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2020/2021

Education Research III: ITC Tools in the Research Process

Code: 43200 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OB 0 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Antoni Santisteban Fernández
Email:
Antoni.Santisteban@uab.cat

Use of Languages

Principal working language:
catalan (cat)

Teachers

Mariona Espinet Blanch
Josefina Sala Roca
Isabel Alvarez Canovas
Lluis Albarracin Gordo
Laura Arnau Sabates

Prerequisites

No

Objectives and Contextualisation

This unit focuses on the possibilities and limitations of ICT (Information and Communications Technology) in the service of educational research.

Competences

  • Analyse data according to its nature and present results in accorance with the research proposals.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Communicate the research results, knowledge acquired and the implications for practice, and adapt the register to the public and formal protocols.
  • Continue the learning process, to a large extent autonomously.
  • Recognise and evaluate the potential and limitations of the instruments and strategies.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  • Work in teams and with teams in the same or interdisciplinary fields.

Learning Outcomes

  1. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  2. Continue the learning process, to a large extent autonomously.
  3. Defend the research carried out orally, using the appropriate technology.
  4. Efficiently manage statistical packages and interpret the results obtained.
  5. Evaluate the potential and limitations of different types of analysis and the computer programs that allow it to be carried out.
  6. Evaluate the potential and limitations of the different instruments and strategies for data collection.
  7. Identify the appropriate forums for disseminating research results in education.
  8. Recognise applied research in education as a tool of continual innovation and educational and social improvement.
  9. Recognise responsibility to society of professional education researchers.
  10. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  11. Understand the possibilities and limitations of information and communication technology for educational research.
  12. Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  13. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  14. Work in teams and with teams in the same or interdisciplinary fields.
  15. Write scientific summaries to be presented to different audiences.

Content

-       Information management and literacy: databases, search engines, bibliographic managers, etc.

-       Data analysis: textual, visual, quantitative, qualitative, mixed methods (SPSS, Nvivo, Atlas-Ti, MaxQDA ...).

-       Dissemination and popularization of science: research portals, digital magazines.

-       Research Report and communication of research results.

-       Writing scientific papers.

-       Communication of research results and implications for practice. Hearings and protocols. 

Methodology

TEACHING METHODOLOGY AND TRAINING ACTIVITIES:

 - Lectures by the teacher.

- Reading articles and documentaries.
- Analysis and discussion of articles and documentary sources.
- Classroom practice: solving problems/cases/exercises.
- Oral presentation of work.
- Tutorials.

Guided activities


- Lectures by the teacher.
- Classroom practice: solving problems/cases/exercises.

Supervised activities 

-       Tutorials.

-       Analysis and discussion of articles and documentary sources.

Individual activities

-       Reading articles and documentaries, case studies and information literacy.

 

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Classroom practice: solving problems/cases/exercises. 30 1.2 5, 3, 4, 12, 15, 14
Lectures by the teacher 20 0.8 11, 7, 8, 9
Type: Supervised      
Analysis and discussion of articles and documentary sources 40 1.6 5, 11, 3, 4, 12, 15, 14
Tutorials 30 1.2 5, 11, 7, 8, 9
Type: Autonomous      
Reading articles and documentaries, case studies and information literacy 30 1.2 5, 11, 7, 12, 8, 9, 15

Assessment

ASSESSMENT

- Attendance and participation in all sessions
- Activities during the development of the module
- Report/individual work of the module

Assessment will be done through these activities.
The final grade is the weighted average of the planned activities. In order to apply this criterion, you must obtain at least the grade of 4, out of 10, on all the activities, performed during the development of the report.
Class attendance is absolutely mandatory. To obtain a positive final evaluation, you must have attended a minimum of 80% of the classes.
The review of the tests will be performed individually.

  

Assessment activities

 

- Class attendance and participation in discussions.
- Report/individual work module.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Activities during the development of the module 30% 0 0 6, 5, 3, 7, 12, 2, 8, 9, 15, 14
Attendance and participation in all sessions 20% 0 0 11, 3, 4, 7, 8, 9, 15, 14
Report/individual work of the module 50% 0 0 6, 5, 11, 3, 4, 12, 10, 1, 2, 15, 13

Bibliography

BIBLIOGRAPHY

 

CABERO, J., BARROSO, J., AND LLORENTE, MC. (2010) El diseño de Entornos Personales de Aprendizaje y la formación de profesores en TIC. In: Digital Education Review, 18, 27-37. [Accessed: 14/01/2013] Retrieved from: http://greav.ub.edu/der

CANALS R.  (2007). La argumentación en el aprendizaje del conocimiento social. Enseñanza de las Ciencias Sociales. Revista de Investigación, 6, 49-60.

CLERICI, C. (2013): Lectura y escritura de textos académicos y científicos. Accés web: https://www.academia.edu/3218131/Lectura_y_escritura_de_textos_acad%C3%A9micos_y_cient%C3%ADficos

FORTANET, I. (coordinadora), 2002. Cómo escribir un artículo de investigación en inglés. Alianza Editorial, 218 p.

GARCÍA ÁLVAREZ DE TOLEDO, J. Y FERNÁNDEZ SÁNCHEZ, R. (2011). Difusión y divulgación científica en Internet. Asturias: Gobierno Principado de Asturias. Accés web: http://ria.asturias.es/RIA/bitstream/123456789/1661/1/Difusion-y-divulgacion-cientifica-en-Internet.pdf

HERNÁNDEZ, R.; FERNÁNDEZ, C.; BAPTISTA, P. (2003). Metodología de la investigación. 3ª ed. Méjico, D.F.: McGraw-Hill

HERNANDEZ, R.; FERNÁNDEZ, C.; BAPTISTA, P. (2007). Fundamentos de metodología de la investigación. Madrid. McGraw-Hill

JARIOT, M. y RODRÍGUEZ PARRÓN, M. (2007). La formación por competencias profesionales. Evaluación y mejora de las competencias del profesor de formación vial desde un modelo de cambio de actitudes. Educación XX1, . 107-136.

JUSTE, R. et al. (2009). Estadística aplicada a la educación. Madrid: Pearson

MACMILLAN, J. I SCHUMAQUER, S. (2005). Investigación educativa. 5a. Ed. Madrid: Pearson.

Manual de usuario Refwoks. Document electrònic: http://www.upo.es/biblioteca/export/sites/biblioteca/bib_digital/documentos/manual_refworks.pdf

MATEO, V.; SORIANO, M.; Y GODOY, C. (2009). Un estudio descriptivo sobre el acoso y violencia escolar en la educación obligatoria, Escritos de Psicología, Vol. 2, nº 2, pp. 43-51

PARDO, A.; RUIZ, M.A. (2005). Anàlisis de datos con SPSS 13. Madrid. Mc Graw Hill.

QUINTANA, J. Y HIGUERAS, E. (2007). Les Webquest, una metodologia d’aprenentatge cooperatiu basada en l’accés, el maneig i l’ús d’informació de la xarxa. Quaderns de docència universitària, no 11. ICE. Universitat de Barcelona. Accés web: http://diposit.ub.edu/dspace/bitstream/2445/1921/1/QDU_11.pdf

RIGO, A. & GENESCÀ, G. 2002. Cómo presentar una tesis y trabajos de investigación. Eumo-Octaedro, 157 p.

SAN MARTIN, D. (2014) Teoría fundamentada y Atlas ti: recursos metodológicos para la investigación educativa. Revista electrónica de Investigación Educativa, 16(1),104-122. http://redie.uabc.mx/vol16no1/contenido-sanmartin.html

SANTAMARÍA, F. (2008). Posibilidades pedagógicas: redes sociales y comunidades educativas. Telos: Cuadernos de comunicación e innovación, 76, 99-109.Accés web: http://sociedadinformacion.fundacion.telefonica.com/telos/articulocuaderno.asp@idarticulo%3D7&rev%3D76.htm

SIEMENS, G. & TITTENBERGER, P. (2009). Handbook of Emerging Technologies for Learning – HETL. Canada: University of Manitoba’s Learning Technologies Centre and Extended Education.

SLAFER, G. (2009). ¿Cómo escribir un artículo científico? Revistade Investigación en Educación, 6, pp.124-132.

Universidad Pedagógica Nacional (2009). Base de datos ERIC (Education Resources Information Center). Manual de uso. Document electrònic: http://biblioteca.ajusco.upn.mx/pdf/m.eric.pdf

VALLEJO, M.; ROJAS, C. Y FERNÁNDEZ CANO, A. (2002). Sesgos relativos al género en las políticas editoriales de revistas científicas españolas del campo de la educación [GenderBiases in Editorial Policy of SpaniardScientificJournals in the Field of theEducation]. RELIEVE. vol. 8, núm. 2.

 

SOFTWARE 

IBM (2010). Manual del usuario del sistema básico de IBM SPSS Statistics 19. Document electrònic: http://www.szit.bme.hu/~kela/SPSSStatistics%20%28E%29/Documentation/Spanish/Manuals/IBM%20SPSS%2

0Statistics%2019%20Core%20System%20User%27s%20Guide.pdf
GNU PSPP (2005). PSPP User Guide. Document electronic: http://www.gnu.org/software/pspp/manual/pspp.pdf

 

SOFTWARE 2

Domínguez, Daniel; Beaulieu, Anne; Estalella, Adolfo; Gómez, Edgar; Schnettler, Bernt & Read, Rosie (2007). Etnografía virtual. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 8(3), http://nbn- resolving.de/urn:nbn:de:0114-fqs0703E19

Koch, Sabine C. & Zumbach, Jörg (2002). The Use of Video Analysis Software in Behavior Observation Research: Interaction Patterns in Task-oriented Small Groups. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(2), Art. 18; http://nbnresolving.de/urn:nbn:de:0114-fqs0202187

MAXQDA, The Art of Data Analysis. Reference Manual. Document electrònic:

http://www.maxqda.com/download/manuals/MAX11_manual_eng.pdf

Muñoz, J. (2003). Análisis cualitativo de datos textuales con ATLAS/TI. Document electrònic: http://www.ugr.es/~textinfor/documentos/manualatlas.pdf

Laukkanen, Mauri (2012). Comparative Causal Mapping and CMAP3 Software in Qualitative Studies [59 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 13(2), Art. 13, http://nbn- resolving.de/urn:nbn:de:0114-fqs1202133

Revuelta, F.I. y Sánchez, M.C. (2012). Programas de análisis cualitativo para la investigación en espacios virtuales de formación. Document electrònic: http://campus.usal.es/~teoriaeducacion/rev_numero_04/n4_art_revuelta_sanchez.htm

 

WEBS

http://www.maxqda.com/ 

http://www.maxqda.com/service/manuals  

http://www.atlasti.com/index.html (web ATLAS/TI).

http://www.eval.org/Resources/QDA.asp (Qualitative Software. American Evaluation. Association).

http://www.gnu.org/software/pspp/pspp.html 

http://www.refworks.com/ 

www.refworks.com/es/  

http://www.eric.ed.gov/  

http://biblio.universia.es/catalogos-recursos/bases-datos/  

http://biblio.universia.es/catalogos-recursos/metabuscadores/ 

http://biblio.universia.es/catalogos-recursos/revistas-digitales/ 

http://www.qsrinternational.com/other-languages_spanish.aspx 

Redes sociales abiertas para investigadores 

ResearchGate (http://www.researchgate.com)

Academia (http://www.academia.edu)

Feelsynapsis (http://www.feelsynapsis.com)