Research Story Presentation Template
Transcript: Conclusion and Key Personal Learning Points Braun & Clarke's (2006, 2019) six phase methodology helps keep this rather fluid, messy and organic process on track. The thematic map here came out of my more fluid drawings and I attempted to put it into a digital mindmap. Mostly to practice using digial tools (mindmeister.com - which is a tool I sometimes recommend to my students although I rarely use it myself), but I was also curious to see what effect the constraints of using digital media would have on my visualisation. In the same way I am curious to see what the effect of using NVivo software will have on this entire process. I am not entirely happy with the outcome as it is not as flexible as I would like it to be. I would like to focus more on the overall 'shape' of these themes, which may go some way to forming the narrative for phase 5. The rigid nature of this map does not inspire me to see how relations are formed between the themes. Coding is very time consuming! I wonder how Nvivo might help with this? Phase 4: Reveiwing Potential Themes I found a narrative started to literally take shape - but this shape was helped by a more creative almost 'drawn' approach. I feel quite hemmed in by certain elements of technology. This suddenly reminds me of the project described in Blair Matthews' lecture of the participatory comic research, Davis et al. (2021). Perhaps I can relate to this type of creative research methodology. Evolution of Themes The iterative analysis process allowed for the refinement and evolution of themes as new insights emerged from the data. Each round of analysis contributed to a deeper understanding of the subject matter. Enrichment through Collaboration Reflections on Theme Development Collaboration with peers brought diverse perspectives, enriching the thematic development and allowing for a more comprehensive understanding of the research findings. This teamwork was vital in identifying nuances within the data. Importance of Continuous Reflection Continuous reflection throughout the research process was essential for gaining depth in analysis. It enabled researchers to critically assess their interpretations and adjust their focus as new themes emerged. Table of themes for spectrum 1 with evidence from data I created a table, for the themes from spectrum 1 with evidence from the data. Here you can visually see the quantity of codes reflecting the higher volume of the code 'HE is beneficial for individual self-development' on the left, compared to the code 'HE is benefical for humanity globally' on the right. I can see that NVivo has the ability to quantify more efficiently which has both advantages and disadvantages depending on your overall approach. Week 3 Education and Researching Task 3 DATA ANALYSIS Z Marshall Two strands or spectrums Spectrum 1 Spectrum 2 or circle... The first spectrum I visualised going from HE benefitting the individual to HE benefitting humanity, with the family and society in between. I noticed there seemed to be quantitatively more codes on the individual side. This made me wonder about the disciplines these participants came from and whether there might be any connections. The second spectrum could almost be a full circle, with vocational knowlege being very close to the discipine-specific knowldge, rather than in my image with one on the opposite extreme. This also made me reflect on the nature of knowledge versus skills in HE, the theory versus practice debate, which is so prevalent in eduction. I recently visited NCSU campus in the USA and their moto is 'Think and Do', which quite literally fits both these purposes. I identified or developed, two strands in my codes. One related to a spectrum of who HE should (or does) benefit. I reflected on the fact that some of the data seemed to be more ideological and focused on the word 'should' in the question, but some seemed to be more descriptive and seemed to answer 'What do you think the purpose of HE is?' The other strand was focused on a variety of knowledge and skills. Phase 3: Developing Themes Analysing data using Braun & Clarke's (2006; 2019) methodology for reflective thematic analysis. Phase 2: Generating codes using Excel I used excel to document my coding. I actually wanted to try out using NVivo having watched the tutorials, but I had problems downloading it so carried on with Excel. The image shows an extract of my columns: the first after the data has a descriptive/semantic code, the second column has a more interpretive code. As discussed in the lecture and this week's readings, I found myself going back and forth as ideas were springing up in non-linear ways. It was a relief to hear that this seemingly non-systematic approach is common in coding. I felt the 'flexible and organic' development of codes (Byrne, 2022) and it came quite naturally during the thought process. I created another column for my reflections to keep track of my reactions and to notice where I felt I may have personal
Prezi Present
Prezi Video
Prezi Design
