MASTER’S THESISLET masters’ programme

35 cr, 413008S

Pirkko Hyvönenpirkko.hyvonen@oulu.fi

Home: https://wiki.oulu.fi/display/LETs/Master%27s+Thesis

©Ellaveera Hyvönen

SUPPORT from peers and supervisors

Board a train and keep your goal! There will be a destination. The journey will be

interesting.

Kuva ESS-arkisto

LET

… IS A COGNITIVE, SOCIAL AND EMOTIONAL PROCESS.

Pick up one or two pictures, which represent your current feelings and expectations about the process.

… IS A LEARNING PROCESS

You develope as a learner and as a researcher.

Thesis is an end result, but the process is important.

Each process is unique, but includes similar elements.

You are responsible for the process, but you are not alone.

WHAT IS IT?

It is a scientific written document - It is needed in the scientific field (LET)- It is structured certain way- It includes theoretical framework, which is a lens to

look through the phenomena- It includes empirical data (qualitative / quantitative /

mixed methods) (theoretical thesis is possible)- Instead of opinions, research is scientifically or

empirically evidenced

- It is a ticket to the doctoral studies!!

YOU NEED TO DECIDE

Solo or pairMonograph or compiled thesis (electronic publication)Research focus, theoretical frame & methods

WE OFFER

Possibility to be a part of the research team- Ernesto will tell more about this

Guidance (group & individual)

… WHAT IT DEMANDS?

TimeSelf-regulationCuriosityAbility

to focusto find and choose relevant litteratureto perceive and interpretto use the recourses that are available

APA 6 Manual

Publication Manual of the American Psychological Association, 6th edition. Washington: American Psychological Association, cop. 2001.

SYLLABUS of the course The cource is linked to the contents of

previous modules The cource will provide support for completing

the process of the master’s thesis. Students carry out their master’s thesis as a

research process with real demands and challenges.

LEARNING PROCESS Completing a master’s thesis is a self-

regulative process, where collaboration plays a crucial role.

Doing your thesis is learning expertise in the particular domain.

CONTENT of the course

LET research themes Research process Research plan (structure,

schedule) Methodologies Collaboration in a research

team

Implementation Contact teaching 30 h, research teamwork 40 h and independent study 998 h.

Qualitative and quatitative research courses

© Ellaveera Hyvönen

©Ellaveera Hyvönen

LEARNING OBJECTIVES

You can write a reseach plan and complete a

master’s thesisFuture research (eg., PhD), funding proposals

plan and master a data collection categorize and analyse data

kvali or quant find relevant literatur for your thesis

topic, method master referencing practices evaluate research

scientific, methodological, ethical, literature, writing

collaborate use relevant technologies and

adaptations for collaboration, and research purposes

SELF-REGULATED LEARNING (SRL)- Solo or collaborative- Emotion-regulation- Motivation-regulation- Cognition-regulation- Strategies- Self-efficasy (beliefs)Zimmerman, Pintrich, Wolters, Pajares, Winne, Perry, Chunk, Azevedo, Moos, Hadwin, Järvelä, Järvenoja, Malmberg, Mykkänen & Määttä CREATIVE COLLABORATION

- How to design learning and learning environments for promoting creative collaboration?- How to use technologies for enhancing creative collaboration?

Franken, Amabile, Bereiter, Scardamalia, Eteläpelto, Lahti, John-Steiner, Sternberg, Lubbart, Torrance, Hyvönen, Romero, Vuopala

EXPERT LEARNING - Collaborative problem-solving- Transfer from/for working life

Bereiter, Scardamalia, Bransford, Hatano, Inagagi, Lajoije, Zimmerman, Chi, Tynjälä, Hyvönen & Impiö (manuscripts)

COLLABORATIVE LEARNING / CSCL- Structuring learning- Roles in learning- SRL in collaborative learning- Collaborative learning + learning

environments

Dillenbourg, Fisher, Kirschner, Näykki, Laru, Vuopala, Hämäläinen, Weinberger

Learning with or without technologies

LET RESEARCH THEMES

METHODOLOGICAL MAP, 1

The aim is to 1) reflect your previous experiences of

research processes: what kind of research have you done; what was your role in the process; how did you feel the process and what have you learned (topics, methods etc)

2) To find out and be aware your strengts and expertise as a group

In small groups, discuss with your peers and make your spesific methodological map, which represents your previous experiences as resources for progressing the thesis.

MY INTRESTS AND COMPETENCE, 1

© Ellaveera Hyvönen

MY INTRESTS AND COMPETENCE, 1

The aim is to in start a thinking process about the possible topic of the thesis.

1. Discuss and share thoughts within your groupii. which areas of reseach you are at the bestiii. which theoretical frameworks you are interested

iniv. which contexts you are interested inv. which topics you are interested in

2. Once you discuss, formulate your topics in brief sentences and place them into the theoretical platform. What are your three conclusions about the result.

3. Place your topics into the collective (entire class) theoretical platform.

LITERATURE SUGGESTIONS

APA6 ManualCorbin, J. & Strauss, A. Basucs of qualitative researchMiles, M.B. & Huberman, A.M.: Qualitative data analysisLazar, J et al., Research methods in human-computer interactionSalkind:, N.J. Statistics for people who think they hate statisticsMenetelmäopetuksen tietovaranto: http://www.fsd.uta.fi/menetelmaopetus/index.html (in Finnish only)