Summer course – Research Methodology in Education

June 19, 2017

I am pleased to be teaching Research Methodology in Education this summer for our Master of Education students. This is an online course offered from July 4 to August 16, 2017.

Course description

This first course in educational research methodologies provides the background necessary to make intelligent decisions around the kinds of research questions that might be asked and the sort(s) of insights and answers particular methods can provide.

Learner outcomes

Throughout the course of study students will be able to:

  • Identify viable and interesting research questions, both in their own potential research endeavours and in the work of published academics
  • Identify, compare and critique a variety of educational research methodologies based on their primary assumptions and methods
  • Evaluate the relevance of educational research methodologies with special consideration being given to stated research questions and the knowledge being sought
  • Differentiate between the central tenets of qualitative and quantitative data collection and analysis strategies with special consideration being given to the strengths, weaknesses and relevance of each in education
  • Assess the validity of a variety of research methods, both qualitative and quantitative, commonly used in education
  • Examine and interrogate the relationships between research questions, research methods and interpretation of findings in educational studies
  • Demonstrate a critical understanding of ethical issues in educational research, particularly with regard to the use of human participants
  • Formulate and evaluate their own preliminary research questions in response to both their research interests and professional context
  • Understand how action research applies to educational settings and contexts

Required readings

Creswell, J. W. (2014).  Research design: Qualitative, quantitative, and mixed methods approaches (4th ed).  Thousand Oaks, CA: SAGE Publications, Inc.

Hendricks, C. (2016). Improving schools through Action Research: A reflective practice approach (4th ed.), Upper Saddle River, NJ: Pearson Education.

Here’s a copy of the course outline: EDER_603.21_Su2017_Eaton_approved

This marks the tenth time I have taught this course online. I love working with students to help them gain a strong foundation in research methodology. I can’t wait to get started with this year’s group!

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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

 


How to develop your Knowledge Mobilization Plan (KMP)

March 8, 2017

This week in one of my courses, I’m working with doctoral students to help them understand and figure out how to develop a Knowledge Mobilization Plan (KMP) for their research projects. The KMP is a required element of their project this term.

Here are some resources I shared to help them understand what KMPs are and how to build one:

https://research.usask.ca/documents/Knowledge_Mobilization.pdf

http://www.oise.utoronto.ca/research/UserFiles/File/Amanda%20Cooper%20Building%20KM%20Plans%20UT%20Final%20Post%20Version.pdf

https://www.edu.uwo.ca/research/documents/Thinking_About_Knowledge_Mobilization_Plans.pdf

http://www.sshrc-crsh.gc.ca/funding-financement/policies-politiques/knowledge_mobilisation-mobilisation_des_connaissances-eng.aspx

http://www.slideshare.net/sreibling/how-to-write-a-knowledge-mobilization-plan

https://www.mta.ca/uploadedFiles/Community/Research_and_creative/Research_Office/Mount_Allison_Connects/Institute_events/Building%20a%20Knowledge%20Mobilization%20Strategy.pdf

I also shared my approach to knowledge mobilization for my own research. I use a multi-dimensional approach that includes four different audiences:

  1. Academic – Academic (peer-reviewed) articles, academic conferences
  2. Professional – Professional journal articles (edited); Professional reports; professional conferences (e.g. teachers’ conventions); professional development workshops
  3. Social media – My blog Twitter (@DrSarahEaton); LinkedIn; Research Gate & Academia.edu. (Note: Those last two are are like LinkedIn, but directed towards those working in research).
  4.  Community – This can include public presentations or workshops. The key is to tailor these to a broad general audience.

I am to get my work out to as many different audiences as possible and to create a digital footprint for the work, so that if someone comes across it years down the road and they are interested long after I have moved on to new projects, they can still find out about the project.

I also look for ways to link the “products” or “outputs” of my projects. For example, I just led a project on signature pedagogies for e-learning in Higher education. I had the report archived on the University’s digital repository, so the citation looks like this:

Eaton, S. E., Brown, B., Schroeder, M., Lock, J. & Jacobsen, M. (2017). Signature pedagogies for e-learning in higher education and beyond. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51848

I then blogged about the report on this blog: Signature pedagogies for e-learning in higher education and beyond http://wp.me/pNAh3-1MP

I then Tweeted about the report, which then got Re-tweeted by two of the co-authors:

RT

Brown RT.jpg

I also posted or submitted a copy of the report at:

  • Research Gate:
  • Academia.edu
  • LinkedIn.
  • ERIC (When there is a full report available).

Basically, I try to get the word out in any many ways as possible.

All this, by the way, took less than two hours to do. I have had these accounts set up for some years now and this has been a fairly consistent process for me when I want to mobilize knowledge about a project.

Here is an infographic I created to help you visualize how you might develop your own KMP. Not all the elements I talked about in this post fit onto the infographic, so don’t think of the visual as exhaustive:KMP.jpg

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Signature pedagogies for e-learning in higher education and beyond

March 6, 2017

http://hdl.handle.net/1880/51848

This report explores the notion of signature pedagogies within the field of e-learning for higher education. We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice and understanding of the profession.

Background

In November 2016, approximately thirty scholars, practitioners, industry leaders and government officials assembled at The White House for the “Technology in English” event, which was a collaborative effort between The White House Office of Global Engagement and the U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of English Language Programs. The event was part of the inter-agency English for All initiative, announced by President Obama earlier in 2016 (United States Department of State, 2016). The purpose of the event was to gather together individuals with combined expertise in educational technology and English language learning and teaching. Sarah Elaine Eaton, one of the authors of this report, was among those invited to take part in The White House event.

One outcome of the meeting was a commitment to develop a prototype or resource that would serve as an Open Educational Resource (OER), not only for participants of programs sponsored by the U.S Department of State, and educators generally. The project is to be presented at the TESOL 2017 International Convention and English Language Expo in Seattle, Washington State.

In addition, experts were invited to develop and contribute additional resources that would benefit educators in their professional development. This report was prepared as an additional Open Educational Resource for use by those interested in developing their knowledge of signature pedagogies for e-learning in education.

Here is a citation for the report, which you can download for free online:

Eaton, S. E., Brown, B., Schroeder, M., Lock, J. & Jacobsen, M. (2017). Signature pedagogies for e-learning in higher education and beyond. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51848

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New article:Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study

January 18, 2017

interchange I’m pleased to share the news with you about my latest article, published in Interchange. The title is: “Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study”.

Here is a link to the online version of the article: http://rdcu.be/oCx2

Funding for this study was provided by  the University of Calgary Werklund School of Education Scholarship of Teaching and Learning Grant.

Here are some other posts related to this research project:

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Designing Synchronous Online Interactions and Discussions

May 17, 2016

IDEAS 2016: Designing for InnovationA few weeks ago I co-presented a session at the University of Calgary’s IDEAS 2016 conference. This year the theme was “Designing for Innovation”. My colleagues, Barb Brown and Meadow Schroeder and I presented on how to effectively design synchronous sessions for e-learning.

The three of us are all award-winning educators, and each has her own approach to how we design and deliver real-time sessions via Adobe Connect in our classes. We offered ideas and tips on what we do and how we do it. Our paper has been included in the conference proceedings, which have just been released. Here’s a link to our paper:

Brown, B., Schroeder, M., & Eaton, S.E. (2016, May). Designing Synchronous Online Interactions and Discussions. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 51-60). Calgary, Canada: Werklund School of Education, University of Calgary. Available from: http://hdl.handle.net/1880/51209

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Here’s a quick link so you can send this post to a friend:

Designing Synchronous Online Interactions and Discussions http://wp.me/pNAh3-1Ks

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EDER 603.23 – Writing Educational Research

January 2, 2016

Sarah Elaine Eaton, speaker, presenter, keynote, technology, social media, Calgary, Canada, educator, education, professional developmentI am thrilled that I have the opportunity to teach one of my favourite courses again in the Winter semester. Even better, I already know many of the students who are enrolled and I welcome the opportunity to work with this academically strong group again.

Here’s a downloadable .pdf of the course outline:

EDER_603.23_L09_Eaton_W2016 (approved)

This term, all the instructors who will teach the course in the Winter semester worked to collaboratively design a common outline for all sections of the course. We will use a common approach to teaching, assignments and due dates.

The objective of the course is to engage students in thinking about publishing their work in a public format. Here is an example from a previous student of mine in this course who published her first refereed conference paper as a direct result of her work in this course:

Quinn, E. (2015). Designing a professional learning model to support creativity in teaching and learning. Paper presented at the IDEAS: Designing Responsive Pedagogy, Calgary, AB. Retrieved from: http://prism.ucalgary.ca/bitstream/1880/50852/3/IDEAS%202015%20FINAL.pdf

I hope that this example inspires students in the Winter semester to seek publication of their own research in a credible (e.g. peer reviewed) format. Now is an exciting time for graduate students who want to work towards sharing work in a published format. There are more opportunities than ever before for graduate students to learn what it takes to have their work published in conference proceedings or journals.

Here’s a quick link so you can send this post to a friend: EDER 603.23 – Writing Educational Research – http://wp.me/pNAh3-1Jy

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APA Checklist for Term Papers

December 1, 2015

My students often struggle with the finer points of APA formatting and style. While I always encourage them to read the APA manual in detail themselves, with the end of the semester looming, that doesn’t always happen. So, I put together this handy checklist for my students to help them format their paper like a pro.

Feel free to use it yourself or share it with your own students:

Here’s the checklist in .pdf format: APA Checklist for Final Papers.

Here’s a quick link so you can send this post to a friend:

APA Checklist for Term Papers: http://wp.me/pNAh3-1Jd

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