Thinking about editing a collection? Join me! Visit http://bit.ly/2eK7NyB to register. Free for Textbook & Academic Authors Association members- if you are an academic author, this might be time to join!
You spent a lot of time researching and writing a thesis, dissertation, or capstone project. How can you convert your academic work into a career asset? Registration is open for the course starting February 13, 2017!
Everyone knows we should publish something based on the dissertation- but where to start? While some people are on a scholarly track and want to publish in peer-reviewed journals, others would benefit from publishing practical guides or how-to manuals. These events will offer ideas and strategies for a wide range of publication options that align with career goals.
What are the best options for you, and how can you turn your aspirations into reality? If you want to walk the Path to Publishing, but need a plan, this 6-week course is designed for you! We’ll be with you every step of the way, with two live webinars, discussions, and constructive suggestions about how to improve your writing and maximise your chances of publication. You will work through weekly lessons and exercises, and generate a publication strategy. Learn more and register here!
Visit Helen Kara’s blog for more about the course and our collaboration!
Information & registration for training: http://the-sra.org.uk/training/
and seminar http://the-sra.org.uk/events/.
“Create your Publication Strategy”
6-week online course with Dr. Helen Kara, October 10-November 18.
Information & registration: www.path2publishing.com.
The Doing Qualitative Research Online Virtual Book Tour includes stops across the globe.
Maynooth University in County Kildare, Ireland!
The first stop on the Doing Qualitative Research Online Virtual Book Tour was the Advanced Digital Research Methods class lead by Aphra Kerr of the Sociology Department in Maynooth University, Ireland. We discussed “Eliciting Data with Online Interviews or Focus Groups.” This class is part of their MA in Sociology (Internet and Society) course.Further information on the course can be found here and you can visit Aphra’s webpage. She is on Twitter at @aphrak and the Department is @MU_Sociology.
University of Stirling in Glasgow, Scotland.
I visited the Theory and Methods of Digital Social Research class at the University of Stirling, in Glasgow,Scotland. It is great to exchange ideas with bright and curious students who are looking at the possibilities for using digital methods in social research.
University of South Africa at Cape Town Centre for Innovation in Learning and Teaching: e/merge Africa
A week-long series of events for educators and students across Africa, through e/merge Africa! Log in to E/merge Africa and access archived materials and recordings. I presented one webinar for faculty who teach research methods or use research activities in their courses: “Getting Started: Teaching Online Research Design Basics.” I presented a second webinar for researchers, “Enacted Approaches for Generating Data with Arts-Based & Participatory Methods.” This webinar focused on the use of creative, interactive online methods.
Social Research Association, based in London.
We discussed creative and arts-based methods. I created a short exercise guide for visual techniques you can use with your group or class.
This session included both an overview of online methods and a focus on eliciting data with interviews.
SAGE Publications MethodSpace
“Online Research: Holistic Thinking and Qualitative Design” Learn how technology can influence all aspects of the design, whether you collect extant data, elicit responses from participants in online interviews, or generate data with arts-based methods.
Free webinar Wednesday, June 15 at 9 a.m. EST/4 p.m. GMT
Contact me to be a part of the tour! I can visit your group of researchers, research faculty or consultants, and/or students.
Join me for a #VitaeWednesday webinar with Vitae, the Chronicle of Higher Education career website!
What did you learn from your research and how can you use it to propel your career forward? A publication list is essential, whether you are trying to compete for a tenure-track faculty position or launch a consulting business. When you publish your work, you position your type of research and findings, and create a public identity. How do you want to be known? What are the options in today’s digital world, and where do you start? Find out when you join us on May 25! See more and register on the Vitae site, where the discussion is already underway!
Date: Wednesday, May 18, 3-4 p.m. ET. Find your time zone here.
Free to TAA members. Not a member? Membership is affordable, and worthwhile. Join, let’s learn from each other and share ideas about academic writing!
You spent a lot of time conducting research and writing a dissertation, thesis, or capstone project. You are well aware of the pressure to get your work published, in order to get hired or advance in your academic or professional field. Where do you start? I mined every element of her dissertation to launch a publishing strategy that has resulted in five books, numerous chapters and cases, articles and blog posts. I’ve created a typology of five options for drawing from, building on, or applying your student writing. This webinar is relevant those who have graduated recently as well as to people whose dissertations have been sitting on the shelf for a while.
Learn how to incorporate research activities into your online or blended class. Join me for a free webinar: Getting Started: Teaching Online Research Design Basics – Monday 4 April 2016 – 3 pm (SAST) Find your time zone here.
Students in research methods classes benefit from the experiential activities that invite them to develop and practice skills associated with qualitative methods, such as interviewing and observing individuals and groups. Students in other curricular classes, including business or NGO management, sociology or education, benefit from research activities that invite them to bridge theory and practice by learning from practitioners or members of the community. Inquiry models of teaching allow us to create meaningful learning experiences online, for e-learning or blended learning classes.
Few textbooks have journeyed with me over multiple cross-country moves from student days at Cornell University to my current bookshelf. Models of Teaching is one I kept, and then updated to a more current edition (Weil, Joyce, & Calhoun, 2009, pp. 86-87). The models that have intrigued me all these years focus on creating communities of learners through engaging social-learning approaches. Yes, you could say their work represents a social constructivist perspective. And while I have given a lot of thought to social constructivism in the online world (Salmons, 2009, 2015), here I want to look specifically at inquiry models of teaching and how we can use them online to build deeper levels of comprehension.
What are inquiry models? Inquiry models of teaching and to stimulate students’ and participants’ curiosity and build their skills in finding, analyzing, and using new information to answer questions and solve problems. Instead of transferring knowledge, we aim to build new knowledge. Instead of providing facts, we create an environment where students are encouraged to look for new ways of looking at an understanding problems, discern important and relevant concepts, and inductively develop coherent answers or approaches. As Weil et al. (2009) explain:
Humans conceptualize all the time, comparing and contrasting objects, events, emotions – everything. To capitalize on this natural tendency we raise the learning environment to give test the students to increase their effectiveness. Working in using concepts, and we hope that consciously develop your skills for doing so. (p. 86)
They suggest 3 guidelines for designing this kind of learning experience (Weil et al., 2009):
- Focus: Concentrate on an area of inquiry they can master.
- Conceptual control: Organize information into concepts, and gain mastery by distinguishing between and categorizing concepts.
- Converting conceptual understanding to skills: Learn to build and extend categories, manipulate concepts, and use them to develop solutions or answers to the original questions.
How can we use inquiry models online? Online research activities can be incorporated into e-learning or hybrid instruction in formal or informal educational settings that reflect the Weil et al.’s guidelines:
- Focus: Assignments can begin with a research plan or design- what information is needed to answer what question? What are the parameters for this assignment, including time constraints?
- Conceptual Control: Approaches to gathering information can include online interviews with practitioners, experts, or individuals with experience in the topic at hand. Assignments can include observation of online activities, including social media, communities, and posted discussions. Or, assignments can include research and analysis of documents or visual records available online or in digital libraries or archives. Once information and data has been collected, participants organize, prioritize and describe relationships between key ideas.
- Converting conceptual understanding to skills: The above activities are of little use unless students can synthesize and make sense of what they’ve studied. What can they do with what they’ve learned– either to further academic study or to develop practical solutions using these new findings? A first step may be a discussion that where individuals or teams share what they’ve learned and invite new insights from others in the class. At this point they may identify new questions or topics for future inquiry.
Why are inquiry models important today? Educators engage learners when learners are engaged in true inquiry. In the digital age we overwhelmed with information, some of it vetted by editors or reviewers, but much of it made freely available by anyone with a point of view and a smart phone. It is ever more important to develop the skills needed to focus on specific questions and discern relevant and credible evidence as needed to address them. Research activities invite students to build critical thinking skills at the analysis and synthesis level of Bloom’s Taxonomy. Whether students or participants are preparing to be scholars or professionals, research skills are essential and modern life. By integrating research experiences into content courses across the curriculum (rather than offer them in methods classes exclusively), students can learn to research and research to learn.
Where can I learn more? Join me for a free webinar: Learning to Research, Researching to Learn on February 5. Enroll here for the Connecting Online for Instruction and Learning Conference to participate in this and other sessions with educators from across the globe. See Doing Qualitative Research Online (2016) and Qualitative Online Interviews (2015), and companion websites, for more assignment suggestions you can adapt to your class.
Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: Book 1, Cognitive domain. New York: David McKay and Company.
Salmons, J. (2009).E_Social_Constructivism_and_Collaborative_E_Learning. In J. Salmons & L. A. Wilson (Eds.), Handbook of research on electronic collaboration and organizational synergy (Vol. II). Hershey: Information Science Reference.
Salmons, J. (2015). Qualitative online interviews. Thousand Oaks: Sage Publications.
Salmons, J. (2016). Doing qualitative research online. London: SAGE Publications.
Weil, M., Joyce, B., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston Pearson.
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Doing Qualitative Research Online suggests a new way to think about qualitative research design in the digital world.
I am booking stops on a virtual book tour to introduce Doing Qualitative Research Online. We will explore and discuss practical strategies for teaching a course or workshop with the book, or designing research using the approaches described in the book. At each stop on the tour I will offer a free one-hour webinar, and during the subsequent week I will share resources and answer questions in an asynchronous discussion. Follow the tour here– I’ll post descriptions of each new site and add locations to the map!
As host you are responsible for:
- Selecting the webinar topic from three available options:
- Getting Started: Online Design Basics,
- Eliciting Data with Online Interviews or Focus Groups, or
- Enacted Approaches for Generating Data with Arts-Based & Participatory Methods.Find more detailed descriptions of webinar and discussion options here.
- Coordinating and scheduling the event with me,
- Confirming attendance of at least 10 researchers, research faculty, and/or students,
- Sharing suggested resources and readings with attendees,
- Attending the webinar and participating in the discussion.
Contact me to discuss event options!
Go on the (Virtual) Road to Promote Your Book
TAA Blog post: 6 Key takeaways from the TAA webinar, ‘Go on the (Virtual) Road to Promote Your Book.’ The recording is online in the member resources. If you are an academic writer, consider joining!
Whether you are self-publishing or working with a major publisher, you will need to actively promote your textbooks and encourage faculty to adopt them. Traditionally, writers have taken book tours and given talks, but textbook publishers are unlikely to fund world travel. Why not offer a book tour online? With the Doing Qualitative Research Online Virtual Book Tour I did just that. While some “virtual book tours” simply place guest posts or advertisements on potential readers’ sites, my highly interactive approach includes webinars and online discussions with groups or classes. In this one-hour webinar, I will share tales from the virtual road and steps you can take to launch your own tour.
If you teach research methods and want to update your course– or perhaps add a whole course focused on digital approaches– see this syllabus for ideas. Plug a few units into an existing course or teach the whole class as outlined.