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1 CAQDAS for instructorstudent collaboration in graduate level methods courses Trena Paulus, University of Tennessee Ann Bennett, University of Tennessee

2 The problem Packed curriculum in methods courses Demand by students to learn new tools Lingering debates around software use Little known about CAQDAS learning in context of methods courses

3 The solution University-wide site license & tech support (Ann Bennett) (ATLAS.ti and now NVivo) Required use of ATLAS.ti across three advanced methods courses Project management first, analysis second

4 The questions What was the experience of requiring/ being required to use ATLAS.ti as part of advanced qualitative methods courses? What best practices can be identified for the use of CAQDAS tools in methods courses?

5 The study Reflective practice Case study 32 students across 3 courses Reflective blog posts, instructor reflections, course evaluations, course syllabi/materials/announcements, consultation logs

6 The context Semester Class n Course assignments Spring 2013 Summer 2013 Fall 2013 Advanced qualitative research methods in education Digital tools for qualitative research Discourse analysis in educational environments Project proposal Two progress reports Final report Methodological literature review and/or analyzed data Two skill builder reports (transcribing, lit review, field notes, analysis) Methods section of proposal Mini lit review Transcribing audio/video files Data analysis & feedback throughout semester

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11 Themes: Learner experiences 1. Being required to learn ATLAS.ti 2. Being supported in their learning 3. Choosing what to learn 4. Helping others learn 5. Putting learning to use

12 Being required to learn I would be lying if I said that I wasn't at first very resistant to the idea of ATLAS.ti as a data analysis tool... First and foremost, the program isn't available for my [Mac] machine, and second it would take away the kinesthetic maneuvering of data that I have become accustomed to. That being said, I am now glad that I was "forced" to learn the program, and in partnership with the ipad application, I can see it being a valuable tool in the future.

13 Being supported in learning It was really nice having Ann for technical support. Dr. Paulus was able to teach the class and give use useful tips for how to utilize the functions of the software and Ann was able to give technical support... Ann s support added an extra boost of confidence, because she was able to troubleshoot technical problems in a matter of minutes.

14 Choosing what to learn Although I am well underway in my literature review... I need to do a better job of justifying its components... As I have begun using ATLAS.ti, I have immediately been able to see its benefits. By coding according to my literature review subheadings, I have been able to properly track quotes, points, and arguments throughout my literature and integrate them into the body of my work.

15 Helping others learn My chair and I have been working on a project together, and I uploaded all of our readings into ATLAS.ti. When we had our first discussion, I had coded all of the readings and could quickly reference a quote or a memo to elaborate on our conversation. I think she was pretty amazed at the tool and she could see how the program wasn t coding anything for me this was an assumption she came to the table with...

16 Putting learning to use...i can t imagine trying to analyze my research without a program like ATLAS.ti. I can t even begin to imagine what it would be like trying to sift through mounds of highlighted paper... One way or another I will be using software to analyze for the rest of my professional career. So, I am super appreciative to have been taught to use ATLAS.ti even if it was a huge pain in the rear trying to learn.

17 Best practices 1. Providing adequate access to the software and technical support. 2. Balancing methodological and technical instruction. 3. Creating meaningful student assignments.

18 1. Access & support Site license launch Windows machine Shared drive Individual consultations w/ dedicated graduate assistant support Bundling Mac users Transcript synchronizing

19 2. Balance of method & ATLAS.ti Assignments situated in students own studies & phases of research process Just in time practice HU demonstration: tips for efficiency, organization Troubleshooting outside of class

20 3. Meaningful assignments Choice of features: Literature review, transcription, data analysis, project management Justification for use of tools as practice for talking with committee members Both instructor and peer feedback: modeling teamwork, transparency

21 ATLAS.ti wow. I think about where I was almost a year ago with ATLAS.ti, and the phrase You ve come a long way, baby comes to mind. I remember purchasing ATLAS and thinking What in the world? when I opened it up for the first time. Now, I feel really comfortable with ATLAS.ti and look forward to using it for my comps and my prospectus and my dissertation work.

22 Thank you Questions?

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