TIA130 Applied Research Methods and Design, 15 HEC, spring 2015
Please add the readings and, if possible, the activities you would like to run during your week. Activities can be run across three days each
week for a total of 9 hours (Tue-Wed-Thu), but feel free to organize them over two days (as I do). Activities can include lectures,
presentations, reading seminars, data sessions, etc.
Marisa Ponti (MP) course leader, Dept of Applied IT, marisa.ponti@ituniv.se.
Lecturers: Wolmet Barendregt (WB), Torbjörn Ott (TO), Igor Stankovic (IS), Oskar Lindwall (OL), Alexandra Weilenmann (AW), Thomas Hillman
(TH), Mattias von Feilitzen (MF), Christopher Kullenberg (CK), Version: 2014
Classes will take place at the Dept. of Applied IT
Week
Day
Time
Theme and lecturers
To read
Room
04 (1)
20.01
9-12
13-16
Morning: Introduction to the course (MP);
 Presentation Knowledge Lab (MF)
10:00-11:00
 Finding the most cited research (CK)
11:00-12:00
Perry, F. L., & Nichols, J. D. (2015). Understanding Research in
Education (pp. 3-35) Routledge: New York.
Quark
Georgas, H. (2013). Google vs. the library: Student preferences and
perceptions when doing research sign Google and a federated search
tool. Libraries and the Academy, 13(2), 165-185.
Afternoon: Lecture and Exercise:


Understanding the nature of research
and Where to find research (MP)
Design-Thinking: What is It?
Generating Questions: ask everyone for their
questions about the text. Various methods can be
used for generating and collecting questions, as well
as bringing the questions into the discussion. -
Sas, C., Whittaker, S., Dow, S., Forlizzi, J., & Zimmerman, J. (2014).
Generating implications for design through design research. In
Proceedings of the 32nd annual ACM conference on Human factors in
computing systems (CHI '14). ACM, New York, NY, USA, 1971-1980.
DOI=10.1145/2556288.2557357
http://doi.acm.org/10.1145/2556288.2557357
Week
Day
Time
Theme and lecturers
To read
Room
Bowell, T., & Kemp, G. (2002) Critical thinking: A Concise Guide (pp. 141). Routledge: London.
Piazza
Finding Illustrative Quotations: ask each student to
find one or two quotations from the assigned text
that he/she found particularly significant
(liked/disliked/best illustrates major thesis/difficult
to understand/key symbol/etc). Read aloud and
discuss.)
21.01
9-12
Reading seminar (MP)
Pring, R. (2000). The `false dualism' of educational research. Journal of
Philosophy of Education, Vol. 34, No. 2, 247-260.
05 (2)
06 (3)
27.01
9-12
13-16
Lecture and Workshop: Major components of
published research and Understanding
Research Designs (MP)
Morning:
Afternoon:
Perry, F. L., & Nichols, J. D. (2015). Understanding Research in
Education (pp. 37-108). Routledge: New York.
Quark
28.01
09-12
Exercise (MP)
Articles selected by the students using the method presented by CK
Piazza
Formative usability evaluation and survey (WB
and TO)
Young, K. A. (2005) Direct from the source: the value of ‘think-aloud’
data in understanding learning. Journal of Educational Enquiry, Vol. 6,
No. 1, 19-33
Quark
03.02
9:00-16:00: Lectures and Exercises
Charters, E. (2003) The Use of Think-aloud Methods in Qualitative
Research An Introduction to Think-Aloud Methods. Brock Education
Journal Vol 12, No 2.
http://brock.scholarsportal.info/journals/brocked/home/article/view/
38/38
Week
Day
Time
Theme and lecturers
To read
Room
Cohen, L., Manion, L., Morrison, K. (2013) Research Methods in
Education 7th edn. Taylor and Francis. Chapter 8 & 13.
E-book available through http://ub.gu.se
07 (4)
05.02
9:00-15:00: Lectures and Exercises
10.02
Computational methods (IS)
Piazza
Sanchez, G. (n.a.) Getting data from the web with R. (Sections 1, 2, 7,
8). Retrieved from http://gastonsanchez.com/work/webdata/
9:00-12:00
Mai, P., & Chamberlain, S. (2014). Web Technologies Task View. The R
Journal, 6(1), June, pp. 178-181
Retrieved from http://journal.r-project.org/archive/2014-1/mairchamberlain.pdf
Liu, H., & Gundecha, P. (2012).
Mining social media: a brief introduction - A tutorial in operations
research. Presented at INFORMS 2012 (61 pp.). Retrieved from
www.public.asu.edu/~pgundech/book_chapter/smmSlides.pdf
Boeing, G. (2014). Web scraping introduction. D-Lab, University of
California, Berkeley (30 pp.). Retrieved from
http://dlab.berkeley.edu/sites/default/files/training_materials/webscraping-talk%20.pdf
Pew Research Center (2014). How
we analyzed Twitter social media networks with NodeXL (23 pp.)
Retrieved from http://www.pewinternet.org/files/2014/02/How-weanalyzed-Twitter-social-media-networks.pdf
Piazza
Week
Day
Time
11.02
Theme and lecturers
To read
Computational methods (IS)
Room
Quark
9:00-12:00
12.02
Computational methods (IS)
Piazza
9:00-12:00
08 (05)
17.02
9-12
13-15
Ethnographic research (Videoanalysis ) (OL)
Lecture and readings
Video Workshop
Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman,
R., . . . Sherin, M. G. (2010). Conducting video research in the learning
sciences: Guidance on selection, analysis, technology, and ethics.
Journal of the Learning Sciences, 19(1), 3-53.
Piazza
Goodwin, C. (1994). Professional vision. American Anthropologist,
96(3), 606-633.
Hindmarsh, J., & Heath, C. (2007). Video-based studies of work
practice. Sociology Compass, 1(1), 156-173.
Lymer, G., Ivarsson, J., & Lindwall, O. (2009). Contrasting the use of
tools for presentation and critique: Some cases from architectural
education. International Journal of Computer-Supported Collaborative
Learning, 4(4), 423-444. doi: Doi 10.1007/S11412-009-9073-9
18.02
19.02
Exercise: make recordings in groups (OL)
9-15
Data sessions and workshop on
representations (OL)
Piazza
Week
Day
09 (06)
24.02
Time
Theme and lecturers
To read
Ethnographic research (Mobile Technology &
Social Media) (AW)
Brown, B., McGregor, M., & Laurier, E. (2013). iPhone in vivo: video
analysis of mobile device use. In Proceedings of the SIGCHI Conference
on Human Factors in Computing Systems (pp. 1031-1040). ACM.
Chalfen, R. (1987). Snapshot Versions of Life. Bowling Green State
University Popular Press. Chapter 2: Social Organization, Kodak
Culture, and Amateur Photography
Hughes, J. A., Randall, D., & Shapiro, D. (1992). Faltering from
ethnography to design. In Proceedings of the 1992 ACM conference on
Computer-supported cooperative work (pp. 115-122). ACM.
Goffman, E. (1963). Behavior in public places: notes on the social
organization of gatherings. New York. Part 1: Introduction and Part 2:
Unfocused Interaction
Hillman, T. and Weilenmann, A. (in review). Situated social media use:
A Methodological Approach to Locating Social Media Practices and
Trajectories. In submission to the SIGCHI Conference on Human
Factors in Computing Systems (CHI 2015).
Weilenmann, A., Hillman, T., & Jungselius, B. (2013). Instagram at the
museum: communicating the museum experience through social
photo sharing. In Proceedings of the SIGCHI Conference on Human
Factors in Computing Systems (pp. 1843-1852). ACM.
25.02
Room
Week
Day
Time
Theme and lecturers
To read
Room
Current trends in research Guest lecturer: CK
10:00-12:00
”Mapping communities in social media - a
methodological workshop”
No readings
Piazza
26.02
10 (7)
03.03
Franzi Em
“Learning Analytics”
13:00-15:00
11 (8)
04.03
No readings
05.03
No readings
10.03
11.03
Design-based research (TH)
Week
Day
Time
Theme and lecturers
To read
Room
17.03
9-12
13-16
Designing a research proposal (MP)Preparing the final assignment
Bell. J. (2010). Doing your research project [Elektronisk resurs]: a guide
for first-time researchers in education, health and social science.
McGraw-Hill Open University Press (pp. 27-43).
Piazza
18.03
9-12
24.03
9-12
13-16
Presentation final assignment (MP)
Quark
25.03
9-12
13-16
Presentation final assignment (MP)
Piazza
12.03
12 (9)
13(10)
Piazza
"The purpose of ten-week course "Applied Research Methods and Design" is to provide an intensive training in contemporary research methods. During the course students
will learn how to design and conduct research to examine issues raised by the use of educational technologies. Students will also learn how to apply research results. During
the course, students will analyze data to understand what type of implications are generated to design social and digital interventions that support learning, and how those
implications for design are generated."