i-manager Publications

Creative Qualitative Inquiry: Innovative Graduate Level Pedagogies Shaped by Educational Technologies

Thalia M. Mulvihill*, Dr. Raji Swaminathan**

* Professor, Social Foundations and Higher Education.

** Associate Professor, Department of Educational Policy and Community Studies, University of Wisconsin-Milwaukee.

Periodicity:October - December'2011
DOI : https://doi.org/10.26634/jet.8.3.1636

Abstract

This article describes and analyzes the experiences of two tenured university professors at two different US universities located in the Midwest as they collaborate to design and carry-out innovative pedagogies related to teaching doctoral-level qualitative research methods courses. One of the primary elements of the innovations under examination is the form and function of educational technologies (ETs). ETs are understood to be tools for data collection, data analysis and data display, as well as conceptual conduits for understanding socially constructed knowledge. The authors also argue that ETs have epistemological histories (and futures) and innovative pedagogies for graduate education ought to include robust experimentation with multi-genre/multi-modal texts (Bakhtin, 1981; Bochner and Ellis, 2002; Janesick, 2010; Willis, 2008) that use ETs. Blogs that include audio and visual data representations, social media tools for communication and collaboration, as well iPad and iPhone technologies are all ripe for experimentation as they relate to creative qualitative inquiry (CQI) and the creation of new innovative pedagogies.

Keywords

Qualitative inquiry; Innovative pedagogies; Graduate education; Multi-modal texts; Multi-genre texts;

How to Cite this Article?

Thalia Mulvihill and Raji Swaminathan (2011). Creative Qualitative Inquiry: Innovative Graduate Level Pedagogies Shaped By Educational Technologies. i-manager’s Journal of Educational Technology, 8(3), 21-26. https://doi.org/10.26634/jet.8.3.1636

References

[1]. Alvesson, M. & Skoldberg, K. (2009). Reflexive Methodology: New Vistas for Qualitative Research. Second Edition, Sage Publications, Ltd.

[2]. Baird, J. (2010). Comicvoice: Community education through sequential art., conference paper, Pop Culture Association - American Culture Association, St. Louis, MO.

[3]. Bakhtin, M. M. (1981). The dialogic imagination: Four essays. In M. Holquist (Ed.). Austin, Texas: University of Texas Press.

[4]. Barthes, R. (1981). Theory of the text. In R. Young (Ed.), Untying the text (pp. 31-47). London: Routledge.

[5]. Beddall-Hill, N., Jabbar, Abdul, & Al Shehri, Saleh (2011). Social Mobile Devices as Tools for Qualitative Research in Education: iPhones and iPads in Ethnography, Interviewing, and Design-Based Research, Journal of the Research Center for Educational Technology (RCET) Vol. 7, No. 1, Spring 2011.

[6]. Beetham, H., & Sharpe, R. (2007). Rethinking pedagogy for a digital age: Designing and delivering e-learning. Abingdon, Oxon: Routledge.

[7]. Bochner & Ellis, eds.,(2002). Ethnographically Speaking: Autoethnography, Literature, and Aesthetics: AltaMira Press.

[8]. Cowan, J. (1998). On Becoming an Innovative University Teacher: Reflection in Action, Philadelphia, PA: SRHE and Open U. Press.

[9]. Davidson, J. & di Gregorio, S. (2011). Qualitative research and technology: in the midst of a revolution, In Denzin and Lincoln, ed.s, The SAGE handbook for qualitative research. SagePublications, Inc.

[10]. Denzin, N. K. (2003). Performance Ethnography. London. Sage Publications, Ltd.

[11]. Dicks, B., Soyinka, B., & Coffey, A. (2006). Multimodal ethnography. Qualitative Research 6(1), 77–96. Retrieved October 22, 2011.

[12]. Duke Global Health Institute, (2011a).

[13]. Duke Global Health Institute, (2011b).

[14]. Edwards, J. & Helvie-Mason, L. (March 2010). Technology and Instructional Communication: Student Usage and Perceptions of Virtual Office Hours Journal of Online Learning and Teaching, Vol. 6, No. 1.

[15]. Evans, N., T. Mulvihill & N. Brooks, (2008). Mediating the tensions of online learning with Second Life. Innovate 4 (6).

[16]. Glogoff, S. (2005). Instructional blogging: Promoting interactivity, student-centered learning, and peer input. Innovate 1 (5).

[17]. Helvie-Mason, L. (2011a). ”Twitter and Student Reflection” Blog post.

[18]. Helvie-Mason, L. (2011b). Facebook, “Friending,” and Faculty–Student Communication, in Charles Wankel (ed.) Teaching Arts and Science with the New Social Media (Cutting-edge Technologies in Higher Education, Volume 3), Emerald Group Publishing Limited, pp.61-87.

[19]. Herrington, J., & Herrington, A. (1998). Authentic assessment and multimedia: How university students respond to a model of authentic assessment. Higher Education Research and Development, 17(3), 305-322.

[20]. Hewitt, A., S. Spencer, D. Mirliss, & Twal, R. (2009). Preparing graduate students for virtual world simulations: Exploring the potential of an emerging technology. Innovate 5(6).

[21]. Hurdley, R. & Dicks, B. (2011). In-between practice: Working in the 'third-space' of sensory and multimodal methodology. Qualitative Research, 11 (3), pp. 277 – 292.

[22]. Hurdley, R. (2007). Focal points: Framing material culture and visual data, Qualitative Research, 7 (3), pp. 355-374.

[23]. Ledema, R. (2003). 'Multimodality, Resemiotization: Extending the Analysis of Discourse as Multi-semiotic Practice', Visual Communication 2(1): 29–57.

[24]. Janesick, V. J. (2010). Oral history for the qualitative researcher: Choreographing the story. New York: Guilford Press.

[25]. Jurgensen and Ray (2011). About Cyborgology.

[26]. Lorenz, LS and Kolb, B. (2009). Involving the public through participatory visual research methods. Health Expectations, Volume 12, Issue 3, pp. 262-274.

[27]. McBride, N. (2008). Using performance ethnography to explore the human aspects of software quality, Information Technology & People, Vol. 21 Issue: 1, pp.91 – 111.

[28]. Novak, J.D. & Cañas, A.J. (2006). "The Theory Underlying Concept Maps and How To Construct and Use Them", Institute for Human and Machine Cognition. Retrieved October 21, 2011.

[29]. Ormiston, Meg (2011). Creating a Digital-Rich Classroom: Teaching & Learning in a Web 2.0 World. Solution Tree Press.

[30]. Turkle, S. (1995). Life on the Screen: Identity in the Age of the Internet. New York: Simon & Schuster.

[31]. Wang, C., & Burris, M. A. (1994). Empowerment through Photo Novella: Portraits of Participation. Health Education & Behavior, 21(2), 171-186.

[32]. Wang, C., & Burris, M. A. (1997). Photovoice: Concept, Methodology, and Use for Participatory Needs Assessment, Health Education Behavior June 1997 24: 369-387.

[33]. Wiggins, Grant. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2).

[34]. Willis, J. (2008). Qualitative Research Methods in Education and Educational Technology. Information Age Publishing.

[35]. Wittel, Andreas. (2000). Ethnography on the Move: From Field to Net to Internet. Forum: Qualitative Social Research, 1(1), Art. 21.

[36]. Wittel, A. (2001). Towards a Network Sociality. Theory, Culture and Society 18(6):51–76.

[37]. Yonas M, Jones N, Eng E, Vines A, Aronson RE, Griffith DM, White B, DuBose M. (2006). The art and science of integrating undoing racism with CBPR: Challenges of pursuing NIH funding to investigate cancer care and racial equity. Journal of Urban Health, 83(6):1004-1012.

Creative Qualitative Inquiry: Innovative Graduate Level Pedagogies Shaped by Educational Technologies

Abstract

Keywords

How to Cite this Article?

References

If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Options for accessing this content:

	North Americas,UK, Middle East,Europe		India	Rest of world
	USD	EUR	INR	USD-ROW
Pdf	35	35	200	20
Online	15	15	200	15
Pdf & Online	35	35	400	25