyn & Bacon: Boston. In reading an extract from Bogdan & Biklen (1992) I considered these points to remain aware of as I work towards developing a research design: 1. the term ‘natural’ is quite a loaded term (as in ‘natural setting’ and ‘natural history’). What does ‘natural’ mean in this way? 2. being aware that the researchers ‘insights’ may also be biased. 3. that the ‘written word’ is often a priviledged form of recording data and disseminating findings, probably preferred in ‘western’ research, and that I should remain aware of this as I develop my research approach. 4. Meaning is central to qualitative research and that capturing participants’ perspectives (assumptions, dynamics, expectations, implications, etc) ‘accurately’ is again a loaded phrase. Who’s notion of accuracy is priviledged? What of interpretations? Researcher bias? A quote that perhaps sums up ‘doing’ qualitative research (albeit rather simply): “the process of doing qualitative research reflects a kind of dialogue or interplay between researchers and their subjects since researchers do not approach their subjects neutrally” (my emphasis, Bogdan & Beklin, 1992, p.32-3). Full reference: Bogdan, R.C., & Beklin, S.K. (1992). Qualitative research in education. (2nd edition) Allyn & Bacon: Boston. tag:odeo.com,2006-08-02,1598583 Wed, 02 Aug 2006 00:43:50 -0700 no Research Monologues research, study, masters, monologue http://odeo.com/episodes/1598525-Welcome-to-Research-Monologues This is a short introduction message to this channel, Research Monologues. I have set this channel up to support my study in a Master of Education, as I contemplate my thoughts and readings into Research Design for this semester. I often wished I had recorded my “thinking out loud” (that I tend to do when I’m reading and studying on my own); so here’s me recording as I go, in the hope that I can capture some ideas that go whizzing around my head from time to time! This is a short introduction message to this channel, Research Monologues. I have set this channel up to support my study in a Master of Education, as I contemplate my thoughts and readings into Research Design for this semester. I often wished I had recorded my “thinking out loud” (that I tend to do when I’m reading and studying on my own); so here’s me recording as I go, in the hope that I can capture some ideas that go whizzing around my head from time to time! This is a short introduction message to this channel, Research Monologues. I have set this channel up to support my study in a Master of Education, as I contemplate my thoughts and readings into Research Design for this semester. I often wished I had recorded my “thinking out loud” (that I tend to do when I’m reading and studying on my own); so here’s me recording as I go, in the hope that I can capture some ideas that go whizzing around my head from time to time! tag:odeo.com,2006-08-01,1598525 Tue, 01 Aug 2006 23:04:38 -0700 no Research Monologues