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Which clippings match 'Patterns Of Knowledge' keyword pg.1 of 1
09 NOVEMBER 2018

Designing Research for Qualitative Data Analysis

"Qualitative data analysis aims to make sense of the abundant, varied, mostly nonnumeric forms of information that accrue during an investigation. As qualitative researchers, we reflect not only on each piece of data by itself but also on all the data as an integrated, blended, composite package. Increasingly, qualitative researchers are participants in interdisciplinary, mixed-methods research teams for which analytic and interpretive processes are necessarily complementary, distinct, clearly articulated, and critical to the larger investigation. We search for insight, meaning, understanding, and larger patterns of knowledge, intent, and action in what we generate as data. Approaching this task in a responsive, inductive, transparent, yet systematic way demands our best balance of good science, appropriate rigor and quality, and openness to unanticipated findings. Many qualitative studies now include multiple sources of data, including narrative or textual and visual (e.g., photographs, videos, creative works and art, and theatric or performative components) information for analysis. Thorne (2008) describes the analytic process as moving 'from pieces to patterns' (p. 142) through the activities of organizing, reading and reviewing mindfully, coding, reflection, thematic derivation, and finding meaning."

(Jennifer B. Averill)

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TAGS

activities of organising • analytic process • analytic processes • data analysis • from pieces to patterns • inductive enquiry • information for analysis • interdisciplinary research • interpretive processes • looking for pattern within data • mixed methods research • multiple sources of data • nursing • nursing research • nursing research practice • pattern of meaning • patterns of action • patterns of intent • patterns of knowledgepatterns of meaningqualitative analysisqualitative data analysis • qualitative data analysis approaches • qualitative data analysis methods • qualitative data analysis techniques • qualitative research techniquequalitative researchersqualitative studiesreadingresearch design • reviewing mindfully • running the interview process • Sally Thorne • sensemakingsystematic approachthematic analysisthematic codingthematic patterns

CONTRIBUTOR

Simon Perkins
28 DECEMBER 2013

Connectivist Learning Theory

"A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence–i.e. brain–based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology)... In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta–skill that is applied before learning itself begins. When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important. The ability to synthesize and recognize connections and patterns is a valuable skill. Including technology and connection making as learning activities begins to move learning theories into a digital age. We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections. Karen Stephenson states: 'Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people's experiences, and hence other people, become the surrogate for knowledge. 'I store my knowledge in my friends' is an axiom for collecting knowledge through collecting people.

Connectivism is the integration of principles explored by chaos, network, and complexity and self–organization theories"

(George Siemens, P2P Foundation)

TAGS

accepted knowledge • Albert Bandura • Albert-Laszlo Barabasi • Andrew Clark • Brent Davis • Chris Jones • collective knowledge • complexity of views • connection forming • connections and patterns • connectivism • conventional wisdom • Dave Cormier • David Rumelhart • David Wileydigital age • embodied cognition • Ernst von GlasersfeldEtienne Wengerevaluate and select • evaluate worthiness • evaluation skills • Gavriel Salomon • George Siemens • heedful interrelating • I store my knowledge with my friendsindividualismisolated individualJames Gibson • James McClelland • Jean Lave • Jerome Bruner • Karen Stephenson • Karl Weick • know-how • know-what • know-who • knowledge collectionknowledge commons • knowledge evaluation • knowledge synthesis • learning is socially enacted • learning theory • Lev VygotskyLudwig Wittgenstein • Mark Mason • Marshall McLuhan • Martin de Laat • Marvin Minsky • meta-analysismetacognition • Michael Spivey • Neil Postmannetwork societynetworked world • networks are everywhere • P2P Foundation • patterns of connections • patterns of knowledgepaucity • Paul Churchland • recognition rules • Ronald Barnett • Roy Pea • self-organisation theories • self-organising systemsensemaking • Seymour Papert • shared knowledge • shared learning interests • situated learning • social cognitive theory • social construction of knowledge • social learning theory • social-constructivist approach • Starr-Roxanne Hiltz • systems thinkingwicked problems

CONTRIBUTOR

Simon Perkins
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