Conversations and disclosure analysis online
Conversations and disclosure analysis online: Developing and implementing an online resource for cross-disciplinary use in blended teaching.
Principal applicant: Sue Widdicombe
Additional team members:
- Joseph Gafaranga, School of Philosophy, Psychology and Language Sciences (PPLS)/ Linguistics & English Language
- Peter Lamont, PPLS / Psychology
- Eric Laurier, GeoSciences / Human Geography
- Andy McKinlay, PPLS / Psychology
- Kate Orton-Johnson, SPS / Graduate School
Provisional start and end dates: 1 October 2010 - 30 September 2011
This innovative, interdisciplinary e-learning project aims to enhance the teaching and learning of two core approaches to analysing qualitative data, Conversation Analysis (CA) and Discourse Analysis (DA). CA and DA are, or have been, taught at undergraduate and postgraduate levels in Psychology, Linguistics, Geography and the Graduate School of Social and Political Studies.
The nature, history, theory and application of CA and DA are appropriately taught through conventional (face-to-face) methods. Learning to do CA and DA, however, requires a practical, hands-on approach involving ‘data analysis sessions’.
Our aim is to develop an e-learning resource that is flexible enough to allow its use by various disciplines in a blended learning approach, as well as for independent study. In each of seven independent modules, students will be presented with worked examples of particular principles, then with further data and exercises through which to consolidate learning through practice and application. A short self-assessment test will provide feedback and build confidence in growing analytic skills.
‘On course’ students will be able to access the resource through WebCT, alongside course-specific information and discussion boards for posting analytic observations and reflection on the process of analysis.
‘Off course’ students and those outwith the University will also be able to access the resource: directly through www.sedit.org.uk or via a link to it via the Higher Education Academy website. It thus has the potential to become a national resource, and its integration within different courses provides a unique opportunity to evaluate blended e-learning in different contexts.