Thoughts on themes & results in #ThematicAnalysis. There are many ways to think about this, here's mine (currently).
Themes don't emerge, but also themes are not your results. They're ways of organising data that help you tell a story about some aspects of your research area.
Themes aren't right or wrong, they're just more or less interesting. Themes like "barriers" and "drivers" aren't *wrong*, they're just usually not conducive to interesting stories. Maybe they suggest a need to keep looking for themes that will help tell a richer story.
Look for themes that you wouldn't have thought of before you started analysing the data. Look for themes that surprise you. That's where the really good stories are.
Your results are really a story or stories about your data. In writing results: when you put an extract or make a point under a theme, the relevance of that extract or point to the theme needs to be clear. This is where explicit explanation via interpretative text comes in.
If linking between a point and its theme is proving tricky, the point/extract might be in the wrong place or the theme might need adjusting. Or you might need a new theme.
Or you might need to leave out the point or extract because it's not part of the story you're telling with this paper. Don't shove it in where it doesn't belong: that muddies the story and the story matters more than any single quote or point, insightful as it may be.
Judgement and familiarity with the data and research area / question / context are needed to test whether a story reflects the dataset, even if it is necessarily selective and emphasises some aspects more than others.
Reflexivity is not an add on; a section of writing put in at the end. It should permeate this storying process, testing your unfolding ideas against your position, power, prejudice and subjectivity, and against the wider dataset.
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On the last day of #UoELTConf22, I'll be chairing Neil Speirs and colleagues on "A quiet, unnoticed form of gentle solidarity" and @sbayne on "The ‘mode 3’ university: Is this our future?" Looking forward to it!
Neil plays confronting video of Edinburgh student stories of exclusion, isolation, loneliness, patronisation, bullying, inferiority complex due to social class. Gathered over 20 years but could still be told today. Accents, wealth, privilege, elitism. #UoELTConf22
Classism involves ongoing sustaining of barriers to access of resources for some, and the easing of access for others. Does university teaching still presuppose and reinforce the privileged upbringing of middle and upper classes? #UoELTConf22
This morning at #UoELTConf22, @robzker asks why, after introducing more compassionate policies around assessment during the pandemic, we would go back to less compassionate policy. How can we tackle uncaring practices and reimagine a more compassionate education?
This is interesting - can cynicism about institutions come from a place of caring? @robzker questions punishment as strength and compassion as weakness. Why should we never do "hand-holding"? Does caring have to be tough love? (my phrasing). #UoELTConf22
Why do we even need to argue about this, what brought us to this place? Where can we go from here? Great provocations, thanks @robzker#UoELTConf22
The #UoELTConf22 begins! Looking forward to a rich 3 days of all things learning and teaching.
First @colmharmon welcomes us with a reminder that we can put longitudinal development at the core of ideas of the university. #UoELTConf22
Next @cathybovill talks co-creation with students. It takes "freedom with discipline". Staff don't need to lose their expertise for students to be meaningful partners. #UoELTConf22
Thinking of technology as entangled rather than as “first” or “last” is important for understanding the ethics of its use and the distributed knowledge required for ethical decision-making. 🧵
Ethics isn’t tied to particular technologies because tech is situated. Each tech is always combined with others. E.g. VLE’s, learning analytics, Turnitin, WhatsApp, email & Google’s search engine are often used in combination. Combinations matters more than individual components.
Each student’s combination is different, shaped not only by the teaching methods, assessment, culture and policy of teachers and institution, but also what the student is used to, their studying conditions, and what their peers are doing.
It can be hard to get students to buy into asynchronous work as much as they buy into synchronous events. I think this has to do with clarity around expectations and rationales.
We have long-standing teacher-centred cultures in HE. It's been lectures, tutorials, homework, assignments & exams.
Now, when we say: please discuss these problems or provocations asynchronously with the class, how do students see it? Is it homework, rather than the main event?
I think it depends on the course culture which, if we don't work hard on shaping, will probably look like that default teacher-centered culture I just described.
Some reasons why it doesn’t make sense to not say that online learning isn’t as good. 🧵
1. Online learning isn’t a method (e.g. recorded lectures or videoconferenced tutorials) and it isn’t a technology (e.g. discussion boards or Zoom). It’s a potentially infinite set of possibilities that *sometimes* involve online communication.
2. The thing that online learning is being compared with isn’t a specific thing either. It’s a potentially infinite set of possibilities that *sometimes* involve people being in the same room at the same time and/or accessing shared physical resources and infrastructure.