WORKSHOPS
We are very proud to offer you various workshops with a domain-specific, methodological and professional development focus, delivered by renowned experts in their respective fields. Please find the descriptions of the workshops below.
You can register for the workshops here. The deadline for registration is June 19.
Quantitative research
Bayesian nominal indicator modeling
Prof. Dr. Petri Nokelainen
Dr. Nokelainen is a Professor of Engineering Pedagogy in the Tampere University of Technology, Finland. He is also Adjunct Professor at the University of Tampere (Vocational Education), the University of Helsinki (Methodology), and the Tallinn University (Education). His research interests include investigation of professional growth and learning, exceptional abilities (professional and vocational excellence), quantitative methods and psychometrics (Bayesian statistics, survey development), and technology-enhanced learning (pedagogical usability). He is the Chief Editor of Finnish Journal of Vocational and Professional Education, president of Finnish Educational Research Association, Chair of AERA Workplace Learning SIG and editorial board member of several scientific journals.
The lecture discusses two bayesian modeling techniques that allow analysis of small samples with nominal indicators and non-linear dependencies. First technique, Bayesian Classification Modeling (BCM), allows generic algorithm based selection of the best predictor variables for one class variable at the time. Second technique is called Bayesian Dependency Modeling (BDM), allowing construction of Bayesian Networks (BN).
Website: http://www.tut.fi/~nokelaip
Introduction to R and RStudio
Prof. Dr. Sven De Maeyer
Sven De Maeyer is an associate Professor at the Department of Training and Education Sciences of the University of Antwerp. His major research interests are the measurement problems in educational sciences in general and more specific in effectiveness research. Validity and reliability in (school)effectiveness research is the main topic of his research.
Website: https://www.uantwerpen.be/nl/personeel/sven-demaeyer/
Missingness in longitudinal data: Current & recommended practice
Dr. Liesje Coertjens
Liesje Coertjens is a postdoctoral researcher at the department of Educational Sciences, University of Antwerp. Her phd research focused on the longitudinal change in learning strategies during higher education and during the transition from secondary to higher education on the one hand and on methodological issues in modelling this growth on the other hand. Her current research focuses on assessing performance assessment in a reliable and efficient manner.
Longitudinal designs are gaining importance in the education research domain in general. These longitudinal designs have some notable advantages, but also bring along a number of methodological challenges. One of these is the attrition problem with which each longitudinal design is faced: not all respondents participate in every wave (Shadish, Cook & Campbell, 2002). How this missingness is dealt with, differs however between studies. As Peugh and Enders (2004) concluded in their literature review, traditional missing-data techniques such as listwise deletion are predominantly relied upon. Using listwise deletion, only those cases with full information at each wave are retained.
Missing-data techniques hinge upon assumptions concerning the mechanisms for missingness. Put differently, they are based upon a hypothesis of why respondents went missing. Three possibilities are discerned in the literature: Missing Completely At Random (MCAR), Missing At Random (MAR) and missingness is not at random (MNAR). Though traditionally listwise deletion, assuming MCAR, is mostly relied upon, methodological literature speaks out strongly against this practice. Moreover, recent methodological advanced allow assessing the MAR and MNAR assumption more easily as well.
The aims of the presentation are threefold:
- clarify the missing data theory and terminology
- shed light on the gap between methodological literature and most current practice regarding missing data
- inspire the practice of current statistical analysis when faced with missing data.
Issues on study design
Prof. Dr. Petri Nokelainen
Dr. Nokelainen is a Professor of Engineering Pedagogy in the Tampere University of Technology, Finland. He is also Adjunct Professor at the University of Tampere (Vocational Education), the University of Helsinki (Methodology), and the Tallinn University (Education). His research interests include investigation of professional growth and learning, exceptional abilities (professional and vocational excellence), quantitative methods and psychometrics (Bayesian statistics, survey development), and technology-enhanced learning (pedagogical usability). He is the Chief Editor of Finnish Journal of Vocational and Professional Education, president of Finnish Educational Research Association, Chair of AERA Workplace Learning SIG and editorial board member of several scientific journals.
Presentation will discuss issues related to study design, comparing parametric and non-parametric approaches. Goal is to show how decisions made at the early stages of study impact number of analytical choices at the later stages. Main focus is on quantitative methods, but also mixed-method research is briefly discussed. Topics include, for example, sampling, sample size estimation, measurement level, multivariate distribution and statistical dependencies.
(Replacing: Introduction to Mixed Methods Research, Prof. Dr. Andreas Gegenfurtner)
Qualitative research
The process of qualitative content analysis
Dr. Liisa Postareff
Liisa Postareff, PhD, is a senior lecturer (assistant professor) of higher education at the Centre for Research and Development of Higher Education at the University of Helsinki. Her research focuses on student learning in higher education, university teaching and teacher development, assessment of student learning and academic emotions. She is an active member of EARLI, being a member of its Executive Committee as a JURE portfolio holder, and a coordinator of SIG 4 Higher Education. She is a member of the editorial board of Frontline Learning Research and Active Learning in Higher Education. She has given several workshops about qualitative methods, focusing especially on content analysis and video observation.
This workshop introduces participants to the method of qualitative content analysis, which is a method of analysing written or verbal data or visual communication messages (Cole 1998; Elo & Kyngäs, 2007; Schilling, 2006). Both inductive (’theory-generating’ where themes are allowed to emerge from the data) and deductive (‘theory-testing’ where existing categories are applied) forms of content analysis will be addressed. The workshop consists of three phases. First, the method and its background will be presented. Special attention will be given to central concepts as well as to procedures and implementation of the method. Second, the participants will practice to analyse interview data by using qualitative content analysis. Finally, the method will be discussed and critically evaluated with the whole group. Interpretation of latent content and issues related to achieving trustworthiness (credibility, dependability and transferability) will be given special attention. The aim is that the participants identify the potential and limitations of the method.
Qualitative longitudinal research: Evidence - Practice - Ethics
Dr. Pirjo Nikander
Dr. Pirjo Nikander is on research sabbatical as Senior Research Fellow in the University of Tampere Research Collegium. Her permanent post concerns heading the University of Tampere Doctoral School. During her academic career, she has been assistant professor in the Methodology Centre for Human Sciences, University of Jyväskylä, and assistant professor in social psychology, University of Tampere. She is also adjunct professor in the universities of Tampere and Helsinki, has taught extensively on Doctoral and Master’s levels in several European universities, and been a visiting research scholar in Wellington University, School of Psychology, New Zealand, and The National Institute for the Study of Ageing and Later Life (Linköping University, Sweden).
Pirjo Nikander’s research interests include discursive social psychology, longitudinal research methods, identity and social psychology of ageing, the analysis of institutional interaction in social and health care settings, decision-making and professionalism in the workplace, ageism, inclusion and exclusion in working life, the baby boom generation, and moral discourse. She is currently also the PI of KONE foundation funded research project that looks into life course transitions and the work life http://www.uta.fi/yky/2ts/index.html. This project builds on and utilises Qualitative Longitudinal Research Methodologies that her workshop also focuses on. Nikander’s publications include ”Age in Action: Membership Work and Stage of Life Categories in Talk” (2002), and numerous handbook chapters and articles on methods, research ethics, discourse analysis, age and ageism, qualitative longitudinal research, membership categorization analysis, inter-professional decision-making and transcription and translation. She has also co-edited books on women and ageing and the analysis of interviews.
Video-observation in research on instruction and learning
Dr. Auli Toom & Dr. Liisa Postareff
Auli Toom (PhD, Docent) works as a senior lecturer (assistant professor) in higher education at the Faculty of Behavioural Sciences at the University of Helsinki. Her major research interests are teacher knowledge, teacher reflection, and teacher education as well as scholarship of teaching at university and pedagogy of higher education. Toom has had several international workshops and summer school courses of video-observation, and has published some articles of it as well.
Liisa Postareff (PhD, Docent) is a senior lecturer (assistant professor) of higher education at the Centre for Research and Development of Higher Education at the University of Helsinki. Her research focuses on student learning in higher education, university teaching and teacher development, assessment of student learning and academic emotions. She is an active member of EARLI, being a member of its Executive Committee as a JURE portfolio holder, and a coordinator of SIG 4 Higher Education. She is a member of the editorial board of Frontline Learning Research and Active Learning in Higher Education. She has given several workshops about qualitative methods, focusing especially on content analysis and video observation.
The aim of the workshop is to offer the participants the basic information about video-observation in the research on instruction and learning, and the possibility to study some basic skills of it. The content of the workshop is divided into three different phases. Firstly, the overall information concerning the wholeness of video-observation as a research methodology is considered. Some philosophical background factors and the paradigmatic change in the research on instruction and learning are presented, because they both have influence on the increased use of video-observation methodology. After this the different modes and the practical conduct of video-observation are presented. The possibilities and the challenges of video-observation as a data gathering method are also discussed. Secondly, in the practical part of the workshop, the conduct of the video-observation method and data handling are practiced with concrete video-observation materials. The participants have the possibility to exercise the real-world use of the video-observation and analysis method, to discuss its’ challenges, and to find the answers to the problems together as well. Thirdly, some basic principles of video-observation data analysis are presented and discussed with concrete and current research cases. The various analysis approaches, the presentation of analysis and the ways of reporting the analysis are discussed in order to help the participants to proceed with their own studies.
Because of the nature of the workshop, both the researchers using the video-observation and the researchers using some other research method will benefit from this workshop, because the philosophical issues and the possibilities of the analysis relate to the conduct of the research in general, not only to this particular method.
Professional development
Researcher communities are resource for early career researchers
Prof. Dr. Kirsi Pyhältö
Kirsi Pyhältö is professor of educational sciences, at the University of Oulu. She also works as research director in the Center for Research and Development of Higher Education, at the University of Helsinki. Her research interest include doctoral educations, supervision, doctoral student learning and well-being, researcher communities and researcher careers.
The workshop aims to facilitate use of researcher communities as resource for doctoral researcher and career development, by analyzing the potential of these communities, exploring one’s own communities, and discussing them with peers. The workshop addresses the function of researcher communities in early career researcher’s daily lives. The focus will be in analyzing researcher communities as a central resource for early career researchers’ doctoral journey and for their careers after doctoral degree. The workshop will start with short introduction into what is known about the role of researcher communities in researcher and researcher development based on prior research on the topic. Questions such as, why should we be interested in early career researcher’s engagement in researcher communities? How early career researchers’ perceive their researcher communities? And what kinds of practices researcher communities have, and how early career researcher participate in them?, will be addressed. After this participants will analyze their own researcher communities by using community plot, and discuss them in peer groups.
Writing Academic Papers in English
M.A. Samantha Brunt
Samantha Brunt teaches Academic English at Linguapolis, the University of Antwerp’s language institute, in Belgium. Besides teaching, she also works as a proofreader and editor of academic papers. Since graduating from the University of Birmingham (UK) with a degree in English, she has lived and worked in a number of countries and built up substantial experience of teaching academic writing, in particular. Her main professional interest lies in helping PhD students and researchers to improve the papers they write in English.
Samantha’s session at JURE will introduce participants to the key principles of academic writing and provide them with the tools to communicate complex ideas in English that is clear, concise and correct.
Website: https://www.uantwerpen.be/nl/personeel/samantha-brunt/
Writing a systematic review: The ultimate investment for your Phd!?
Dr. Eva Kyndt
Eva Kyndt is an assistant professor (tenure track) at the Centre for Research on Professional Learning & Development, and Lifelong Learning (KU Leuven – University of Leuven, Belgium). Her research focuses on workplace learning, approaches to learning, learning climate and the transition from education to work. She is a former coordinator of SIG4 Higher Education of EARLI (2011-2015) and served as an assistant editor for Educational Research Review (2010 – 2014). She is currently the Advisory Editor Education of Procedia – Social and Behavioral Sciences.
During this workshop I will introduce you to the wonderful journey you undertake when writing a systematic review. A journey which in short can be described as your most valuable, scientifically satisfying … worst nightmare. I realize that this might not sound to tempting, but I will convince you that it is journey worthwhile undertaking.
The workshop will start with a brief introduction about what a systematic review entails and which steps are usually taken in the process. Subsequently, we will go – in short - through these different steps (e.g., formulating a research question, defining key words, selecting databases, selecting studies, critical appraisal, analyzing studies*, …) starting from your own research interests. For each of the steps, I will provide some guidelines as well as ‘tips and tricks’ based on my own experience of writing review studies (e.g. Kyndt & Baert, 2013; Kyndt, Gijbels, Grosemans, & Donche, In press), the questions I received from my own PhD students (e.g., Vangrieken, Dochy, Raes, & Kyndt, 2015; Grosemans, Coertjens, & Kyndt, Submitted) as well as the information I picked up from my time as an Assistant Editor for the EARLI journal Educational Research Review (2010-2014).
The ambitious aim of this workshop is that participants – who are planning to undertake this amazing systematic review journey – have a first draft of their protocol ready at the end of the workshop. Participants are thus advised to think (on beforehand) about a possible topic they would like to study in the literature as a starting point for their protocol.
Website: https://ppw.kuleuven.be/o_en_o/pooll/personeel-extra-info/eva-kyndt#top
What to consider when writing an article into an international journal?
Prof. dr. David Gijbels and Emma Williams (Publishing director, Elsevier)
Emma Williams is a Publisher at Elsevier, with responsibility for the Education and History of Science Journal portfolios. Emma has worked for Elsevier since mid-2010, initially in Rights Management, and can often be found sharing interesting things on twitter @journals_emma.
The workshop aims to give the participants insight in what happens with a manuscript once it is submitted to a scientific journal: who takes a look at it? What decisions are made based on what criteria and what can an author do to increase the possibility to get a manuscript accepted? The participants and the workshop leaders will share 'tips and tricks, do's and don'ts' on how to get your work published.
Domain-specific workshops
Investigating what we are not aware of: Experiences from research on expertise
Prof. dr. Christian Harteis
Christian Harteis is Full Professor of Education, Educational Management and Research on Further Education at the University of Paderborn (Germany). His research interests comprise the wide area of professional learning and learning at the workplace, and particularly intuition and learning from errors. He conducted several empirical studies on intuition in various professional domains. He earned his PhD in 2002 from the University of Regensburg (Germany) and acts as Editor-in-Chief of the journal Vocations and Learning: Studies in Vocational and Professional Education.
The workshop briefly introduces the perspective of expertise research and its assumptions about knowledge and its development. The discussion will focus on unconscious mental processes (tacit knowledge, intuition, implicit knowledge) and their importance for expert performance as well as individuals’ daily behavior. Participants will develop ideas for empirical approaches to investigate those mental processes, and they will reflect upon examples of empirical research.
Engaging technology-mediated knowledge building in higher education – preventing boreout?
M.Ed. Lauri Hietajärvi and Me.Ed. Lauri Vaara
Lauri Hietajärvi is a PhD student and a learning enthusiast, focused on interest-driven learning and motivation across various settings. He’s also a former class teacher with experience in facilitating technology-mediated collaborative learning processes from elementary school and higher education to teachers’ in-service training.
Lauri Vaara is a PhD student and learning environment specialist working at the University of Helsinki. His expertise lies in the detailed pedagogical and corresponding physical design of hybrid learning environments. In addition, he’s a versatile educator in the field of educational psychology and an pedagogical ICT-expert.
Many of today’s students have been actively participating in various sociodigital settings for years before they entered universities. For some, these settings have provided dynamic and interest-driven learning experiences across various domains. What happens when at the university they are taken to a traditional classroom lecture and expected to develop dynamic and adaptive expertize on complex topics just by listening? Our session will expose some top notch technology-mediated knowledge practices for fostering engaging collaborative knowledge building in the context of higher education. The workshop consists of a short theoretical introduction and a corresponding hands-on exercise to enable the adoption of efficient and engaging pedagogical and digital practices in a blended classroom setting. BYOD or use our iPads.
Teamwork = Team Learning
Prof. Dr. Piet Van den Bossche
Organizations increasingly turn to team-based working to contend with the growing complexity of the environment in which they operate. Teams have the potential to bring multiple perspectives to bear on a problem, and may offer adaptability, productivity, creativity, innovation, … . Also in educational settings, collaboration with others is capitalized upon. All these different context, both in education and organizations, share the idea that to excel in a complex and uncertain environment, people need to both work and learn together.
This workshop wants to unravel this idea of team learning by providing different perspectives, taking into account the specificities of the contexts and tasks these teams are working with. Based on practical (research) examples, we will explore different significant issues in research on teams, such as leadership in teams, incorporating time in research designs, innovations in measurement, etc.
