My new mobile keyboard just arrived today. It’s a Verbatim Wireless Keyboard. There was no need for software installation. I could simply turn it on and go. Now, I am able to type using a relatively normal keyboard rather than use the hunt-and-peck method.
My previous phone, with Windows Mobile paired fairly easily with a different mobile keyboard, but permitted more keyboard commands that would allow greater control over the device. It is possible that in the first 5 minutes of using this keyboard, I have not yet discovered the magic keys that allow me to navigate through the app icons.
The “Pages” application and its sibling programs (a presentation tool and spreadsheet) are impressive–considering that these tools are usable on a phone. Now, let’s see if I can add some kind of object.
That was nice, I could add a meaningless graph (it could be meaningful if I had some data to add) with the click of a button (and have figured out how to navigate via the keyboard–I still cannot use the keyboard to navigate the app icons).
Now, to add something else. I’ll add an image. I’ll be able to select from the pictures that I’ve taken at Ikea today.
All the objects are easily sized and placed into various locations with a few finger movements. Very nice.
Now, I’ll see if I can upload this to my blog via WordPress. Now, this is a little more difficult. I’ll have to email the page to myself and upload it via the desktop method. I was unable to import the Pages document that I created directly to this blog. Nor was I able to copy and paste the images and their formatting. But, when I get on my computer tomorrow, I’ll post a PDF and Word document for comparison. It is handy that Pages allow export into these formats. Here ’tis: http://kooleady.ca/thoughts/?attachment_id=931
Nonetheless, handy tools and fun in experimentation.
My intent here is not to promote Apple or any other company, but simply to express my experience.
I have been steadfast about developing mobile learning resources for the lowest common denominator. I remain adamant that this should be the case. Access and openness is fundamental.
Anyways, I have not upgraded my smart phone for quite some time–four years to be exact. I have also kept a variety of other devices around for testing.
Alas, it was time to upgrade. Sitting with our university’s assistive technologist, I noted how she used her iPhone camera to enlarge the text of meeting agendas. And, I thought, “It’s time for me to take a better look at this technology.”
So, now I am the owner of a brand, new iPhone OS4. I haven’t tested Siri, yet. But, I’m absolutely in love with the device. The software and hardware is so highly integrated. Who would have thought that the camera’s flash could be used as a flashlight (with the installation of a simple app).
So, why the sashimi picture? Well, I just installed the free WordPress app to see how well it would support mobile blogging. I just happened to notice the picture button. My only complaint is that it did not help me reduced the size. Nonetheless, up it went.
A few days ago, I was talking to my mother. She had received an old photo taken shortly after WWII. She, and a group of other kids were sitting atop a German bunker left behind after the liberation by the allies. She asked me to go look at it. Normally, I would have whined and complained about having to get up, turn on my computer, wait for it to boot, connect to the Internet, log into my email, and finally retrieve the picture. But, using my mobile phone, I simply turned it on, clicked on the email icon, scrolled down, and there it was. In less than a minute, I said, “Which one are you?”
The convenience is amazing. The connectedness, for me, is overwhelming. What am I going to do for private time? 🙂
One way of taking memos; I've been using Atlas-TI's memo feature
I am in the third iteration of coding—starting a fourth tomorrow. Whenever I start a new iteration, it seems overwhelming. And, I only just start to feel comfortable after I have already coded three-quarters of the transcripts. Upon the pilot transcript and the first iteration of coding, I used memos spartanly. I didn’t want to clutter my workspace. Rather, I was interested in just getting the codes added.
However, I have slowly allowed myself more and more latitude with memos. And, upon the third time through, it has become clear that memoing helps me to work through the thought process of why I am coding each segment in the manner I have. Many times, I have selected a code, dragged it onto the segment of text. Then, while memoing, I realize that it’s not quite right. As I memo, I think.
As I memo, I also see greater links with segments that I had previously coded separately. I can see better how they interrelate and should be considered as parts of a greater whole. This might seem a bit cryptic, but it is easy to code each sentence or paragraph—relying on the visual aspects of the text as a cue for when each code begins and ends. This is not necessarily the way to code–at least not for my phenomenographic purposes. (I believe we mentioned similar concerns with coding in the article referenced below.) I am interested in the meaning aspects of the text. As I memo, I articulate my thoughts on the segment, and find myself better able to conceptualize the connections between the segments, between the segments and the transcript within which they appear, and between the segments and the collection of transcripts in the project.
A major advantage of using memos is that it is a record of thought. And, by retracing thoughts, codes can be reviewed, kept, modified, or changed completely. When there is a large quantity of data, time will elapse between the coding of each segment. It is nearly impossible to remember how each decision was made. Having a record of thought processes it extremely important. I have even included memos indicating my own shifting from one decision to another by comments such as, “I have decided to code this segment as X. Hmmm . . . no, I think I will code it this way instead . . . because this part of the segment indicates . . .” Being able to trace my hesitance, indecision, changes of mind helps in the final evaluations/decisions.
Recommendation: use memos; use them often.
References:
Garrison, D., Cleveland-Innes, M., Koole, M., & Kappelman, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. The Internet and Higher Education, 9(1), 1-8. doi:10.1016/j.iheduc.2005.11.001
Yes, that title says what I want it to say. I’m hoping that by sharing this in my blog, it provides some hope for doctoral students groping through the dark depths of their data.
Admittedly, I have been procrastinating somewhat—a few months, actually. I have done the initial coding of my transcripts using discourse analysis techniques derived from the work of Gee (2010), Potter (1996), and some other significant authors. Then, I did some additional coding for some salient and potential phenomenographic categories that I saw emerging—some expected; some not so expected. I exported from Atlas-TI quotes according to the code categories. I have read through all of them in Word, highlighting and jotting down additional notes in on the pages themselves and in my extremely messy journal. I have plodded along in faith that something would one day make sense, and with an unspoken knowing that these steps would lead me to that place.
As a result of this seemingly blind journey, I started seeing categories of description emerge. And, I am getting a sense for the variation in experience associated with the categories of description.
During my last meeting with my supervisor in which she shared some newly discovered ideas from another student’s viva, I crossed my most profoundly deep threshold of understanding. I am now coding for some additional code-perspectives. And, I can see how discourse analysis strongly supports the study of liminality–sub-liminality, in particular. My supervisor and I discussed the idea of discourses and sub-liminality (hyphenated spelling is intended), and I found the relevant literature by the threshold-concept-gurus in my notes. (Thank gawd for the notes I took on my resources—invaluable.) Today, it feels as if it is just coming together.
Of course, my experience in writing my master’s thesis had taught me to expect these moments of lucidity to be punctuated with moments of feeling overwhelming out-of-control. Alas, these are natural ripples in the pond. Keep going.
 References:
Edwards, D. (1997). Discourse and Cognition (p. 368). London, UK: Sage Publications, Inc.
Gee, J. P. (2011). An Introduction to Discourse Analysis: Theory and Method (3rd ed., p. 224). New York, NY: Routledge.
I was recently reading Derek Edwards’ (1997) book, Discourse and Cognition. In Chapter 3, Discourse and Reality, he spends some time describing the work of LaTour and Woolgar on the sociology of scientific knowledge (SSK). And, as you might know, this work led to Actor Network Theory (ANT). Along the way, Edwards also mentions Gilbert and Mulkay (1984). The part that I wish to share has to do with empiricist repertoires and contingent repertoires and the humour that arises when the two are compared. The following is quoted from Edwards (1997, p. 59) but originates from Gilbert and Mulkay (1984, p. 177).
What he wrote
What he meant
It has long been known that . . .
I haven’t bothered to look up the reference.
Three of the samples were chosen for detailed study . . .
The results on the others didn’t make sense and were ignored.
Accidentally strained during mounting . . .
Dropped on the floor.
Handled with extreme care throughout the experiment . . .
Not dropped on the floor.
Typical results are shown . . .
The best results are shown, i.e. those that fit the dogma.
Correct within an order of magnitude.
Wrong.
It is suggested that . . .It is believed that . . .It appears that . . .
I think.
It is generally believed that . . .
A couple of other guys think so too.
Fascinating work . . .
Work by a member of our group.
Of doubtful significance . . .
Work by someone else.
It would be fun to come up with some of these for qualitative researchers. Thoughts?
References
Edwards, D. (1997). Discourse and Cognition (p. 368). London, UK: Sage Publications, Inc.
Gilbert, N., & Mulkay, M. (1984). Opening Pandora’s box: an analysis of scientists’ discourse (p. 212). New York, NY: Cambridge University Press.
Koole, M., & Parchoma, G. (2012). Networked Learning and the Web of Identity. In S. Warburton & S. Hatzipanagos (Eds.), Digital identity and social media. London: Information Science Reference, an imprint of IGI Global. [Coming out in July]
Koole, M. (2009). Chapter 2: A Model for Framing Mobile Learning. In M. Ally (Ed.), Mobile Learning: Transforming the Delivery of Education and Training (pp. 25-47). Edmonton, Alberta: AU Press.
Stauffer, K., Lin, F., & Koole, M. (2010). Chapter 19: A Methodology for Developing Learning Objects for Web Course Delivery. In M. R. Syed (Ed.), Technologies Shaping Instruction and Distance Education: New Studies and Utilizations (pp. 280-289). IGI Global. doi:10.4018/978-1-60566-934-2.ch019
Papers in Refereed Journals
Koole, M., & Parchoma, G. (2012). The Ethical and Practical Implications of Systems Architecture on Identity in Networked Learning: A Constructionist Perspective. Interactive Learning Environments. [Coming out in May]
Fahy, P., Spencer, R., & Koole, M. (Awaiting review). The self-reported impact of graduate program completion on the careers and plans of master’s graduate: Second report in a series.
Garrison, D., Cleveland-Innes, M., Koole, M, & Kappelman, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. The Internet and Higher Education, 9(1), 1-8. doi:10.1016/j.iheduc.2005.11.001
Presentations
Identity
Koole, M. (2012). Ontological and epistemological threshold crossings of doctoral students in networked learning environments: “My ontolo- . . . what?” The 4th Biennial Threshold Concepts Conference and 6th NAIRTL Annual Conference (June 27-29). Dublin, Ireland.
Koole, M. (2012). A Social Constructionist Approach to Phenomenographic Analysis of Identity Positioning in Networked Learning. The 8th International Conference on Networked Learning (April 2-4). Maastrict, Netherlands.
Koole, M., & Parchoma, G. (2011). The Web of Identity: Identity Formation in Online Learning. CIDER Sessions (online presentation). The Canadian Institute of Distance Education Research. URL: http://cider.athabascau.ca/CIDERSessions/Koole2/sessiondetails
Koole, M. (2010). The web of identity: Selfhood and belonging in online learning networks. The 7th International Conference on Networked Learning (May 3-4). Aalbourg, Denmark. URL: http://www.networkedlearningconference.org.uk/
Mobile Learning
Koole, M., de Waard, I., & Elsayed Meawad, F. (2010). Mobile Learning: Solutions & Challenges. CIDER Sessions (online presentation). The Canadian Institute of Distance Education Research. URL: http://cider.athabascau.ca/CIDERSessions/mkoole/sessiondetails
Ally, M., Cleveland-Innes, M., Koole, Marguerite, Kenny, R. F., & Park, C. (2009). Developing a Community of Inquiry in a Mobile Learning Context. Learning and Technology: A Capital Idea! (Canadian Network for Innovation in Education Annual Conference, Ottawa, Ontario) URL: http://www.cnie-rcie.ca/?q=node/115
Koole, M. (2009). Workshop: Go Mobile! Advantages, Issues, and Examples of Mobile Technologies in Distance Education. 8th Annual International MADLaT Conference (Winnipeg, Manitoba). URL: http://www.madlat.ca/conference2009
Koole, M., & Ally, M. (2008). UMLAUT-M Understanding Mobile Learning at a University Through MobiGlam: Utility or Futility? MLearn: The bridge from text to context (October 6-10). Telford, UK.
Koole, M., Ally, M., Elsayed Meawad, F., & Letkeman McQuilkin, J. (2008). UMLAUT-M: Understanding Mobile Learning at Athabasca University through MobiGlam. Canadian Network for Innovation in Education Annual Conference (April 27-30). Banff, AB.
Koole, M., & Ally, M. (2006). Framework for the Rational Analysis of Mobile Education (FRAME) Model: Revising the ABCs of Educational Practices. International Conference on Networking, International Conference on Systems and International Conference on Mobile Communications and Learning Technologies (ICN ICONS MCL’06) (pp. 216-216). Mauritius: IEEE. doi:10.1109/ICNICONSMCL.2006.103
Koole, M. (2006). Practical Issues in Mobile Education. Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education (WMTE’06) (pp. 142-146). Athens: IEEE. doi:10.1109/WMTE.2006.261363
Koole, M., & Ally, M. (2006). Framework for the Rational Analysis of Mobile Education (FRAME) Model: Revising the ABCs of Educational Practices. The 1st International Conference on Interactive Computer Aided Learning (IMCL), April 19-22. Princess Sumaya University for Technology, Amman, Jordan.
Ally, M., & Koole, M. (2006). Workshop: Best practices for instructors and trainers who use mobile devices to deliver instruction to students. The 1st International Conference on Interactive Computer Aided Learning (IMCL), April 19-22. Amman, Jordan.
Koole, M. (2006). Mobile Devices in Distance Education: Compare, Consider and Collaborate. 5th World Conference on Mobile Learning (October 20-26). Banff, AB.
Koole, M., & McGreal, R. (2006). mLearning: What is it and where is it going? Innovations in Education: Challenges, Issues, and Solutions. (CADE/AMTEC Annual Conference) May 23-26. Montreal, QU.
E-Portfolios
Moisey, S., Hoven, D., Kenny, R., & Koole, Marguerite. (2009). E-portfolios – A Viable capstone activity for graduate programs. Learning and Technology: A Capital Idea! (Canadian Network for Innovation in Education Annual Conference, Ottawa, Ontario) URL: http://www.cnie-rcie.ca/?q=node/115
Hoven, D., & Koole, M. (2008). Integration of an e-Portfolio into a Master of Education program. Invited presentation for the Teaching and Learning Effectiveness Program. University of Alberta, Edmonton, AB.
Koole, M. (2007). Reflecting, scaffolding and showcasing: Integrating an e-portfolio tool into a master’s program. ADETA: Distributed Learning in the 21st Century (October). Edmonton, AB
Technology & Learner Support
Spencer, R., & Koole, M. (2008). Value and uses of open source products in support of graduate student learning. MADLaT: E-Learning Comes Together (May 8-9). Winnipeg, MN.
Spencer, R., & Koole, M. (2008). Workshop: Moodle – An open source LMS. MADLaT: E-Learning Comes Together (May 8-9). Winnipeg, MN.
Wagenaar, C., & Koole, M. (2007). Podcasting in a blended learning environment: Alberta Children’s Services. ADETA: Distributed Learning in the 21st Century (October). Edmonton, AB.
Spencer, R., Moisey, S., & Koole, M. (2007). Moodle and the Master of Distance Education Program. Moodle Moot. Edmonton, AB.
Cleveland-Innes, M., Koole, M. & Kinsel, E. (2006, May). Teaching presence in online communities of inquiry: Learners, facilitators and learning. Paper presented at CADE/AMTEC Annual Conference Conference, Montreal, P.Q.
Cleveland-Innes, M., & Koole, M. (2005). Learner Support in Online Learning. Annual Conference on Distance Teaching and Learning (August 3-5). Madison, WI.
Cleveland-Innes, M., & Koole, M. (2005). Workshop: Student Support Technology. Annual Conference on Distance Teaching and Learning (August 3-5). Madison, WI.
Cleveland-Innes, M. & Koole, M. (2004). Role adjustment for students in online environments. Invited keynote address, Learner Services Forum 2004, Campus Saskatchewan. Saskatoon, Saskatchewan.
Yes, I think this title says it all. My thesis just seems to motor along. I’m not sure anymore if I’m the one controlling it, or if it is whispering paths I should take. As I look upon my schedule and my proposal, however, it is pretty much going as planned with a few minor hiccups along the way.
Although I had planned to do much of the writing in 2012, it turns out that I did large portions of the methodology chapter and literature review at the end of 2011. Analysis, which I had planned for the beginning of 2012 is on target. As I look back, why did I do so much writing when I did? Two reasons: 1) conferences, and 2) it intuitively made sense. And, having already put much thought into my proposal, I was able to take some liberties.
A mossy street in SOS de los Reyes Catolicos, Spain
One of the speakers at a PhD student workshop at the Networked Learning Conference in Aalborg, Denmark back in 2010 had suggested that many doctoral students leave data collection too late. I heeded this advice. Collecting data early allows some analysis and consideration earlier in the process. Hopefully, if the project was untenable, I could shift gears before becoming too invested in one particular path. To prepare for an early data-collection, I decided to focus on the methodology chapter. In retrospect, I found this to be very helpful. A solid grounding in the methodology and methods along with consideration of issues of trustworthiness and philosophical commensurability guided the structure and performance on the interviews. I was also able to pull-together a symposium on phenomenography for the up-coming Networked Learning Conference in Maastrict, 2012.
After interviewing the participants and transcribing their comments, I shifted my attention to the literature review. At first, I considered doing some analysis prior to the literature review in hopes that the literature review would not influence my observations. But, as my supervisor pointed out, I am not doing grounded theory. In any case, I have found that the transcripts speak to me very separately from the ideas collated in the literature review. In some ways, the literature review helped to open my mind to new possibilities. It also helped me to consider my philosophical position and theoretical framework in much greater detail. And, again, I was able to submit an abstract to another conference, this one on threshold concepts in Dublin.
What I have found surprising is how many ideas have fallen into place. In my spare time—that is, when I take breaks from coding—I read some of the seminal works that I have earmarked as requiring attention. My latest discovery is Bakhtin. I can see how his work might be affiliated with social constructionist philosophy. His work resonates with me and is helping fill in some gaps in my framework. Slowly, I hope to work my way through the stack of books and journal article piled high around me.
Although this process seems in control, I do not entirely feel like I am controlling it. It’s as if something is guiding me along and presenting options–interspersed with moments of inspiration that change the course of my work subtly and continuously.
I recently went on vacation. The thought of leaving my library behind was creating stress. I knew that I needed to take a break, but the compulsion to make sure I had some reading just in case the mood would strike was compelling. So, I decided to purchase an e-reader and load my entire electronic library. It took me one, full day to complete this task.
I wanted an e-reader that would allow me to
read journal articles and e-books from libraries, purchased, etc.
read easily outside (it was for a tropical vacation)
highlight segments
write notes easily
export and print highlights and notes
download different kinds of readings from the Internet ranging from the purely academic to newspapers, magazines, and trashy novels
Enlisting the help of my e-reader-owning friends and my husband, I searched the Internet for the “perfect” e-reader. Then, I went to local shops and tried them out. I was seduced by the very small, 5-inch Sony Reader. But, I found that the screen was just a touch too small for the kind of interaction that I wanted to have with the device. It felt like I was moving towards the tiny real estate of a smart phone. I tried the Kobo, the Alurateck Libre, and some others. One last effort took me to a nearby Sony Store. They only had one kind of reader in stock, but, it seemed to match my needs. This model (PRS-T1) had just arrived in the store two weeks prior to my arrival. And, it had wifi which was not on my list, but could be a nice addition.
Now, I have found that I do, indeed, like the e-Reader. And, here are my reasons:
I can carry my entire electronic library in my purse
I can read it incredibly well in bright sunlight.
I love the carry-case with the flexible light
I can highlight text with the stylus
I can make hand-written notes or peck-a-letter notes
I can export all my highlights and notes AND print them
I can create “searchable” PDF documents or sections of books on university photocopiers and upload them to the e-Reader. These PDFs are somewhat like OCR documents allowing highlighting and searching.
I can purchase e-books as well as some newspapers and magazines through the desktop interface very easily.
I can quickly and easily download a variety of open access books directly on the device using the wifi (quick and easy).
I can surf the web using the device. The browser, although limited is surprisingly good.
I can read in Spanish and French. With the click of a button, I can locate definitions for unfamiliar words. This is lovely.
No root-kits that I know of are loaded onto your computer.
Things that I would like to see improved:
The notes are hugely important to me. I highlight entire paragraphs at times. But, when I export the notes, they are truncated. So, I have to manually fix them all through a copy-paste method. Admittedly, it is still faster that typing out the highlighted sections, but I would like Sony to update their software so that notes are exported in their entirety.
I was disappointed that the Sony e-readers no longer support MS Word. I had to convert all my word documents into PDF. That’s why it took me an entire day to transfer all my journal articles and notes.
Some journal articles already in PDF format do not render nicely especially when the font size is increased.
The “Reader for PC” interface on my desktop is clunky and slow as it connects to the reader and demands my sign-on to the online Sony systems. I would like the interface to be streamlined.
I really am starting to like reading this way. And, I cannot emphasize how much I love being able to carry around my PhD-study library. I will add more pros and cons as I think of them.
I am going to start blogging again. I’ve been a bit absorbed in transcripts and conference presentation-writing. But, the fantastic autumn we’re having deserves some mention . . . .
I am in the midst of a brief pilot for my PhD research. I am conducting my first two interviews with the intention of ironing out some kinks before fully engaging in data collection. Here are some recommendations and discoveries for anyone else at this stage.
Do a pilot prior to the pilot. Yes, a pilot of a pilot. Thanks to a colleague who is on a similar course at another university here in Alberta, I was able to test the entire process right from the email script, letter of information and consent, to the participant selection survey, and finally through a mock interview. I was careful not to record the mock interview as I wanted to ensure that this process did not fall outside the research ethics guidelines stipulated by both university research ethics committees. (Yes, my project went through two ethics committees.) From this, I was able to test some questions, adjust letters and scripts, correct problems in the survey, etc. The feedback from my colleague was invaluable.
The pilot itself is invaluable. This is where you also use your recording tools and the data counts. Although, the data collected during this phase will be treated separately, it can be included in the final analysis. All your tools will get tested here. This is what I’ve learned:
Two recording devices at once: essential. Obviously if one fails, the other one can save the day. But, there are other benefits. Your recording devices will often use different file formats. For my first pilot interview, I used both Adobe Connect and my LiveScribe pen. In the end, I found the mp4 file format from the LiveScribe pen was the most versatile. However . . .
You may need to convert file formats. I was unable to import the mp4 format into my transcription program. So, I had to convert it. I downloaded Audacity. However, Audacity could not play the mp4. So, I had to locate an add-on for Audacity: FFmpeg. Once installed, I was able to convert the mp4 into a number of different formats. I converted the mp4 into a WAV file and imported it easily into my transcription software.
So, what kind of transcription software did I find? It’s a bit of a long story. In the past, when conducting interviews with Elluminate, well, it was awful. I had to constantly remove my hands from the keyboard to the mouse play and rewind. It was incredibly slow. So, I have ordered an Infinity foot pedal to increase my transcription speed. I am still awaiting its arrival. Since I did not want to wait any longer to start transcribing, I went searching for alternative tools. Audacity did not seem to have a built in window for transcribing while playing the recording, so it would mean manually shifting between windows—and that means mouse movement. Other tools were necessary.
Logically, I know that I eventually want to use nVivo or Atlas-TI for the actual analysis. I settled upon Atlas-TI because they have an incredible offer for students: $99 USD for a single student license. The documentation suggests that it is possible upload and transcribe audio and video files directly. However, it seemed to require certain file types. Sigh. Reading the documentation further, I found that they recommend using free transcription software from audiotranscription.de. It’s free and works like a charm. Using the hot-keys to play, stop, and rewind, I’m wondering if I even need the foot pedal that I’ve ordered. However, their site still recommends using a foot pedal as it should increase transcription speed up to three times. I will see how true that is when my foot pedal arrives.
Now, how to do the actual transcription? Firstly, one must consider the methodology and the requirements of the study. For example, conversation analysis will likely require very detailed transcriptions of pauses, breaths, intonations, and other indicators of linguistic behaviours. Other studies in discourse analysis, phenomenology, and phenomenography for example, might require less linguistic detail. I have decided to learn Jeffersonian transcription notation. Although my study does not require a high degree of detail, I would like to follow standard conventions. So, Jeffersonian it is.
Back to work. My next task is to now review the first pilot transcript and import it into Atlas-TI. (All the while, I am missing this glorious hot summer day—the nicest day we’ve had all year!)
Addendum
Wow. I thought I should add a little more information here. I loaded the RTF document produce by the from audiotranscription.de software. Atlas-TI works with it seamlessly. I can highlight parts of the transcript and Atlas-TI plays it from the externally linked files. Since there is no additional work here to learn how to link the files, I think I will go out for a while and enjoy the day.
