Timetable for Courses for Research Higher Degrees Students in Semester 2, 2015-16 (as at January 5, 2016) Tentative and Subject to Change No. Division Course code & title Teacher(s) Primary Discipline Courses: 1 ITS EDUR8031 Data, Analytics and Learning (New offering) Minimum requirement for attendance Eligibility (for enrolment in Primary Discipline Courses by students in other Divisions) Primary discipline (Duration: 24 hrs) T K F Chiu 3 hrs X 8 sessions Course Research methods (Duration: 12 hrs) Tentative schedule Date: Jan 22, 29; Feb 5, 19, 26; Mar 4, 18; Apr 1, 2016 (Fri) Time: 6:30-9:30p.m. Venue: Room 301, Runme Shaw Building (RM301) 2 MSE EDUR8060 Methodological Issues in Educational Research: Experiences from International and Local Projects (Re-offering with modifications) Research Methods Course: 3 N/A EDUR7068 Developing Conceptual Frameworks and Theorizing in Educational Research (Re-offering without modifications) I A C Mok, F K S Leung, V W Y Yip 3 hrs X 8 sessions D Carless N/A 3 hrs X 4 sessions Date: Jan 19, 26; Feb 2, 16, 23; Mar 1, 15 & 22, 2016 (Tue) Time: 6:30-9:30p.m. Venue: Room 102, Eliot Hall (EH102) Date: Jan 23; Feb 6, 27; & Mar 19, 2016 (Sat) Time: 9:30a.m.-12:30p.m. Venue: Room 401-402, Meng Wah Complex (MW401-402) 1
Timetable for Courses for Research Higher Degrees Students in Summer Semester, 2015-16 (Con t) No. Division Course code & title Teacher(s) Minimum requirement for attendance Eligibility (for enrolment in Divisionbased Primary Discipline Courses by students in other Divisions) Primary discipline (Duration: 24 hrs) Course Research methods (Duration: 12 hrs) Tentative schedule Research Methods Course: 1 NA EDUR7100 Learning to Do Case Study Research: A Practical Approach (Re-offering without modifications) B H W Yung N/A 3 hrs X 4 sessions Date: Jul 2, 9, 16 & Jul 23, 2016 (Sat) Time: 2:00-5:00p.m. Venue: Room 203, Runme Shaw Building (RM203) 2
THE UNIVERSITY OF HONG KONG FACULTY OF EDUCATION Tentative and Subject to Change EDUR8031 Data, Analytics and Learning (Semester 2, 2015-16) Teacher(s): Dr Thomas Chiu Objectives: Digital educational resource developers, educators, and researchers recognize the value of data in improving not only learning and teaching, but also the educational environments. Analyses of learner data can provide valuable insights into the learning process to help educators better understand and optimize the learning environments. This enables universities, schools, and training organizations to improve the quality of learning. The era of learner data and analytics in education is an emerging area of research interest. This course provides an introduction to analytics in learning and how it is being deployed in formal and informal learning contexts. Learners will explore the logic of analytics, the basics of cleaning and using data, context analysis, predictive models and social networks analysis. We will discuss tools and analytics methods, such as linear regression and cluster analysis, as well as how to protect learner privacy and other rights. Pre-requisite: Nil Course structure: The class contact hour for the course is 24. There are 8 sessions of 3 hours each. The sessions will include online preparation, workshops, discussions, and brief lectures. The course consists of three sections: (1) Introduction to data and analytics in learning, (2) Predictive models, and (3) Social network analysis and other analytics methods. In section 1, students will be introduced to the use of learner data, the logic of analytics and basics statistical methods for learning. These will be illustrated with examples of empirical research. The role of different methods in learning will be critically examined and analyzed. In section 2, students will have opportunities to analyze learner data in various educational contexts. Analysis in such contexts will be used to illustrate major analytics methods for predicting and improving learner learning. In section 3, students will be introduced to basics of social network and other methods, and their uses for learning. These will be illustrated with examples of papers. The role of the methods in learning and education sectors will be critically examined. Key readings: Agbatogun, A. (2010). Self-concept, computer anxiety, gender and attitude towards interactive computer technologies: A predictive study among Nigerian teachers. International Journal of Education and Development Using ICT, 6(2), 683-692. Agudo-Peregrina, Á. F., Iglesias-Pradas, S., Conde-González, M. Á., & Hernández-García, Á. (2014). Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning. Computers in Human Behavior, 31, 542-550. Cooper, A. (2012). A brief history of analytics. CETIS Analytics Series, 1(9), 2-21. Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Boca Raton, Florida: CRC Press. 3
Desoete, A., Ceulemans, A., De Weerdt, F., & Pieters, S. (2012). Can we predict mathematical learning disabilities from symbolic and non symbolic comparison tasks in kindergarten? Findings from a longitudinal study. British Journal of Educational Psychology, 82(1), 64-81. Fidalgo-Blanco, Á., Sein-Echaluce, M. L., García-Peñalvo, F. J., & Conde, M. Á. (2015). Using Learning Analytics to improve teamwork assessment. Computers in Human Behavior, 47, 149-156. Hernández-García, Á., González-González, I., Jiménez-Zarco, A. I., & Chaparro-Peláez, J. (2015). Applying social learning analytics to message boards in online distance learning: A case study. Computers in Human Behavior. 47, 68-80 Shum, S. B., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society, 15(3), 3-26. Van Harmelen, M., & Workman, D. (2012). Analytics for learning and teaching. CETIS Analytics Series, 1(3), 2-40. Outcome: (a) An understanding of the value of data and analytics for learners and institutions; (b) An understanding of each of the different analytics methods in different educational contexts; (c) Skills to identify appropriate tools and methods to measure and analyze learner data; (d) Practical experience of the use of some analytic methods; and (e) Practical experience of analysis reporting. Assessment: Assessment Digital learning journal: Students will develop a reflective learning journal which comprises reflections on each of the topics covered in the module and reviews on papers of different analytics methods. Peers will review and provide comments on one another s journals. (40% of final grade) A final project report (2,500 3,000words): Students will identify appropriate analytics methods to analyze learner data, report the analysis, and suggest how to improve their learning and education sector. Literature review is required. (60% of final grade) Outcome(s) to be assessed a, b, c, d a, b, c, d, e Tentative Timetable: Date: Jan 22, 29; Feb 5, 19, 26; Mar 4, 18; Apr 1, 2016 (Fri) Time: 6:30-9:30p.m. Venue: Room 301, Runme Shaw Building (RM301) (Version as at December 7, 2015) 4
THE UNIVERSITY OF HONG KONG FACULTY OF EDUCATION Tentative and Subject to Change EDUR8060 Methodological Issues in Educational Research: Experiences from International and Local Projects (Semester 2, 2015-16) Teacher(s): Dr Ida Mok (coordinator), Prof. Frederick Leung, Dr Valerie Yip Objectives: critically evaluate methodological issues in science, mathematics and computing studies; reflect on the progress of their own studies; and apply skills and knowledge learned from this course to refine the design of their own studies. Pre-requisite: Nil Course structure: The module is based on 8 sessions of 3 hours duration each. Lectures / discussion / individual and group presentations will be organized in the sessions. Key readings: Clarke, D., Emanuelsson, J., Jablonka, E. & Mok, I.A.C. (Eds.) (2006). Making Connections: Comparing Mathematics Classrooms around the World. Rotterdam, The Netherlands: Sense Publishers. Clarke, D., Keitel, C. & Shimizu, Y. (Eds.) (2006). Mathematics Classrooms in 12 Countries: The Insiders Perspective. Rotterdam, The Netherlands: Sense Publishers. Hiebert, J., Gallimore, R., Garnier, H., Givvin, K.B., Hollingsworth, H., Jacobs, J., Chui, A.M.Y., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P. and Stigler, J. (2003). Teaching Mathematics in Seven Countries. Results From the TIMSS 1999 Video Study. National Center for Education Statistics, Washington DC. Kaur, B., Anthony, G., Ohtani, M., & Clarke, D., (Eds.). Student Voice in mathematics classrooms around the world. Rotterdam, The Netherlands: Sense Publishers B.V. Leung, F.KS. (2005). Some Characteristics of East Asian Mathematics Classrooms Based on Data from the TIMSS 1999 Video Study. Educational Studies in Mathematics, 60, 199-215. Mok, I.A.C. (2009). In search of an exemplary mathematics lesson in Hong Kong: An algebra lesson on factorization of polynomials. Zentralblatt fuer Didaktik der Mathematik (ZDM Mathematics Education). 41, 319-332. DOI 10.1007/s11858-009- 0166-8. Olson, J.F., Martin, M.O. & Mullis, I.V.S. (Eds.) (2008). TIMSS Technical Report. Boston: Centre for the Study of Testing, Evaluation and Educational Policy, Boston College. 5
Olson, J.F., Martin, M.O., & Mullis, I.V.S. (Eds.). (2008). TIMSS 2007 Technical Report, Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College Shimizu, Y., Kaur, B., Huang, R. & Clarke, D. J. (Eds.) (2010). Mathematical tasks in classrooms around the world. Rotterdam, The Netherlands: Sense Publishers. Stake, R.E. (1995). The Art of Case Study Research. London: Sage. TIMSS 2011 Technical Report (2012) retrieved at http://timssandpirls.bc.edu/methods/index.html Yin, R. (2009). Case Study Research: Design and Methods (4th ed.). Thousand Oaks, CA: Sage. Outcome: (a) critically evaluate methodological issues in science, mathematics and computing studies; (b) reflect on the progress of their own studies; and (c) apply skills and knowledge learned from this course to refine the design of their own studies. Assessment: Assessment Continuous Assessment Develop a reflective journal of your learning at different stages of the course. The portfolio will consist of: Items in the portfolio (1) One or two pieces of reflection (total number of words: ~ 1000) on the methodological issues of either the categories of research or projects discussed in the course. (30%) (2) Prepare a conference presentation that may relate to their theses, but are not clearly part of their theses. Write up the conference paper. (About 3000 words, 70%) a Outcome(s) to be assessed b, c Tentative Timetable: Date: Jan 19, 26; Feb 2, 16, 23; Mar 1, 15 & 22, 2016 (Tue) Time: 6:30-9:30p.m. Venue: Room 102, Eliot Hall (EH102) (Version as at July 28, 2015) 6
THE UNIVERSITY OF HONG KONG FACULTY OF EDUCATION Tentative and Subject to Change EDUR7068 Developing Conceptual Frameworks and Theorizing in Educational Research (Semester 2, 2015-16) Teacher(s): Prof. David Carless Pre-requisite: Nil Objectives: This course aims to develop amongst students a critical appreciation of the roles and characteristics of literature reviews, conceptual frameworks and theorizing in educational research. The course objectives are fourfold: To develop a critical appreciation of the nature, role and characteristics of conceptual frameworks in educational research To understand the role of the literature review and the qualities of well-executed literature reviews To develop amongst students a critical appreciation of how scholars theorize and express significance of their research To strengthen students abilities to develop suitable literature reviews, conceptual frameworks and significance in their own research Course structure: 4 sessions of 3 hours. Session 1: What is educational research? The role of the literature review; what does a good literature review look like? Key strategies in developing a literature review. What is a conceptual framework? How are conceptual frameworks developed? Conceptual frameworks and common educational research methods. Session 2: Developing a critical appreciation of literature reviews and conceptual frameworks. Pros and cons of different ways of presenting literature reviews and conceptual frameworks. Analyzing sample literature reviews and conceptual frameworks; developing a critical appreciation of literature reviews and conceptual frameworks; Session 3: The interplay between research methods and conceptual framework. The role of literature and conceptual frameworks in guiding the study and its data analysis. Introduction to principles and practices in data analysis: developing categories and themes; developing arguments and theoretical insights. What does it mean to theorise? How does one theorize? What evidence does one provide to support ones theorization? The relationship between conceptual frameworks and data; theory and findings. Creativity and theorization. Session 4: Writing up the theoretical significance of a study and generating theoretical insights. Showing and articulating the significance of your work. What kind of things might be included in the final chapter of a thesis? Theoretical significance, practical significance and implications for research methodology. Developing a critical appreciation of significance in educational research reports. 7
Key readings: Boote, D. & Beile, P. (2005). Scholars before researchers: on the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(3). Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research (Chapter 3 Reviewing the literature). Upper Saddle River, N.J: Pearson/Merrill Prentice Hall. Hills, J. & Gibson, C. (1992). A conceptual framework for thinking about conceptual frameworks: bridging the theory practice gap. Journal of Educational Administration, 30(4): 4 24. Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education and Teaching International, 44 (1), 93-105. Mullins, G. & Kiley, M. (2002). It s a Ph.D. not a Nobel Prize : how experienced examiners assess research theses. Studies in Higher Education, 27(4): 369 386. Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches (2 nd edition). London: Sage. Outcome: The intended outcomes of the course are for students to develop: (a) a critical appreciation of how literature reviews and conceptual frameworks are developed and used; (b) an understanding of different ways of articulating theoretical significance in educational research. Assessment: Emergent outcomes will largely depend on various factors, such as relevant prior learning, topic and methodology of own doctoral work and stage of progress in their doctoral studies. Written work (3,500-4,000 words) Assessment Outcome(s) to be assessed a and b An essay on their chosen research topic comprising a succinct, critical literature review and conceptual framework; and an outline of the anticipated significance of their work Note. Students are expected to go significantly beyond what they produced in their initial application to HKU. Tentative Timetable: Date: Jan 23; Feb 6, 27; & Mar 19, 2016 (Sat) Time: 9:30a.m.-12:30p.m. Venue: Room 401-402, Meng Wah Complex (MW401-402) (Version as at June 19, 2015) 8
THE UNIVERSITY OF HONG KONG FACULTY OF EDUCATION Tentative and Subject to Change Teacher(s): Dr Benny Yung EDUR7100 Learning to Do Case Study Research: A Practical Approach (Summer Semester, 2015-16) Objectives: Case study research is commonly used in educational research to illuminate issues and problems. It attempts not just to describe a case but explain why it is as such. In this course, through a hands-on approach of reviewing authentic case studies in various educational settings, methodological issues concerning case study research will be discussed. These issues include: identification, formulation and evolution of research questions, selection of cases, conducting and reporting classroom observations, interviewing and probing research subjects views and concerns, analytic techniques and data management, roles of the case researcher, interpretation as method, needs for triangulation, identifying themes for crosscase comparison, ethical issues, the issue of generalisability and writing up of cases. Wherever appropriate, common mistakes committed by research students in their case study reports will be shared. Pre-requisite: Nil Course structure: This course adopts a hands-on practical approach. Course participants are expected to work in collaborative learning groups integrating practices and theories. They will be given authentic data extracted from published work to analyze and interpret, and to draw cases of their own, which will then be compared to those of the original authors. Key readings: Stake, R.E. (1995). The Art of Case Study Research. London: Sage. Stake, R.E. (2010). Qualitative Research: studying how things work. New York: Guildford Press. Yin, R. (2009). Case Study Research: Design and Methods (4th ed.). Thousand Oaks, CA: Sage. Outcome: On completion of the course, students should be able to: (a) Discuss the methodological issues of case study research (b) Identify the range of practical alternatives available for solving the methodological issues involved, and evaluate their merits and demerits (c) Apply theories and skills learned in their own studies Assessment: Continuous assessment (20%) Develop a reflective journal of your learning at three different stages of the course: after the first session, in the middle of the course and towards the end. The entry at each stage should 9
be no more than 100 words. Feedback would be given to selected entries during the course. All the three entries should be complied together and submitted together with the essay below. Essay (80%) Identify ONE study which employed a case study methodology. Review and critique the study with a focus on whether the case study methodology had been adopted and implemented in an appropriate manner in relation to the research question(s). Provide suggestions on how the study could have been improved. (Word limit: about 3000 words.) Attach the study as an appendix to the essay. The following table show how various requirements of the essay assignment aligns with the learning outcomes: Specific requirement of essay assignment Outcome(s) to be assessed Conduct a literature review in a field of your interest. Identify three c studies which employed a case study methodology. Review and critique each of the studies at depth with a focus on a, b whether the case study methodology had been adopted and implemented in the most appropriate manner in relation to the research question(s). Rank the three studies in order of their attendance to methodological a, b, c issues of case study research. Justify your rank order and provide suggestions on how the studies a, b, c could have been improved. Tentative Timetable: Date: Jul 2, 9, 16 & Jul 23, 2016 (Sat) Time: 2:00-5:00p.m. Venue: Room 203, Runme Shaw Building (RM203) (Version as at June 19, 2015) 10