Thoughts, writing & snippets

Marguerite Koole, PhD

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

mkoole, · Categories: Educational technology, Identity, Teaching · Tags: ,

 

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

Preparation

 

Teacher responsibilities

 

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

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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).

Identity Accelerator #3: Mystery Guest

mkoole, · Categories: Educational technology, Identity, Teaching

 

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

 

 

Preparation

 

 

Teacher responsibilities

 

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

 

 

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.