|
Technology
in Qualitative Research (TQR)
Champaign,
Illinois Wednesday May 14, 2008
Registration Guideline ADITQR Program
Timetable
| Time |
Activity |
Note |
| 8:30 |
Registration |
|
| 9:00 |
Opening |
|
| 9:15 |
Keynote Speaker:
Mei-Po Kwan |
|
| 10:15 |
BREAK |
|
| 10:30 |
Technology Showcase Session |
Hypertranscribe
MaxQDA
QDA Miner
QSR: NVivo and X-Sight
Qualrus
Transana |
| 12:00 |
Lunch |
On own. |
| 1:00 |
Paper Session A |
Theme A1: Working within digital/virtual
communities
2503, 2513
Theme B: Wider Contextual issues
on adopting new technologies
2505, 2507
Theme E: Views from Software
Developers
2511, 2512 |
| 2:00 |
BREAK |
|
| 2:15 |
Paper Session B |
Theme A2: : Working within
digital/virtual communities
2514, 2517
Theme C1: New techniques, new
tools
2510, 2512
Theme E/F: Views from
Software Developers (2522) and Philosophical Perspectives (2508) |
| 3:15 |
BREAK |
|
| 3:30-4:30 |
Paper Session C |
Theme C2: New techniques,
new tools
2509, 2520
Theme D: Integrating QDAS in
teaching qual analysis
2516, 2521 |
| 4:30-4:45 |
BREAK |
|
| 4:45-5:15 |
Concluding Discussion |
|
| To follow |
Reception |
Arranged by ICQI |
Theme A: Working within digital/virtual
communities
2503
Teaching Qualitative Data Analysis Software (QDAS) in a Virtual Environment:
Team Curriculum Development of an NVivo Training Workshop
"Judith Ann Davidson,
University of Massachusetts-Lowell, Cynthia Wedekind Jacobs, University
of Massachusetts-Lowell, Kerry Frances Donohoe, University of Massachusetts-Lowell,
Carolyn Jean Siccama, University of Massachusetts-Lowell, and Sharyn
Hardy Gallagher, none"
"As Qualitative Data Analysis
Software (QDAS) has entered the qualitative research scene over the
last decade, the issue of delivery of training for the new tools has
arisen. Online environments, as structured by Learning Management
Systems (LMS), offer a delivery system that can be widely accessed by
researchers around the world, but raise new issues for instructors as
one tries to teach one kind of software application within another.
This paper describes the way one team of experienced QDAS users collaborated
on a curriculum development project to create a high quality training
program for NVivo software within a Blackboard course container, examining
the challenges that arose from: multiple perspectives of team members;
technological challenges; and challenges to conceptualizing QDAS-based
qualitative research. QDAS and online environments will inevitably
be part of the qualitative research arena, and this paper takes a step
toward deepening understanding of the issues present at their intersection."
Judith_Davidson@uml.edu;Cynthia_Jacobs@uml.edu;Kerry_Donohoe@uml.edu;Carolyn_Siccama@uml.edu;sharyn@comcast.net
2513
De/colonizing democratic digital learning environments: Carving a space
for wiki-ology in qualitative inquiry
"Kakali Bhattacharya,
University of Memphis, and Amber McCullough, University of Memphis"
"''Performing in an independent
democratic learning environment felt like floundering in the darkness
of uncertainty,'' was the initial reaction of several graduate student
participants who used wikis to create a qualitative methods repository
of embodied knowledge, qualipedia, akin to Wikipedia. Currently, http://qualipedia.wikispaces.com
is still a work in progress shaped by the graduate students in qualitative
inquiry at the University of Memphis. In this paper, using a digital
narrative format, the authors will discuss the findings of a two-year
qualitative study of using wikis in two graduate qualitative methods
classes to legitimize embodied forms of construction of knowledge that
highlight new border crossings. The digital narrative will demonstrate
both the learners' and instructor's perspectives as co-creators of a
democratic learning environment. Of critical importance are voice,
accessibility, and intelligibility that inform construction of knowledge
in wikis. Additionally, the authors will interrogate the benchmark s
of academic merit when wikis offer the potential of re-presenting ways
of knowing through/with/against the boundaries of academia."
kbhttchr@memphis.edu;uxmal66@yahoo.com
2514
Faculty Learning Community: Experiences with Qualitative Data Analysis
Software
"Linda S. Gilbert, University
of Georgia, Marie Claude Boudreau, University of Georgia, James E. Coverdill,
University of Georgia, and Melissa Freeman, University of Georgia"
"Beginning in fall of
2007, the presenters have been participating in a faculty learning community
on ''integrating qualitative data analysis software into qualitative
research and teaching.'' Faculty Learning Communities (FLC) are a new
initiative on our campus, sponsored by the Center for Teaching and Learning.
According to their website, ''An FLC consists of six to twelve faculty
[members] from different disciplines who agree to meet about every three
weeks to consider their topic of mutual interest and to learn from each
other.'' The initial announcement for this FLC promised that members
would ''?explore the use of qualitative data analysis software for their
own research and generate potential learning activities for students
engaged in qualitative research.'' In this presentation, we will reflect
on our learning experiences and our growing understanding of qualitative
data analysis software and how to use it for research and teaching."
GilbertL@uga.edu;mcboudre@terry.uga.edu;jimcov@uga.edu;freeman9@uga.edu
2517
"Libratory Technologies: Using Multimodal Literacies to Connect,
Reframe, and Build Communities from the Bottom Up"
"Judith C. Lapadat, University
of Northern British Columbia"
"In our electronic world,
traditional modalities of communication - speech, print, gesture, and
image - have lost their boundaries. Print literacy has undergone a transformation;
it is technologically mediated and multimodally embedded within many
people's everyday social practices. Democratization of access invites
every person to author his/her own narrative and provides an electronic
forum for the bottom-up creation of new literate communities. Yet, classrooms
at all levels often lag in using technological tools to connect, reframe,
and build communities. In this paper, I will present an example from
a graduate qualitative methods class in which class members wrote and
shared autobiographical narratives, then collaboratively analyzed these
identity pieces using qualitative analysis software. These same individuals
went on to form a professional and scholarly electronically networked
working group, building on the initial collaborative qualitative research
project. This micro example provides a model for global possibilities."
lapadat@unbc.ca
Theme B: Wider Contextual issues
on adopting new technologies
2505
Ethical issues in online qualitative inquiry: Lessons learned from the
''field.''
"Fawn C Winterwood, The
Ohio State University, and Sharon K Saunders, The Ohio State University"
"Contemporary American
youth culture is infused with digital media and communication technologies.
For those who have grown up with access and incentive to use computer
mediated communication (CMC) in their daily lives, interacting with
others via online social networking (SN) sites and instant messaging
is often taken for granted as part of their daily routine. Integration
of interview and observation within online environments may provide
researchers new and interesting opportunities for conducting ethnographic
research involving these youth. At the same time, there are many ethical
and methodological considerations unique to research involving participants
and CMC. This paper contributes to the growing discussion of ethics
and online qualitative research by drawing on two separate research
studies focused on SN sites and identity. We explore a variety of issues
encountered as we conducted ethnographies within online SN communities
via computer mediated interviews and observation."
winterwood.1@osu.edu;saunders.183@osu.edu
2507
Contexts of Use with Qualitative Data Analysis Software (QDAS)
"Silvana di Gregorio,
SdG Associates and Judith Ann Davidson, University of Massachusetts-Lowell"
"Although QDAS has been
with us for a few decades, there has been little discussion on the variety
of contexts where the software has been introduced and the different
traditions of use that are growing up in these different contexts.
In this paper we discuss the use of QDAS as it is evolving in two distinct
contexts - academia and the commercial context. Cutting across
these two broad contexts are similar forms of working situations - as
a lone researcher, as a dyad and as various configurations of group
or teamwork. In the academic realm we focus on the use of QDAS
in the dissertation (a dyadic relationship) and in class instruction
(a group relationship). Our discussion of commercial uses explores
a range of ways firms have found QDAS useful (both as lone researcher
and teamwork) and we hypothesize about possible future uses. In
our paper we present guidelines for useage in these two arenas.
As QDAS use widens, if we are to make full sense of the phenomenon,
it is imperative that we consider the ways contexts shapes use and visa-versa."
silvana@sdgassociates.com; Judith_Davidson@uml.edu
Theme C: New techniques, New tools
2510
Journey Mapping's Tracking System in a Drug Court Program Evaluation
"Dhira D. Crunkilton,
Southeast Missouri State University"
"Theme 4. The impact of
the digitization of qualitative data on collection, storage, analysis,
and distribution of findings.
(Journey Mapping is an online technology that can be used to collect,
store, and share qualitative data relating to program evaluation.)
Barry Kibel, the creator of the online technology called Journey Mapping,
contends that Journey Mapping is ahead of other methods as the tool
exploits the power of the Internet for capturing and sharing data as
no other assessment or accountability tool has done. Journey Mapping
is used to collect and store both qualitative and quantitative data,
and the tools use promotes a positive, creative, humanistic orientation.
The author analyzed, via the constant comparative method, client perspectives
on the Internet-based Journey Mapping evaluation tool in a drug court
program. Ten clients, who used the Journey Mapping tool for 3 months,
participated in interviews. Clients reported that utilizing Journey
Mapping initiated behavioral change, promoted cognitive change, tracked
personal treatment progress, and created client voice. Client data suggested
that Journey Mapping enhanced clients' treatment progress. The implications
were that Journey Mapping not only efficiently uncovers program data
but also provides individual clients with their own tangible achievement
data."
dcrunkilton@semo.edu
2512
Progressive Transcription
"Yuri V Takhteyev, UC
Berkeley"
"Traditionally, interview
researchers transcribed their interviews into text early, before the
analysis and then relied primarily on the transcription - an approach
that we could call ''transcribe-and-discard.'' I consider a new emerging
approach, enabled by digital audio, which I call ''progressive transcription.''
In this approach, the audio is actively used throughout the analysis,
and is kept closely synchronized with text, which provides an index
into the audio. This approach allows the quality of the transcription
to vary from one passage to another depending on the needs of the analysis.
The passages can gradually move from rough outline to word-for-word
transcription, allowing for analysis of larger quantities of recorded
audio than is possible with the traditional approach. I discuss the
current availability of software support and the organizational challenges
presented by this approach, such as the those of integrating hired transcribers
into the workflow."
yuri@sims.berkeley.edu
2509
Emergent Approaches on Linking Qualitative Software to Qualitative Geography
"CESAR A. CISNEROS-PUEBLA,
UAM IZTAPALAPA"
"Qualitative software
is creatively shaping our ways of visualizing human, spatial and social
process. As Qualitative Geography is increasing its presence in the
current social science methodology debate, there is an interest to facilitate
some georeferrenced data analysis in newest versions of qualitative
software programs. Thus the integration of GIS-CAQDAS is a crucial step
forward to new approaches to generate knowledge. Nevertheless, there
still are some current limitations of QDA software to integrate some
GPS and GIS tools into the qualitative software. Qualitative GIS is
appealing but challenging in different ways: it is not enough just to
have geotagging tools in CAQDAS programs or be able to manage geocoded
text or images. Based on my own experience as qualitative researcher
in this paper I will discuss about dilemmas and challenges of qualitative
software to be integrated to new ways of thinking about space and behavior."
cesar41_4@hotmail.com
2520
Artifacts and assemblages: Electronic portfolios in educational research
"Angela E. Arndt, University
of Cincinnati"
"Electronic portfolios
in are flexible, versatile and powerful creative research tools offering
multi-dimensional methods of generating, storing, analyzing and presenting
data. As a documentary technique, e-portfolio create meaningful data
groupings and displays for analysis as well as presenting information
in digital formats that are easily shared on-line and in live presentations.
Creators organize select and publish data in a unique to each specified
audience. For pedagogical purposes in educational research, instructors
conduct formative and summative assessments as a means of data analysis
and to foster richer classroom discourse. Students build a body of unique
digital artifacts to demonstrate their evolving learning processes as
well producing authentic evidence of achieving course objectives. This
presentation is about electronic portfolio use in educational research
in the design of a graduate Human Learning course, with audio, video,
still images and text documentation combining with reflective narratives
to build a rich data source for understanding student learning."
angela.arndt@uc.edu
Theme D: Integrating QDAS in teaching
qualitative methodology
2516
The (sometimes) Thin Line between Technology and Method: The Incidence
of Computer Assisted Qualitative Data Analysis Software in the Way we
Teach Qualitative Research and the Way our Students do it
"Diogenes Carvajal, University
of Los Andes"
"Currently, many graduate
and undergraduate students demand the training on any qualitative data
analysis software as part of their formation as qualitative researchers.
Most of them consider that nowadays it is a necessity for any qualitative
researcher to use these software. But in the case of novice qualitative
researchers there can be a risk: some of them might consider that qualitative
data analysis is the same as computer assisted qualitative data analysis,
and would not be strange to find out that some analysis processes are
configured according to what the software allows the researcher to do,
and not to what the researcher must do within a particular qualitative
method. In this paper I outline issues we can find between qualitative
data analysis, and the training in qualitative software; issues we must
consider when including the use of qualitative software as part of our
teaching of qualitative research, to avoid software-focused teaching
and learning."
dio-carv@uniandes.edu.co
2521
Of Carts and Horses: Integrating Technology into Introductory Courses
on Qualitative Data Analysis
"Karen Louise Andes, Emory
University"
"This presentation focuses
on the challenges of integrating the ''creative tools'' that technology
offers into a graduate-level qualitative data analysis course that introduces
students to the substantive tools of analysis (e.g. segmenting, coding,
memoing, searching, comparing). Students must learn to engage
and interact with textual data in an iterative process, yet the learning
process itself is a more linear one. Technology can facilitate
the creative process, but only when students arrive at an understanding
of how the various substantive tools fit together, and are comfortable
enough with the technological tools to apply them fluidly. The
presentation draws on my experience teaching three different cohorts
of masters-level students who have collected their own qualitative data
and are analyzing them as part of their thesis requirements. I
discuss a set of exercises that use both technological and non-technological
tools to guide students along the learning path to realize that, at
the end of the semester, they have arrived at the beginning of their
journey."
kandes@sph.emory.edu
Theme E: Views from Software Developers
2515 Technology development in CAQDAS:
How much computer assistance are we really willing to accept? Normand
Peladeau, none
In the last few decades, we
have seen many new developments in domains related to text analysis,
such as natural language processing, computational linguistic, information
retrieval and text mining. Many of those developments have been designed
to provide new tools to analyze large collections of text data, extract
information, identify patterns and discover hidden relationships. Some
may consider them as complementary tools and others as alternatives
to computer assisted qualitative data analysis software. Do they represent
a real threat to the work of qualitative researchers and to authors
of CAQDAS? Could we see in those new technologies an opportunity for
developing more efficient qualitative analysis tools and adopt some
of them to the way qualitative researchers usually work? If we
think so, then some of the central questions are quite likely related
to what kind of assistance we really need and how much of this assistance
are we willing to accept. We will illustrate some of those dilemmas
by examining some of the features of QDA Miner and a few other software
that integrate technologies from those other domains as well as
other potentially new developments one could think of. peladeau@provalisresearch.co
2511 Qualitative information is everywhere.
The changing face of research and the role of software.
John Owen, QSR International
YouTube currently hosts over
100 million videos. Every day more than 8.5 million pictures are uploaded
on the Flickr website. And more than 88 million blogs worldwide are
facilitating online discussions. In this digital age, qualitative information
is everywhere.
Can today's QDA software help the qualitative researcher to harness
and glean insight from these rich information sources? QSR International
CEO, John Owen will explore how technology can assist researchers through
every stage of the project lifecycle. From managing and organizing this
rich information, to working with it and sharing research findings.
Imagine a world for example where a researcher shares their research
findings, including audio or video clips, and segments of documents,
with a colleague via a mini website?
And the future? We'll also explore how visionary technologies may impact
qualitative research, and the opportunities this presents. j.owen@qsrinternational.com
2519 Framework,
Computer-assisted Qualitative Data Analysis Software and its Role in
Increasing Quality and Creativity in the Analysis of Qualitative Data
Kandy Woodfield, National Centre
for Social Research, and William OConnor, National Centre for Social
Research
This paper will introduce a
pioneering new approach to computer assisted qualitative data analysis
called ‘Framework' due for release in 2008. Developed by the Qualitative
Research Unit, at the National Centre for Social Research in the UK,
in the mid 1980's ‘Framework' is a matrix based tool for qualitative
data management. The presenter(s) will introduce the package to the
audience and discuss two key features of the new software that are unique
to the Framework approach. The first of these is ‘data summarisation',
a process by which verbatim data is synthesised and located within a
thematic framework while retaining a direct link back to the original
source. The second is the software's facility to construct user
defined matrices of summarised data, by theme and by case. The presenter
will demonstrate how Framework's innovative technological features are
likely be given a premier place in the qualitative researcher's toolbox.
k.woodfield@natcen.ac.uk;w.oconnor@natcen.ac.uk
Theme F: Philosophical Perspectives
2508
Techno-centrism and Qualitative Inquiry
"Dian E Walster, Wayne
State University"
"A friend of mine conducts
research on the hegemony of the English language. I was reminded of
her work when reading the preconference theme. ''Technology'' may be
taking on hegemonic status in research as it has in society. Techno-centrism
has become the norm rather than the focus of a peculiar few. As a representative
of the few whose research, theorizing and thinking has involved the
uses, misuses and abuses of educational communications and technology
(formerly media, formerly audiovisual, sometimes computers), it surprises
me how complex concepts and processes have been reduced to ''technology''.
Is it akin to Innis' bias of communication or is it like McCluhan's
medium is the massage? Could Ong's work on orality and literacy be applied?
Using ''technology'' frames a discourse that excludes some questions,
implicitly focuses on other issues and may inhibit thinking about values
by concentrating on the ''technology''."
ah1984@wayne.edu
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