Identity Accelerator #4: Sorting Your Stuff [Intro to Thematic Coding in Qualitative Research]

Introduction

“Sorting your stuff” is a fun activity. It can lead so some personal revelations. What this activity involves is the participants emptying their handbags, book bags, backpacks, or other containers that they have with them. Then, they sort the objects into two or three categories and, in doing so, explain how they chose the categories into which they sorted the objects.

This is an activity that I have used in conducting workshops on phenomenography. But, recently at the 32nd Annual Qualitative Analysis Conference (2015), I noted that some professors* of qualitative research methods also use this activity to introduce basic thematic coding. It is, however, possible to use this activity simply as an “introductions and welcome” activity in a more general sense. For classes that are not related to qualitative research, facilitators can ask students to select object of different topics and themes.

Modalities

• Asynchronous: If used as an asynchronous activity, students can post pictures or videos of their objects. If using still pictures, it is helpful if the students take several pictures to show their thought processes. If using videos, the students can narrate their thought processes. Then, the class members can make suggestions and ask questions about the categories chosen.

• Synchronous: It is possible to do this activity in a synchronous manner, but it can be time consuming. It is possible in a synchronous format for the students to work together in groups. The students could aim their cameras at their tabletops and talk about what objects they have with them. Or, the students could come prepared to the online meeting with pictures of objects (perhaps even objects that are special to them; there could be a class theme).   Then, they could arrange the objects on a shared whiteboard. Fellow classmates could even move the pictures around the whiteboard to discuss alternative classifications. As you can see, there are numerous ways to do this activity online. Students can also do some meta-coding where they locate themes and categories that are common across the entire class.

Preparation

• Whether face-to-face, asynchronous (text-based), or synchronous (VOIP), ask the students to have their handbags, backpacks, book bags, etc. near their computers (or bring to class).
• The instructor may or may not wish to have the students read related course materials or watch videos about qualitative research (if that is the objective of the class) in advance.
• Test the whiteboard and/or discussion forum to ensure that students can post images and/or manipulate the system in ways amenable to the activity. For example, students must have adequate permissions to manipulate the whiteboard. And, they must be able to post images to the discussion forum.

Teacher responsibilities

• Depending on the format (face-to-face, asynchronous, or synchronous), the instructor needs to think about how to initiate the activity during the session, and to facilitate turn-taking and group structures (particularly for synchronous activities).
• At the beginning of the session, the instructor can demonstrate his/her own special objects and how s/he would categorize them.
• During the activity, the instructor can help guide the discussion of the categories and the processes.
• And, it is important to debrief the students at the end. Help the students understand thematic coding, for example. And, if relevant, help the student make connections to the literature as well as any assignments or projects for the course.

Comments

I have had excellent success in using this activity for facilitating phenomenography workshops. However, it is important to remind students of qualitative research that they will more than likely be categorizing complex concepts. The use of simple manipulatives has its limitations. Therefore, I recommend this type of activity as a springboard. More in-depth discussions and activities are necessary in any instruction of qualitative thematic coding.

By asking the students to reach into their own handbags and backpacks, you are asking them to share some information about themselves. What we carry with us daily can provide insights into who we are as people. This activity can stimulate interesting and, at times, interesting discussions about what is important to us. I use “us” because the instructor should actively demonstrate and share alongside the students. In this way, this activity very much contributes to the acceleration of identities.

Rating 4.5 stars

Note: for an introduction to identity accelerators for online teaching and learning visit this entry.

*Note: The speakers at the 32nd Annual Qualitative Analysis Conference who mentioned this technique were: Gail Lindsay (UOIT) and Jasna Schwind (Ryerson University).

No Comments on Identity Accelerator #4: Sorting Your Stuff [Intro to Thematic Coding in Qualitative Research]

Identity Accelerator #3: Mystery Guest

Introduction

This activity is a based on the old Canadian TV series “Front Page Challenge”. According to the Museum of Broadcast Communications, this quiz show “featured four panelists, usually well-known journalists, who would ask yes-or-no questions in an attempt to correctly identify a mystery challenger connected to a front-page news item, as well as the news item itself. After the panelist had guessed correctly—or been stumped—they would proceed to interview the challenger”.

Naturally, this activity is ideal for social studies or political science classes. However, this idea can be used in nearly any class. In my case, for example, I would consider selecting someone who is an expert in instructional design or and educational learning theory.

Modalities

• Asynchronous: This would constitute a week-long asynchronous discussion forum activity with a willing expert and a moderator. In an asynchronous discussion forum, it is best to introduce the activity in the forum description (or the first thread).

• Synchronous: Mystery topic/guest would make an excellent hour-long discussion using Collaborate, Adobe Connect or other similar tools. The instructions can be sent to the students prior to the synchronous session along with the invitation link.

Preparation

• Invite the mystery guest well in advance. Experts often have limited time. Prepare some “interview questions” (or discussion prompts) in advance and discuss them with the guest. It is possible that the students will not be fully prepared to ask effective questions on a new topic.
• Make sure the guest understands that s/he can only say “yes” or “no”. (This is similar to the rules in Twenty Questions (Accelerator #1)).
• Instruct the mystery guest to log in under the pseudonym “mystery guest”. They must use the guest access to the synchronous or asynchronous environment.
• During this activity, the students in the class can work together as a team. Alternatively, the class could be split into groups and compete to identify the guest.

Teacher responsibilities

• The facilitator can ask the first question to get the activity started.
• The facilitator can also nudge the first few questioners to change their questions to yes-or-no format.
• The facilitator can help the students understand how to start generally and narrow the questions as they go.
• After the students guess the identity of the mystery guest, the facilitator can open the floor to allow the students to ask more specific questions to the guest.

Comments

Mystery Guest would be an ideal activity for beginning a unit on a specific topic. For example, if I were starting a research methodology unit on design-based research (DBR), I would consider inviting Dr. Terry Anderson to join the activity. Advance preparation (in collusion with the guest prior to the session) of interview questions/discussion would include topics such as

• How is DBR different from or similar to action research and other methodologies?
• A diagram showing the iterative nature of DBR.
• A description of a successful DBR project.

Rating

I would provide a rating of this activity, but I have yet to try it.

Note: for an introduction to identity accelerators for online teaching and learning visit this previous entry.

No Comments on Identity Accelerator #3: Mystery Guest