research codebook for non-formal virtual learning communties, v 2.0
Post on 30-May-2018
221 Views
Preview:
TRANSCRIPT
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
1/23
Codebook NFSDL Program of ResearchJaymie Koroluk Richard Schwier Dirk Morrison Ben Daniel
Virtual Learning Communities Research Lab
September 21, 2009 version 2.0
Researchers may use this codebook under the provisions of a Creative Commons Attribution License Canada 3.0
(http://creativecommons.org/licenses/by/3.0/)
This codebook is under continuing revision. Please refer to version numbers, and employ the most current version
available.
Catalysts: States, traits and actions that energize community or that are prerequisite to itsdevelopment.
Code: Operational Definition: Example: Notes:
Catalysts >
Alignment
Individuals shifting
positions or opinions to
move toward closer
agreement.
Catalysts >
AwarenessA Catalyst that includes knowledge of people, tasks environment - or some combination of these.
Catalysts >
Awareness >
Concept Awareness
awareness of how a
particular activity or piece
of knowledge fits into an
individuals existing
knowledge.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
2/23
Catalysts >Awareness >
Social Awareness
Awareness that peoplehave about the social
connections within the
group. Expressing and
reflecting on the nature of
roles and relationships
among group members.
Code: Operational Definition: Example: Notes:
Catalysts >
Awareness >
Task Awareness
Awareness of how a
shared task will be
completed.
Catalysts >
Awareness >
Workspace
Awareness
Sensitivity to the context,
and what is appropriate or
inappropriate in a
particular work setting.
Catalysts >Engagement
Confronting or exploringideas, people, resources
and processes first
presented by someone
else in the group.
Catalysts >
Interaction
Interplay or activity with
others without deep
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
3/23
engagement.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
4/23
Elements: Features that arise or that are manifest in communities.
Code: Operational Definition: Example: Notes:
Elements >Autonomy
Individuals have thecapacity and authority to
conduct discourse and
share information freely,
or withdraw from
discourse or choose not
to share information
without penalty.
Elements >
Historicity
Communities develop
their own history andculture. Items coded as
history would include
specific references to the
history of the community
or the history of the
emphasis of that
community.
Elements >
Identity
The boundaries of the
community - its identity or
recognized focus. Itemscoded "identity" would
refer to the boundaries of
the community -- who is
in and who might be
excluded.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
5/23
Code: Operational Definition Example: Notes:
Elements >
Intensity
Active engagement, open
discourse, and a sense of
importance or urgency indiscussion, critique and
argumentation.
Elements >
Learning Process
An Element that includes formal or informal, yet purposeful, learning processes/activities by members of the
community.
Elements >
Learning Process >
Incidental
Learning processes or activities related to the public, central purposes or intentions of the community.
Elements >
Learning Process >
Incidental >
Agreement
Explicitly agreeing with a
point or position taken by
another member of the
group. May also be an
indication of "Alignment."
Elements >
Learning Process >
Incidental >
Disagreement
One participant
challenging the comments
of another with or without
supporting evidence.
I disagree (and my
stomach is actually in
knots ... because I HATE
doing so virtually). ;o) As
a group we discussed the
concepts of "perceived
trajectories"
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
6/23
Code: Operational Definition Example: Notes:
Elements >
Learning Process >
Incidental >Observations
Analyzing or expressing
opinions about a specific
situation or item ofdiscourse.
If a community views a
person as being an
insider, but the personsees him/herself moving
on an outward trajectory
that could be quite
devastating for the group.
The unexpected change in
the dynamics of the
community could
potentially undermine the
cohesiveness of the
group. It could result in
other membersquestioning their own
membership. It could
cause members to
question the commitment
of others."
Elements >
Learning Process >
Incidental >
Peer-support
Providing or requesting for
help.
, I may need your
assistance with the
authorware program :-)
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
7/23
Code: Operational Definition Example: Notes:
Elements >
Learning Process >
Incidental >Reflection
Considering experiences,
postings in previous
discussions, or situatingcurrent discussions in
previous events.
This reminds me of a
time when I was trying to
find out how not to be ataken by a customer on e-
bay. I needed some
questions answered
quickly (prior to sending
my money). So I went on
some help forum. I am
too lazy to read the FAQ
or the many posted
questions asked by other
newbies. So I post my
question. It was neveranswered. I wondered if
that was because of my
question..."
Elements >
Learning Process >
Incidental >
Shared
Experience
Describing past
experiences, stories, etc.
that are similar to others in
the group.
I have this same
experience of the "guru"
leaving a group. I work in
the clinic at the RPC. A
nurse who worked there
for 25 years left suddenly(stress related from our
staff dynamics). I enjoyed
working with her. We
clicked; she was smart,
calm and patient.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
8/23
Code: Operational Definition Example: Notes:
Elements >
Learning Process >
Incidental >Shared
Understanding
Building
agreement/consensus
between two or moreparticipants about
meaning of discourse.
I also agree with the turn
toward constructivist
epistemology ineducation, but not only
with the school boards,
but with the textbook
companies. If anyone
uses 'Flashback Canada',
I find that information is
provided for students, but
that they must construct
their own ideas on what
happens next. They are
actively trying to guesswhat might happen under
a list of circumstances..."
Elements >
Learning Process >
Intentional
Learning activities related
to central purpose for
being in the community.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
9/23
Code: Operational Definition Example: Notes:
Elements >
Learning Process >
Intentional >Argumentation
Critically examining
knowledge with respect to
contrary evidence.
I do believe that this
project could be
completed within thestated parameters. I think
that the faculty members
who will eventually deliver
this course will have to be
open to change (teaching
online, teaching with a
constructivist approach,
etc.) as well as be willing
to relinquish some of their
course planning control to
a business. While thispartnership does provide
opportunities, such a
union raises the
specter..."
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
10/23
Code: Operational Definition Example: Notes:
Elements >
Learning Process >
Intentional >Clarification
Providing concrete
examples or fresh
explanations to clarify andrestate an idea.
The reference was to
how online communities
treat newbie memberswho ask questions that
may be common
knowledge to the rest of
the group. Sometimes
these questions are
politely answered,
sometimes they are
ignored and sometimes
you get RTFM.
Elements >Learning Process >
Intentional >
Elaboration
Extending the meaning ofa particular posting,
illustrating with examples.
Asking me if I would bewilling to elaborate . . . . .
. I would love to elaborate.
I probably should have
replied privately to your
post. This anthropological
offshoot may take up
more space on the
discussion board than
others may want to see!
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
11/23
Code: Operational Definition Example: Notes:
Elements >
Learning Process >
Intentional >Evaluation
Judging, assessing, or
criticizing specific
postings, and ideas.
My sense is that you are
an insider in the English
VLC you taught, by virtueof your assignment to
teach the course and your
position as the old-timer.
You are also inbound in
the distance learning
community, since you are
thinking carefully about
distance learning
environments, engaging
with practitioners in the
field and undertaking aMEd in the Ed Tech..."
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
12/23
Code: Operational Definition Example: Notes:
Elements >
Learning Process >
Intentional >Explicit
Information
Providing new ideas or
information without
explicit expectation ofreciprocity.
Anthropologists do
acknowledge different
talents and differentresponses to
environmental stimuli;
however, enculturation,
culture specific meaning
and understanding, is
necessary for an individual
to think, behave, and
develop emotionally in
order to function in his/her
particular culture. The
term has differentimplications for different
theorists within the
discipline (sounds like
construction of knowledge
to me!
Elements >
Learning Process >
Intentional >
Feedback
Responding to
postings/postings that
provide new information,
as well as solicitingfeedback.
You make an interesting
assumption about the
team members. You said,
"Ill assume, allparticipants are involved
because each believes
this is necessary or at
least, a good thing."
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
13/23
Code: Operational Definition Example: Notes:
Elements >
Learning Process >
Intentional >Suggestion
Offering alternatives,
insights new solutions etc.
I've suggested some
discussion points below,
or you can write acomment based on your
reading about motivation.
Please stick with the
theme of professional
practice and focus on the
instructor's role and
responsibility to motivate
learners.
Elements >
Learning Process >Intentional >
Summation
Summarizing postings,
ideas, or interactions.
"So, thats my take on
what we wrote about inthe first of the three part
series on learning
communities, which will
take us to new and
exciting place I am sure. I
hope Ive been able to
capture what was said,
and if not, you can always
wiki-edit the summary"
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
14/23
Code: Operational Definition Example: Notes:
Elements >
Learning Process >
Intentional >Uncertainty
Explicitly expressing
doubt.
I am not sure if it was
because of our bond with
a traditionally objectivistapproach to learning and
our difficulty
understanding the
openness and tools of
constructivism. Or,
perhaps it was because of
a lack of information in
this Digital Solution case
study that left open so
many different possible
answers on postedquestions.
Elements >
Mutuality
Interdependence and
reciprocity. Participants
construct purposes,
intentions and the types of
interaction.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
15/23
Code: Operational Definition Example: Notes:
Elements >
Participation
Social participation in the
community, especially
participation that sustainsthe community. While
almost every
posting/contribution may
indicate social
participation, this code
should be reserved for
those contributions by
members that are aimed
at nurturing/sustaining or
propelling the community
itself. Ironically, thewithdrawal of some
members from
participation in the
community may provide
an important negative
indicator.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
16/23
Code: Operational Definition Example: Notes:
Elements >
Plurality
"Intermediate
associations" such as
families, churches, andother peripheral groups -
other communities that
individuals use to enrich
the new community. In the
case of virtual
environments, this may
include
physical/geographical
communities.
Elements >
Reflection
Situating previous
experiences, postings incurrent discussions, or
grounding current
discussions in previous
events.
Elements >
Social Protocols
Rules of engagement,
acceptable and
unacceptable ways of
behaving in a community.
Elements >
Technology/
Technical
The role played by technology to facilitate or inhibit the growth of community.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
17/23
Code: Operational Definition Example: Notes:
Elements >
Technology/
Technical >Negative
Use this code when there
is explicit mention of how
technology inhibits orinterferes with interactions
or growth of the
community.
Elements >
Technology/
Technical >
Positive
Use this code when there
is explicit mention of how
technology promotes or
enhances interactions or
growth of the community.
Elements >
Trajectory
The sense that the
community is moving in a
direction, typically toward
the future, or growth or
toward resolution of a
goal.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
18/23
Elements >
Trust
The level of certainty or confidence that one community members uses to assess the action of another member
of the community. This code can also be used if a participant explicitly mentions trust, or exhibits a willingness totake risks (or not take risks) in the group.
Code: Operational Definition Example: Notes:
Elements >
Trust >
Negative
This code can be used if a
participant explicitly
mentions trust, ascribes
negative motives to the
actions of others, or
exhibits an unwillingness
or hesitation to take risks,
demonstrates or mentionsdiscomfort, or questions
confidence in others in the
group.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
19/23
Code: Operational Definition Example: Notes:
Elements >
Trust >
Positive
The level of certainty or
confidence that one
community member usesto assess the action of
another member of the
community. This code can
be used if a participant
explicitly mentions trust,
ascribes positive motives
to the actions of others, or
exhibits a willingness to
take risks, demonstrates
or mentions growing
comfort, or affirmsconfidence in others in the
group.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
20/23
Emphases: An identification or strong implication of the purpose for being in the community. Note:
Emphases are a code applied to an ENTIRE community.
Code: Operational Definition Example: Notes:
Emphases >
Ceremony
Primary purpose of
participation is on shared
ritual. Conducting
ceremonies, from spiritual
to athletic to local awards
or recognition, for
example.
Emphases >
Ideas
Primary purpose of
participation is to engageideas with others -- a
focus on content rather
than on relationships or
other emphases.
Emphases >
Place
Purpose of participation is
to be part of a common
habitat or locale perhaps
institutional identification
or virtual location
Twitter, FB, SL
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
21/23
Code: Operational Definition Example: Notes:Emphases >
Reflection
Primary purpose of
participation is to reflect
on previous events orreminisce about the past
with others about
something important to
the participant.
Emphases >
Relationship
Primary purpose of
participation is to build
relationships with other(s).
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
22/23
Free Nodes: Ideas and themes that have emerged from initial analysis and coding, perceived to be
significant but not currently a part of the Virtual Learning Communities model.
Code: Operational Definition Example: Notes:
Free node >
Conjecture
Speculation about an idea
or situation.
Free node >
Opinion
Expressing a point of view
about an idea, issue,
content, or the
contribution of another
member of the
community.
Free node >
Probe
Asking for additional
information or clarification
of an idea, position or
opinion.
Free node >
Questioning self
Rethinking a position, or
wondering whether a
particular idea or
approach is optimal.
Free node >
Question to group
Asking a question that is
undirected or directed to
the group.
-
8/14/2019 Research codebook for non-formal virtual learning communties, v 2.0
23/23
Code: Operational Definition Example: Notes:
Free node >
Question to individual
Question directed to
another individual in the
group.
Free node >
Hospitality
Explicitly treating group
members in a warm,
friendly, inviting or
generous way.
Free node >
Inhospitality
Being difficult, contrary,
argumentative or mean-
spirited in a comment,
typically without
consideration of thelearning. Often interpreted
as an attack by someone
in the community on
another member or
members.
Free node >
Story or example
Offering a story or an
explicit example drawn
from ones experience.
top related