Huvudområden och successiv fördjupning:
Inget huvudområde: Avancerad nivå, kursens fördjupning kan inte klassificeras
Betygsskala: För denna kurs ges betygen VG Väl godkänd, G Godkänd, U Underkänd
Ansvarig institution: Institutionen för tillämpad utbildningsvetenskap
Beslutad av: Inst för Interaktiva medier och lärande, 2008-11-25
This course will focus on putting ideas in action through conducting an action research project that involves the application of resources and tools which utilise Web 2.0 and social media applications by integrating them into the design and development of teaching situations, pedagogical activities and learning environments. Web 2.0 enables users to create content in such a way that allows others to both read and write to a web environment. Social media is a feature of Web 2.0 involving tools that are used to communicate in different settings such as one-to many (blog or podcast) and many-to-many (wiki). A major feature of social media is that it enables people to connect together, providing a space in which they can interact and share ideas, experiences and knowledge. ICT supported collaborative learning can be develop to encourage active and inquiry-based approaches to learning. Educational action research is seen as providing a framework for thinking systematically about what happens in teaching situations and learning environments, implementing action for change and monitoring and evaluating the effects of the action with a view to continuing the development for improvement.
On successful completion of this course of study participants should be able to:
- Define relevant developmental goals and appropriate research questions to underpin the design of an educational action research project
- Defend a position in relation to educational action research, research methodology and methods with reference to relevant literature
- Critically analyse a range of theories about the nature of action research in order to describe an informed position as an action researcher
- Address all associated ethical implications from the outset of the study
- Synthesise the findings from a review of current relevant literature in order to refine developmental goals and associated research questions
- Implement an action research project for conducting the educational development, reflect on action and critically evaluate its impact on student learning outcomes
Participants need to have studied for 180 ECTS at the Basic Level of Higher Education in Education, Computer Science or closely related field OR in any subject area together with relevant experience of at least 2 years duration in teaching, training, digital media production or consultancy. This course has been designed for participants who have completed New Technologies of e-Learning 2.0 or equivalent.
This module will be structured around the process of conducting an action research project that will involve the identification of the key developmental goals and research questions, research methodology and methods, addressing of research ethics, review of relevant literature and an activity plan. It will involve the implementation of an action research project for conducting the educational development, reflection on action and the critical evaluation of its impact on student learning outcomes. There will be a number of moments during the course through which participants will share their ideas and provide peer feedback to others though the social networking community environment. Each participant will have the support of a study supervisor organised by the local institution to provide one to one tuition and support.
Admission to the course will take place at the start of the term.
Each participant will present a commentary in the form of a self assessment of how he or she has been able to meet each of the learning outcomes. In addition this will be supported by an outline of how s/he has participated in all the module activities.
The submission of work for final examination will be through an Action Research Report of approximately 3000 words.
2010 vecka 35
Kanuka, Heather and Anderson, Terry (2007) Ethical Issues in Qualitative E-Learning Research, International Journal of Qualitative Methods 6 (2) June 2007 [WWW document] URL http://www.ualberta.ca/~iiqm/backissues/6_2/kanuka.htm (Visited 19 Oct 08) Kemmis, Stephen (1993) Action research and social movement: a challenge for policy research, Education Policy Analysis Archives, 1, 1. [WWW document] URL http://epaa.asu.edu/epaa/v1n1.html (Visited 19 Oct 08) Walker, Melanie (2001) Higher education, critical professionalism and educational action research, Debates in Higher Education, University College London. [WWW document] URL http://www.ucl.ac.uk/cishe/seminars/dhe_papers/MWpaper.doc (Visited 19 Oct 08) Teacher s Guide to Action Research, The Northeast Florida Science, Technology, and Mathematics Center for Education [WWW document] URL http://www.nefstem.org/teacher_guide/intro/index.htm (Visited 19 Oct 08).
Recommended web sources
Jean McNiff, Action Research for Professional Development [WWW document]
URL http://www.jeanmcniff.com/booklet1.html#ite (Visited 19 Oct 08)
John Elliott on Action Research [WWW document]
URL http://www.viddler.com/explore/dominiklukes/videos/10/ (Visited 19 Oct 08)
Becoming critical : education knowledge and action research Carr Wilfred, Kemmis Stephen London : Falmer Press : 1986 : x,249p : ISBN: 1-85000-089-1 (cased) Se bibliotekskatalogen Album
Day Christoper Theory and practice in action research : [some international perspectives] Oxford : Symposium Books : cop. 2002 : 246 s. : ISBN: 1-873927-44-4 (hft.) Se bibliotekskatalogen Album
Elliot John Action research for educational change Milton Keynes : Open University Press : 1991 : 163 s. : ISBN: 0-335-09689-1 (pbk) Se bibliotekskatalogen Album
Hudson, Brian (2008) A Didactical Design Perspective on Teacher Presence in an International Online Learning Community. In Tidskrift för lärarutbildning och forskning, Faculty Board for Teacher Education, University of Umeå (In press)
Hudson, Brian (2008) Didaktik Design for Technology Supported Learning, In Meinert A. Meyer, Stephanie Hellekamps and Manfred Prenzel (Eds.) Perspektiven der Didaktik: Zeitschrift für Erziehungswissenschaft, Vol 9, 139-158.
Hudson, B. (2008) Didactical Design Research for Teaching as a Design Profession. In Hudson and Zgaga (Eds.) Monograph: Teacher Education Policy in Europe: A Voice of Higher Education Institutions. University of Umeå/University of Ljubljana, 345-365.