Making sense of video data captured for qualitative research methodology
Abstract: This tutorial paper considers how video evidences can be captured and used to support action research fieldwork. This research project is part of a PhD study that aims to design professional development opportunities for teachers engaged in international education. The methodology adopts an autobiographical study undertaken from the perspective of a lead teacher operating as a participant action researcher. Evidence in the format of video and narrative commentary are to be captured throughout the period of this project. The problem is to be able to make sense of video data captured as part of the qualitative research methodology. In particular, the research methods include the recording of an autobiographical video diary, along with video transcripts of focus groups.
ObjectivesThe key aim is to convert case study video narrative into conversational qualitative data. Such raw data from participant learning conversations (Harri-Augstein & Thomas, 1991) can be systematically analysed into impact evaluation professional development findings. This paper will share case study findings of the international education activities engaged in by UK teaching staff working in a South African partner school. We will also explain the qualitative research process adopted and suggest a transferable set of conversational learning procedures for capturing and analysing professional learning knowledge as impact evidence.
Topical OutlineThe paper aims to link rich e-learning data sources such as video to the conversational action research paradigm of Thomas and Harri-Augstein (1985) and Coombs (1985). By drawing on the work of Reason and Rowan (1981) and Heron (1981) we wish to highlight the importance of common dialogue and a participative ethical approach to field research that enables data-rich and valid conversational learning evidences to be used. The narrative action research methodology builds on the work of Connelly and Clandinin (1999) and McNiff, (2006) and is grounded in the framework suggested by Doyle and Carter (2003). We also agree with Snow’s (2001) assumption that the knowledge resources of excellent teachers constitute a rich resource, but one that is largely untapped because we have no procedures for systematizing it. A major contribution of this research project will be the development of a conversational learning taxonomy from which to make sense of and analyse the real-life video captured narrative and other reflective data evidences obtained through participative action research. This conversational learning taxonomy will build upon the self-organised learning action research paradigm of Thomas and Harri-Augstein (1985) and Coombs (1985).
PrerequisitesAn interested audience would include the following: 1) Researchers making use of video to support action research activity in the community. 2) People interested in analysing video data evidences as a valid qualitative source, e.g. as part of an ethnographic or real-life case study. 3) Critical theorists interested in the conversational learning approach towards knowledge construction and application to research
QualificationsProfessional Development & Ed Tech research bio-data for Dr Steven J. Coombs: 1. Head of Professional Development & Chair of the Professional Master's Programme at Bath Spa University (BSU), UK. 2. Member of the UK National UCET CPD committee. 3. Member of two UCET CPD SIGs reporting on Impact research and the Wider Workforce. 4. Educational grant writer for BSU winning ~£2M over last UK Government triennial period 2005 – 2008. 5. External postgraduate master’s level examiner at 3 UK universities including an eLearning MA programme. 6. Fellow of MirandaNet and co-director of the MirandaNet Academy located at BSU linked to the development of a Centre for Educational Innovation & Technology (CEIT). 7. Key team member of the Sonoma State University’s (part of the CSU) successful ~US$3M bid for their ‘Lite Bridge’ CSU educational technology project as part of the Preparing Tomorrow’s Teachers to use Technology (PT3) US State Department Federal initiative over period 2000 – 2002. 8. National Institute of Education (Singapore) grant writer for the Singapore MoE pedagogical grants (S$1.5M) for 2 key projects: Multipoint Desktop Video-conferencing (MDVC) and eduPad (handheld computer) projects over the period 1998 – 2000.
Presider: Linda Chmiliar, Athabasca University