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Course Syllabus Title : Research in the Digital Age, EDCI 380 Credits: 3 Instructor: Carol M.

Vallett and Sandra A. Lathem Meeting dates and times: online-Fall 2012 Location: online using Blackboard

Course Description: Information and communications technologies are changing the way traditional research methods are conducted. In this three-credit, graduate level course, students will examine the ways that computers, the Internet, search engines, web 2.0 software, and social networking tools and applications impact data collection, data management, data analysis, research publication, and research dissemination. This hands-on course will enable todays researcher to conduct quality research projects that blend traditional research methods with the application of digital age procedures, tools, and technologies. Students will examine ethical issues of conducting web-based research, specifically in terms of analyzing public web content found on social networking sites, blogs, and wikis. Students will utilize digital age tools and technologies (such as web-based literature searches, web-based bibliographies, social bookmarking sites, survey creation, web interviews, focus groups and video conferencing sessions, and many other digital age utilities) to prepare literature reviews, online surveys, focus group or interview transcripts, logic models, research findings and presentations. Goals: The goals of this course are to prepare emerging researchers to become proficient users of digital research tools and to examine and understand ethical issues related to digital scholarship and research. Learning Outcomes: By the completion of this course Students will understand: that digital age technologies and the Internet influence traditional methods of academic research ethical issues involved in conducting research of human behavior that resides on the Internet

Students will know: protocols for gaining consent and securing privacy rights for individuals involved in web-based research strategies to authenticate and validate electronic resources bibliographic software tools for in-line citations and bibliographies procedures to handle large documents (table of contents, indices, table of figures, etc.) coding procedures used in qualitative software programs tools to record and analyze interviews and focus group sessions web-based collaboration tools (shared documents, wikis, blogs) procedures to create web-based surveys web-based dissemination and presentation tools additional web-based tools and technologies that support research practices

Students will be able to: select appropriate digital tools to conduct and manage a significant research project create a literature review that utilizes web-based bibliographic tools

-2create, administer, and analyze an online survey analyze and present data sets using collaborative software tools code and analyze qualitative data using qualitative coding software create a logic model design protocols for conducting ethical, web-based research projects analyze published research and critique e-research designs and techniques

General Course Information


Course Policies/Expectations: The following are necessary for successful completion of this course: Active participation in class discussions of readings and literature Completion of readings Completion of assignments Typically, students should expect to devote six to nine hours per week in conducting independent research, reading required texts and articles, creating and completing assignments, reading and contributing to class discussions. Class discussion should reflect students understanding and transfer of concepts contained in lessons and readings. Students should be aware that as an online course, their postings to the class discussion boards and their responses to the input of other students is considered class participation. Attendance Expectations: Students are expected to visit the Blackboard site at least three times per week. Active participation in class discussions of readings and literature is expected. The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

Contributions in Class: It is expected that participants will complete all lessons in the Blackboard course posted during each week. Participants should also take an active role in class discussions around new information from assigned readings and classroom applications. Participation in discussion board topics must be timely (within each weeks assignments) with multiple postings per week anticipated. Students should expect to log in to the Blackboard course site at least three times per week. Academic Honesty & Professionalism: All students are required to be familiar with and adhere to the Academic Honesty Policy Procedures delineated in the most recent edition of The Cats Tale. (http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf). Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: access@uvm.edu, Instant Messenger: UVMaccess. General office hours: 8:30am 4:30pm Monday through Friday. Call to make an appointment. Electronic Submissions/Internet Use: This course requires substantial Internet use given its online format. Online lessons include links to resources and readings associated with online lessons. Class discussion is conducted through an

-3online discussion board in Blackboard. All course assignments are submitted electronically via Blackboard. Required Books: Anderson, T., Kanuka, H. (2003). e-Research: Methods, Strategies, and Issues. New York: Pearson. (222 pages).

McKee, H., Porter, J. (2009). The Ethics of Internet Research: A Rhetorical, Case-based Process. New York: Peter Lang Publishing. (188 pages). Required Articles and Book Chapters Cole, S. T. (2005). Comparing mail and web-based survey distribution methods: Results of surveys to leisure travel retailers. Journal of Travel Research, 43(4), 422430. Converse, P. D., Wolfe, E. W., Huang, X., & Oswald, F. L. (2008). Response rates for mixed-mode surveys using mail and e-mail/web. American Journal of Evaluation, 29(1), 99107. Dillon, B. (2010). Using Mobile Phones to Conduct Research in Developing Countries. Forte, M. (2004). Co-construction and field creation: Website development as both an instrument and relationship in action research. Readings in virtual research ethics: Issues and controversies, 219245. Galen, M., & Grodzicki, D. (2011). Utilizing emerging technology in program evaluation. New Directions for Evaluation, 2011(131), 123128. Galloway, K. L. (2011). Focus groups in the virtual world: Implications for the future of evaluation. New Directions for Evaluation, 2011(131), 4751. Hart, A. M., Brennan, C. W., Sym, D., & Larson, E. (2009). The impact of personalized prenotification on response rates to an electronic survey. Western journal of nursing research, 31(1), 1723. Hine, C. (2005). Virtual methods: Issues in social research on the Internet. Berg Publishers. Hookway, N. (2008). Entering the blogosphere: some strategies for using blogs in social research. Qualitative Research, 8(1), 91. Kanuka, H., & Anderson, T. (2008b). Ethical issues in qualitative e-learning research. International Journal of Qualitative Methods, 6(2), 2039. Kleppner, D. (2010). Ensuring the integrity, accessibility, and stewardship of research data in the digital age. Liberman, H., Smith, D., Teeters, A. (2007). Common consensus: A web-based game for collecting commonsense goals. ACM 2007, Hawaii

-4Markauskaite, L., & Reimann, P. (2008). Enhancing and scaling-up design-based research: The potential of eresearch. Proceedings of the 8th international conference on International conference for the learning sciences-Volume 2 (pp. 2734). Markham, A. N., & Baym, N. K. (2008). Internet inquiry: Conversations about method. Sage Publications, Inc. Parry, Marc. (2011, July 20). Harvard Researchers Accused of Breaching Students Privacy. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Harvards-Privacy-Meltdown/128166/ Pollard, C., & Pollard, R. (2004). Research priorities in educational technology: A Delphi study. Journal of Research on Technology in Education, 37(2), 145160. Porr, W. B., & Ployart, R. E. (2004). Organizational research over the Internet: ethical challenges and opportunities. Readings in virtual research ethics. Issues and controversies, 130155.

Student Evaluation/Assessment
Grading: Criteria for how grades are determined are described in the following sections. Course assessments are performance based and include written and multimedia performance products. Description of Class Assignments:

The following performance tasks and activities will be used to evaluate/assess student performance in this course:

Percentage Contribution of Each Assignment:

Performance Task Web 2.0 Tool Presentation (group presentation) Literature Review Online Survey Internet Interview Protocol Research Presentation (final project) Course Reflection Paper Discussion, Collaboration, Attendance Total

Percentage of Grade 20 15 15 10 20 10 10 100%

Instructional Sequence: - List the course topics for each scheduled class meeting date including
readings and assignment due dates.

-5Instructional Sequence: (As of December )

Week of August 27

Topic What is eResearch? What are the goals and requirements of this course? What do we already know about eResearch?

Class Activities Course Overview Participant Introductions Syllabus Review Pre-assessment survey results Groups created for Web 2.0 presentations ----Course Introduction -- Why e-Research? Skill Development -- UVM Blackboard System (course discussion board, resource materials, assignment submissions) UVM File Storage -- UVM Zoo Server -- FTP -- UVM Software Downloads Internet File Storage -- DropBox -- Google Documents

Readings and Assignments due

Read Syllabus Read Anderson & Kanuka, p. 27-38 Secure Textbooks & Course Readings Take online pre-assessment survey Contribute short bio and photo

September 3

How do we conduct effective literature searches?

Course Topic: The Research Process ----Skill Development: Videocast with BaileyHowe Librarian --- Electronic reference journals & databases --- Internet searching tips and tricks --- Validity and Reliability of Internet sources for research

Read Anderson & Kanuka, p. 39-55

-6--- Google Scholar --- Bibliographic tools (e.g., Zotero) --- Social bookmarking (Diigo) * Guest presenters via videocast and chat: BH Librarian-Daniel DeSanto September 10 How do we write and manage effective literature reviews? Course Topic: The Literature Review APA 6 Skill Development: -- Large document management in Word Using Styles Cite as you Write Table of Contents References Course Topic: Ethics and Online Courses Skill Development Group 1 -- Web 2.0 Presentation Dropbox and Slide Share Read Cole DUE: Research Topic Identified

September 17

How do we conduct ethical research using Internet resources? What is collaborative e-Research?

Read Anderson & Kanuka, pp 73-84 Read McKee & Porter, pp 74-167 Read Markham& Baym, pp 33-68. Read UVM IRB Tutorial and take Quiz http://www.uvm.edu/irb/tutorial

September 24

Web 2.0 Presentation Blogs and Wikis Group 2

Guest Speaker via webcast: Chris Danforth, Asst. Professor, CEMS Happiness!! Read Hookway (blogs) DUE: Research Questions and Literature Review ; Zotero Database

October 1

How do we manage focus groups and interviews using webbased tools?

Web 2.0 Presentation Google Forms Group 3 Use of Skype, Call Recorder Nvivo Dedoose.com Web 2.0 Presentation Prezi and Google Presentations

Read Galloway (Focus groups) Read Stewart and Williams (Focus groups)

Hines, pages 35 49 (Online interviewing and the Research Relationship)

October 8

What are net-based consensus techniques?

Read Liberman, Smith & Teeters

-7October 15 How do we gather data on the Net? Online surveys (SurveyMonkey, Limesurvey) Read Anderson & Kanuka, pp 120-135. Read Pollard & Pollard

October 22

How do we disseminate information about our research findings?

Read Anderson & Kanuka, pp. 137-171. DUE: Interview Protocols Developed

October 29

How can we illustrate and depict findings? How can I share my knowledge? How can I share my knowledge?

Skill Development: Concept Maps Periodic Table of Visualization Mapping

Read Anderson & Kanuka, pp. 173-201. Read Porr & Ployart. DUE: Online Survey Constructed DUE: Recorded interview and qualitative coding DUE: Data Presentation and Dissemination

November 5 November 12 November 19 November 26

Thanksgiving week What new trends are on the horizon for research in the digital age? Last week of class Read Hines, pp. 199-207 DUE: Research Plan and IRB Protocols

December 3

DUE: Course Reflection Paper