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Big Qual Analysis: Innovation in method and pedagogy

This study explores the feasibility of extending existing good practice in analyzing qualitative data to volumes and concatenations of data that researchers would not normally consider feasible or desirable. It also investigates how advanced social science research methods are taught and learned, with a focus on developing pedagogical capacity for methods experts and building a pedagogical culture.

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Big Qual Analysis: Innovation in method and pedagogy

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  1. Big Qual Analysis: Innovation in method and pedagogy Click to edit Master subtitle style

  2. Collaboration between: Working across qualitative longitudinal studies:a feasibility study looking at care and intimacy The pedagogy of methodological learninghttps://www.ncrm.ac.uk/research/

  3. Working across qualitative longitudinal studies:a feasibility study looking at care and intimacy exploring procedures for extending existing good practice in analysing qualitative data to volumes and concatenations of data that qualitative researchers would not normally consider feasible or desirable

  4. The pedagogy of methodological learning projectinvestigating how advanced social science research methods taught and learned. http://www.pedagogy.ncrm.ac.uk (2015-2018)+developing pedagogical capacity for methods experts +building pedagogical culture+delivering a Typology of methods pedagogy.

  5. Why? - quality controlled, well-documented and under-used data- enable new questions to be asked - new generalization to be developedBut not an easy or quick process of ‘scaling up’

  6. Breadth-and-Depth Method 4 iterative steps; described drawing on analogies with archeology- aerial survey (bird’s eye view of a very large area)- geophysical survey (mapping selected surface area)- shallow test pits- deep excavationDavidson, E., R. Edwards, L. Jamieson & S. Weller (2018) Big data, qualitative style: a breadth-and-depth method for working with large amounts of secondary qualitative data. Quality & Quantity, 1-14.

  7. Evaluation Card Deckengaging ‘pedagogy as understood’ (Nind, Curtin & Hall, 2016)‘experience sampling’ (Sharlene Hesse-Biber in Lewthwaite & Nind, 2016)+tactile, analogue, timely, reflexive*+prompting, probing, modelling, +pacing, sequencing, specificity of material.

  8. Student Feedback: On Metaphor

  9. Student Feedback: On Metaphor

  10. Student Feedback: iPoems

  11. Student Feedback: iPoems

  12. Student Feedback: Reflexivity & methods

  13. Student Feedback: Promoting learning

  14. Evaluation Card DeckTasks: 1. Consider the cards.2. Could these work in your classroom / facilitate your learning? (discussion)3. What cards would you like to see? (design your own card)

  15. Q&A For project updates / to advise on future materials, sign up to our mailing list, or contact: S.E.Lewthwaite@soton.ac.uk / @slewth

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