Scientific Representation and Science Learning

Matta, Corrado

doi:10.1080/23265507.2014.989900

Cited by 2 publications

(1 citation statement)

References 26 publications

(28 reference statements)

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“…Our theoretical perspective conceives visualizations and diagrams as tools for inference, that is, artifacts that sanction competent researchers drawing a conclusion about a target (Suárez, 2003;Matta, 2014). Therefore, from this methodological perspective, we discuss what kinds of conclusions can be sanctioned by the visualization above.…”

Section: Visualizations As Tools For Qualitative Analysismentioning

confidence: 99%

Automatized visualization methods for the qualitative analysis of teachers' collegial discussions

Matta¹,

Kaufmann²,

Ryve³

2022

NTQR

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In this paper, we discuss a set of procedures for the visualization of conversation data, based on machine learning and text mining algorithms. The methodological function of these visualization methods is to support (rather than substitute) humanistic and interpretive qualitative data analysis. The context of our methodological discussion is the study of teachers’ learning communities. Enabling collegial learning among teachers has been argued to play a pivotal role in both teachers’ professional development and students’ learning. The problem is that the interpretive study of collegial discussions among teachers, which are typically considered a fruitful context for the study of teachers' collegial learning, is both time-consuming and cognitively demanding. Several scholars have discussed the potential of including machine learning and text mining in the toolbox of qualitative data analysis as a way to analyze large qualitative data sets and solve the time demand problem. However, the literature discussing the use of machine learning and text mining for qualitative research typically conceives the algorithms as substitutes for the work of the researcher. These automatized approaches are introduced to categorize the data, substituting the researcher in the analysis process. In contrast, we discuss the potential rewards of using automatized methods to support the analysis of teachers’ collegial discussions. We introduce a set of visualization procedures based on semi-supervised topic modeling and supervised classification algorithms and discuss how these visualizations can provide additional elements useful for the analysis of collegial discussions. Whereas these visualizations do not substitute interpretive analysis, we argue that they can support researchers’ interpretations by reducing data, identifying patterns of interactions, and possibly, visualizing group-level learning.

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Section: Visualizations As Tools For Qualitative Analysismentioning

confidence: 99%

Automatized visualization methods for the qualitative analysis of teachers' collegial discussions

Matta¹,

Kaufmann²,

Ryve³

2022

NTQR

Self Cite

View full text Add to dashboard Cite

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Collaborative digital textbooks – a comparison of five different designs shaping teaching and learning

Kempe

Grönlund

2019

Educ Inf Technol

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Collaborative Digital Text Books (cDTB) are emerging artifacts in Swedish schools, combining the quality assured content of traditional paper and digital text books with affordances for multimodal representation of knowledge, differentiated instruction, communication, collaboration, documentation and with varying learning activities. cDTB are meant to cover the content of the curriculum and provide a consistent learning environment. We analyzed and compared design features in five brands on the market 2017. The analytic comparison indicated that the studied cDTB are built on differing notions of how knowledge is represented as well as on how learners and teachers were supposed to engage with the content. The analysis revealed three types of cDTB distinguished by the way the information and social artifacts are designed. Type 1 resembles a traditional text book with limited multimodal representations of content, tools for working with the content, and tools for communication. Type 2, conversely, is rich in all these aspects but still rely on mainly pre-fabricated content. Type 3 takes a radical approach to content production and leaves it completely up to teachers to produce and share content. The result suggests three very different roles and levels of influence for the cDTB users. Regarding content, the study shows that cDTB are more versatile and quality confirmed learning environments in comparison with: digital "book in a box"; learning designs employing scattered digital resources that are not quality assured; and various digital tools that have no clear connection with the curriculum. The paper contributes to practice with the understanding that before starting to use cDTB there is a need to grasp that the choice of digital learning environment is a choice among very different designs.

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Scientific Representation and Science Learning

Cited by 2 publications

References 26 publications

Automatized visualization methods for the qualitative analysis of teachers' collegial discussions

Automatized visualization methods for the qualitative analysis of teachers' collegial discussions

Collaborative digital textbooks – a comparison of five different designs shaping teaching and learning

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