PhD Success in Qualitative Research Sten Ludvigsen InterMedia University of Oslo.

PhD Success in Qualitative Research

Sten Ludvigsen

InterMedia

University of Oslo


Empirical contexts – InterMedia

Design experiments in schools (science, project work, social science, art history, etc)

Other naturalistic settings – workplaces (hospitals, computer engineering, software development – knowledge management system in action)

Video-ethnography – observations – documents – video-recordings- interview – logs,


Rigor in methods, strategies, review and theory

Relevance – first and second order analysis Members orientationSystematic review

PhD success in …

Research design and analytic strategies

Design: theory, conceptual system, methods, analytic strategies, data, empirical results and findings

Design

Experiments Quasi-experiments Design experiments Field trials Ethnographic studies

Design

Theory-driven, but Status of empirical data

Instruments-driven, but Status of frames of interpretation

Explorative, hypothesis-testing, research question; theory based, empirical based

Analytic strategies

Coding, set of predefined categories Structure and patterns

Emerging talk – categories Processes Relationships Structure

Assumptions and core ideas

FramingTurn to social practice Social interaction Tool Materiality Instruments

Analytic strategies

Research questions How do participants talk about …… Do content- or process-based prompts leads to most effective learning? How do teachers organize the activities? Which objects transform the activities What's the relationship between the teachers actions and the students uptake? What's the students orientations; social, epistemological, institutional … Which concepts is used by students?

Analysing interactional data

Activity – interaction Interviews Observation Video recorded data Automatic generated data


Theory as premises Review Empirical design Data – how, what, …… Unit of analysis Levels of descriptions

The computer-based 3D models

The Situated and Historical Nature of CSCL……….

• Extract 1: Scientific concepts in flux • Cornelia: I understood that we were going to build bricks and so on or build upward [in the 3D model]. I understood that and

looking for all of these [amino acids]. I did not understand what insulin or a protein is … what a, why should we find these GTA and then it becomes Met and so on? That … I understood why we did that, but not why or what it means, and so on.

• Pat: No, neither did I.• Cornelia: And then I didn’t think there was any point to building that thing [the 3D model of the protein] when we didn’t

understand anything.• Mark: I don’t understand anything.• Fredric: Understand what?• Mark: Well, what, what, what is it supposed to be good for?• Fredric: What it is good for? You should help that guy! Because he...• Mark: Why is it like that? Yes, why is it like that, so to speak? I will never understand that. Why is it like that? • Pat: There should have been some links where it stood, so to speak, what you should do or what the different things meant. • Teacher: Mmm.• Pat: So that you understood it better. • Fredric: Isn’t it just that way, so to speak...?

Model for analysing group interaction Unfolding interaction with tools

Particularization and categorization How to get a valid understanding

Multiplicity as starting point Interconnectedness Sensemaking (members orientation) Dynamic understanding of context Multiple layers of context Sequences – but not only Historical influence


Step 1: Overview over the corpus Themes Read many times – what do the participant

do and what do they try to achieve


Step 2: Segments Episodes Time frames


Step 3: Intuitive Contra intuitive Usual – unusual How do the participants orient themselves in relation to

the others The content of the talk Specific terms, concepts,


Step 4: Introduction of a theme – closure Thematic shifts – Semiotic resources

Artifacts, language, history Resources that gives directions – or conceptual


Step 5: Construction of time Connection between types of data Example: cut and paste – cognitive effort


Step 6: Key utterances – short sequences that create

direction for the activities Long sequences Example: I do not understand (student)

Teachers interventions Uptake over time – perspectives

The Situated and Historical Nature of CSCL……….

• Extract 1: Scientific concepts in flux • Cornelia: I understood that we were going to build bricks and so on or build upward [in the 3D model]. I understood that and

looking for all of these [amino acids]. I did not understand what insulin or a protein is … what a, why should we find these GTA and then it becomes Met and so on? That … I understood why we did that, but not why or what it means, and so on.

• Pat: No, neither did I.• Cornelia: And then I didn’t think there was any point to building that thing [the 3D model of the protein] when we didn’t

understand anything.• Mark: I don’t understand anything.• Fredric: Understand what?• Mark: Well, what, what, what is it supposed to be good for?• Fredric: What it is good for? You should help that guy! Because he...• Mark: Why is it like that? Yes, why is it like that, so to speak? I will never understand that. Why is it like that? • Pat: There should have been some links where it stood, so to speak, what you should do or what the different things meant. • Teacher: Mmm.• Pat: So that you understood it better. • Fredric: Isn’t it just that way, so to speak...?


Step 7: Summary so far:

Data level Data-data level

First order analysis – members categories and orientations


Step 8: Towards theory and analytic concepts Orientations

Question, answers, summary, explanations, clarification, deepening, broadened, confrontations, elaboration, conclusion, ……


Step 9: Analytical concepts Scaffolds, artifacts, resources, object,

tensions, break downs, tools, history, community, rules, div. of labor, dialogue, ……..


Step 10: Back to research questions

Step 11 Interpretation based on the review

Step 12: Interpretation based on theory – analytic concepts


Step 13: Discussion and conclusion

Second order analysis

Reliability Validity Type of generalizations (scale and scope)


Step 14: Levels of explanation: Empirical data – and the main level of explanation

Ontogenesis Micro genesis Sociogenesis Phylogenies


Step 15: Institutional – historical – cognition

Premises – or outcome To be shown


Step 16:

The relationship between structure – and emerging talk


Step 18: In the family of socio-cultural perspective

tension between structural- and phenomenological theories

PhD Success in Qualitative Research Steps to be taken in a article

Data reduction Data selection Data analysis Data presentation


Summary Corpus

Transcripts ….

What it consist of Zooming in – (Roth, 200x) Zooming out


Summary The phenomena – instruments – planning – Variation – in depth analysis Students engagement –

Everyday talk – more oriented towards concepts


Summary Learning – metaphors

Change of ……..Levels of explanation

PhD Success in Qualitative Research Sten Ludvigsen InterMedia University of Oslo.

Documents

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