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1、Veronika Schoeb:Qualitative Research Method BOLT Learning Innovation Plan Template Learning and Teaching Context I will be teaching a new course of Research Methods(MPhil and PhD-level)that is set up to integrate both“quantitative methods and statistics”and qualitative methods.I will be co-teaching
2、the first lecture(face-to-face introduction)and then be responsible for the qualitative methods in the second part of the course,with four 3-hours seminars,and 2 online seminars(self-learning material).While the structure of the course as well as the assessments(5 MCQ quizzes,research proposal,poste
3、r presentation)are already set,I am free to organize my teaching hours.There are 20 students from different disciplinary background(physiotherapy,biochemistry,nursing,optometry,occupational therapy and some basic sciences)and various nationalities(Sweden,China,Spain,Mexico,India,Hong Kong,Germany,an
4、d some African country I forgot).Some learners have advanced use of educational technologies,but there are others who have had limited exposure to LMS,online teaching and IT skills.Even if PhD students and MPhil students might differ in terms of competence,this course is an introduction to Qualitati
5、ve Research Methods and therefore students might not be very different in terms of maturity,especially as in these disciplines,MPhil students might have already some work experience as health professional.Furthermore,it has to be noted that usually health science students tend to favor quantitative
6、methods for their research proposal as well as their own research study.This means that my part has to be inspiring and will require some fun activities to engage the learners with the content.Learning Innovation Rationale As this is a research course,usually learners are very motivated.There are mo
7、re independent learners,mature students,and have already a wealth of life and educational experience.As it is an evening class,it really needs to be stimulating and worth attending it.In order for students to learn qualitative methods,some reading is important to understand certain concepts of quali
8、tative methods,but there needs to be a hands-on,more experiential approach to qualitative data collection,transcription and analysis.The blended approach(more in-depth analysis on a conceptual level)needs to be balanced with activities(experiential learning)and reflection.Reflection is very importan
9、t for this approach,as reflexivity(self-awareness of own posture and assumptions)is one of the key quality criteria for qualitative research.In addition to the nature of the content,there should be some peer-assisted learning as a way to enhance learning as well as to prepare them for their future c
10、areer as researchers.All research funds and research paper for conferences or publications are evaluated by peers.The earlier we can get students be exposed to(a)evaluating critically but constructively their peers work,and(b)being evaluated by their peers,the better.The collaborative learning exper
11、ience will therefore be an important component of the learning innovation.Intended Learning Outcomes After participating in this learning innovation,students are able:To understand the philosophical underpinnings of both qualitative and quantitative research methods(academic knowledge)To perform an
12、interview or observation,to transcribe it and to initiate data analysis(social and academic knowledge)To evaluate their own and their peers scientific poster(social and academic knowledge as they have to critically evaluate their product)To self-direct their own learning by reflecting on their own l
13、earning(self-awareness-self knowledge)To communicate both experiences(reflexivity)and evaluation of quality of studies(critical thinking)Learning Innovation The course will be a mix of online,experiential learning and face-to-face interactions.The novel part will be a highly integrated,sequential le
14、arning environment.Face-to-face sessions will be important to share own and learn from others experiences,to contrast different perspectives and to enhance understanding of methodologies,methods and tools.Online activities will include video lectures(theoretical concepts),reading of background mater
15、ial(studies that will be discussed later in groups),guided activities,feedback to test understanding,learning journal(for self-reflection)as well as a discussion forum(to follow-up on certain topics and share experiences).Introductory Seminar 1 in Week 1:(see detailed timeline and structure Appendix
16、 A):ILO To get an understanding of the course,what are the objectives and how they are evaluated(assessment)and what resources are available To get an overview of complementarity of qualitative and quantitative research methods To start creating a community(social interaction-culture of collaboratio
17、n)Activities:Lecture on course details Lecture on conceptual framework Define collaboratively a qualitative and a quantitative research question Presentation exercise Check understanding about course requirements using Kahoot Seminar 2-5 and 3 online lectures(Week 2 8):Quantitative methods and stati
18、stics Seminar 6 face-to-face in Week 9:ILO To identify different methodologies and their respective ontology and epistemology To analyse four articles regarding alignment between ontology,epistemology and methodology To identify differences between qualitative and quantitative quality criteria To re
19、view own and peers understanding of qualitative methodologies Activities:Pre-class activities:Video-taped lecture on methodology,reading abstracts of four qualitative studies Team-based follow-up activity on methodology and articles to check understanding Define collaboratively quality criteria spec
20、ific to a specific methodology Preparation of experiential learning activity-introduction to reflective journal Online lecture and Self-study in Week 10:ILO To identify different methods(data collection tools)and their use for specific methodologies To try out an observational method and to reflect
21、on the experience To review their own and their peers reflections To communicate their experience in writing Activities:Video-taped lecture on methods Reading assignments on methods and posting one question on blog for their peers Experiential activity:define a research question,perform an observati
22、on and collect data(field notes),reflect in learning journal Reflection about observation and posting on blackboards group discussion forum Peer feedback on two posts on discussion forum Seminar 7 face-to-face in Week 11:ILO To identify different methods of data analysis To perform an interview and
23、transcribe it To analyze data To evaluate collaboratively strengths and weaknesses of transcription styles To communicate their group experience orally Activities:Pre-class activity:Video-taped lecture and readings on data analysis,reflexivity Teachers general feedback on last weeks experiential lea
24、rning activity Experiential activity:draft an interview guide,perform an interview and transcribe it Data analysis:theory and practice Online lecture and Self-study in Week 12:ILO To identify ethical aspects of qualitative methods To create a guide for quality criteria To reflect on own research pro
25、cess(reflexivity)To communicate their experience in writing Activities:Video-taped lecture on quality criteria,readings on reflexivity Discussion with peers about experiential learning experience(observation,interview and data analysis)on discussion forum Enumeration and justification of quality cri
26、teria using google doc Reflection about research process in learning journal to practice reflexivity Seminar 8 face-to-face in Week 13:ILO To identify mixed method research and synthesis of qualitative studies To differentiate systematic reviews for quantitative and qualitative studies To analyse an
27、d critically evaluate qualitative studies with regard to ontology,epistemology,methodology,methods,data analysis and reflexivity To communicate their analysis Activities:Video-taped lecture and readings on mixed methods and synthesis of qualitative studies Team-based follow-up activity on video-tape
28、d lectures and pre-class reading assignment to check understanding Collaborative reflection about learning experience,evaluation of strength and weaknesses of qualitative vs.quantitative research process Group preparation for assignment:Poster presentation with elevator-pitch Introduction to peer ev
29、aluation Learning Support Online:Detailed instruction to guide students,technical support from inhouse team,peer support at various stages Students are also able to get in touch with teachers through discussion forum or e-mail if problems arise Timelineandactivitystructurefortheblendedlearningcourse
30、onqualitativemethodsWeekModePreclassActivityoronline(offsite)TimeActivityinclassTimeEvaluationofactivity1Seminar1FacetofaceNoneNoneIntroductionaboutthecourse30minKahootattheendoftheclassasgroupworkIntroductiontoresearchmethods45minEngagementingroupbasedworktoidentifyresearchquestionandtopresentresul
31、ts(only1person/group)Definitionofresearchquestion45minPresentationskills45min28Seminar2 5andonlineactivitiespreparedbycoteachers(quantitativemethodsandstatistics)9Seminar6FacetofaceVideolecture:qualitativemethodology30minOnlinequizReadingabstractsoffourstudies30minCollaborativeactivity45minTeambased
32、testinclassLectureonalignmentonontology,epistemology,andmethodology45minDevelopqualitycriteriafoundinarticles45minGroupbasedworkPreparationforexperientialactivityinweek1030minPeerreviewedplanofquestion,methodologyandmethod10Online/offsiteVideolecturesofqualitativemethods30minOnlinequizAssignedreadin
33、g45minSubmitquestionforpeersonablogasapreparationforgradedquizinWeek11Experientialobservationorinterview120minReflectivejournalReflection/peerfeedback30minGroupreflectionandpeerfeedbackdiscussionforum(atleasttwofeedbackprovidedtopeers)11Seminar7FacetofaceVideolecturesofqualitativemethods30minQuizgra
34、dedontopicsfromWeek9and10Assignedreading30minQuizgradedontopicsfromWeek9and10Feedbackonexperientialactivityinweek1030minDraftinterviewguide30minGroupactivityPerforminterviewandtranscription45minTwostudentspergroupforinterview,individualtranscriptionLectureondatatranscriptionandanalysis30minPerformda
35、taanalysis30minCollaborativegroupactivity12OnlineVideolecturesofethicalaspectsandqualitycriteria30minOnlinequizAssignedreading30minCollaborationonqualitycriteriaongoogledoc45min.GoogledocfilledoutintimePeerdiscussiononexperientialexperience60minEveryoneposts1andcommentson2otherpostsReflectionaboutre
36、searchprocessinlearningjournal30min.13Seminar8FacetofaceVideolectureonmixedmethodsandsynthesisofqualitativestudies30minOnlinequizAssignedreading30minCollaborativeactivity45minTeambasedtestinclassFeedbackononlineactivitiesinweek1230minCollaborativereflectiononresearchprocess45minCompareonlineandfacetofacereflectiononresearchprocessandreflexivityElaborateelevatorpitchandposterpresentationcriteria30min.PeerfeedbackusingelaboratedassessmentcriteriaStudentfeedbackoncourse15min.1415WrittenexamandPosterpresentationAssignment/peerassessment