adapting ethnographic action research to research online learning
DESCRIPTION
Paper presented at the LCSS PhD 2013 Conference on Methodological Choices and ChallengesTRANSCRIPT
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Adapting ethnographic action research to study responses to educational technologies
Florence Dujardin(Sheffield Hallam University)
LCSS 2013 PhD conference – April 2013
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Overview
• Online learning context• Initial research design • Adapting a methodology from Development
studies
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Online MA programme in Professional Communication
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A digital immigrant?(Prensky 2001)
Or... a potential digital resident?(White & LeCornu 2011)
Second-order digital divide
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Initial research design
Action research
Reading
Social bookmarking
Reflection
Collective blogging
Feedback
Screencasting
Multiple case studies
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WeaknessContext of culture
Context ofsituation
Practice /Media
Higher Education
Tutor-reader
student-writer
home
community/ieswork
Adapted from Lillis (2001)
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Key features of EAR
Social mapping
Socio-cultural animation
Communicative ecology
Context of culture
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• Local practices situated in the wider context of culture
• ‘entanglements’ of social practice and technology
• Does new media challenge anything?
Why borrow EAR?
Original design
• Focus on local practices / media
• Technologically deterministic?
• Difficult to discuss the context of culture
• Emancipatory intention hidden
Ethnographic action research
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Conclusion
• A productive and flexible methodology for researching educational technology issues
• Well adapted to look at technology use in context, including in entirely online context
• Potential for connections with wider issues (second-order digital divide, pedagogy, andICT use in HE)