For over years, lecturing has been recommended as one of the best training tools. However, within the recent years, lecturing has been associated with certain limitations. Nevertheless, lecturing can be a useful tool if its shortcomings are addressed. Some of the instances where lectures work efficiently are in explaining theoretical concepts. In addition, lectures work effectively in motivating students towards realizing their objectives. For example, at the University, the lecturer used this tool to tell us life experiences of most prominent people in the country to relate. Cavas, Ertepinar & Teksoz (2014, p.487) gives that another instance whereby lecturing work effectively is when teaching how students can represent their ideas effectively. The main reason why the lecturers at my university engaged in lecturing was not only for us to develop knowledge, but to be able to realize how we can present concept at the school and in the real-world situations (Newton, Turcker, Dawson, & Currie, 2014, p.35). The other instance when lectures work effectively is when the objective of the lecturing is inspirations. Rather than holding the online discussion, lecturing can ensure that the lecturer feed the audience with the needed inspiration. The lecture can have most effectiveness if the speaker is eloquent and filled with enthusiasm. This spirit makes students vibrant in discussing the concepts being taught. Cavas, Ertepinar & Teksoz (2014, p.486) argues that lectures cannot be useful if there lacks complimentary ‘ingredients’. Ingredients, in this case, mean a high level of humor of the lecturer and allowing a participatory mode of learning. Whenever there is group discussion in lecturing, it is guaranteed that the results will be promising than when there is not.
However, there are some occasions when lectures are less effectively. One of these instances is when it replaces self-apprenticeship. There are some cases when a student needs to learn by himself or herself. Lecturing this student at this time will bring a sense of confusion to his or her studies (Newton, Turcker, Dawson, & Currie, 2014, p.33). The other instances when lectures are less effectively is when it is overextended such that it ends up making students exhausted and bored. In my university, some of the lectures could lecture for four hours that made us develop the negative attitude toward the subject, thereby making us fail terribly in the respective exams. The implication of this is that the students will forget the captured concepts easily. Lecturing without group activities is very ineffective (Cavas, Ertepinar & Teksoz, 2014, p.489). For instance, at my university, the lecturer teaching social theories was unable to incorporate group discussion. Therefore, more questions were left unattended, and students were unmotivated. When lectures are poorly executed, ineffectiveness usually results. For example, at my respective university, the lecturer unintentionally leaves some slide on PowerPoint unexplained. This leaves us with the confusion of what the unexplained parts were meant to educate us with. In addition, Cavas, Ertepinar & Teksoz (2014, p.481), argues that communication style used by the lecturer can determine whether the lecture will be effective or not. When the lecturer stammers frequently or speaks with less enthusiasm, students are more likely to fail in such training. Observably, when there is little involvement of group discussion, lectures will be less effective. This is because critical areas will not be appraised, as the platform to discuss them lacks.
References
Cavas, B., Ertepinar, H., & Teksoz, G. (2014). Sustainability in school of education in Turkey: in the words of lectures. Journal of Baltic Science Education, 13(4), 469-482.
Development of new educational toys for 6-10 year olds
Development of new educational toys for 6-10 year olds
Order Instructions:
Course Project Part 1—Due Week 2
For Part 1 of the Course Project, assume you have been appointed project manager of a new project for your organization. Your first assignment is to create a scope statement and WBS for this project.
For this part of the Course Project, you select a project of your choosing. This selected project will be used in Project Part 1 and Project Part 2. I suggest you verify with your instructor the suitability of your selected project by the end of Week 1.
Select a project of personal interest. For example, select a project where you can identify realistic cost and scheduling concerns. Opening a small retail storefront or a franchise is one example. When selecting your project, keep in mind the goal of CP-1 is to create a scope statement and WBS. In Project Part 2, you will need to create a budget and schedule for this project. Choose something relatively straightforward. For example, simple start-ups, such as pizza or fast-food franchises, work well because information is readily available. It is preferred that you do NOT pick remodeling a house, but building a house or flipping a house is acceptable.
The CP-1 Project Proposal will be structured with the following sections.
• Cover page including assignment, project title, course, and student contact information
• Executive summary that summarizes the content from the entire document with quantifiable highlights, such as overall cost, duration, and so on
• Project scope statement describing the project
• Resource loaded WBS and schedule with proper grouping, indenting, and coding for approximately 25 to 40 line items
Submission Requirements
• The scope statement should be written following guidelines for writing a scope as found in the PMBOK® Guide in Chapter 5.
• The WBS should be created in MS Projects following standard indent and outdent practices used in WBS creation.
• The assignment should be submitted as two files: one MS Word file for the scope statement and one MS Project file containing the project WBS.
SAMPLE ANSWER
Project Part 1: Development of new educational toys for 6-10 year olds
Executive Summary
The selected project is about new product development for a toy manufacturer. The management of this organization wants to produce new toys – educational toys – for six to ten-year-old children. The company is introducing new products in order to increase its sales and revenue by 12% in the next 2 years; to sale its toy products to a totally new market segment which it has never sold to before, that is, kids aged 6-10, in the next 1 year; and to increase its share of the toy market by 5% over the next 2 years. As such, the outcome or deliverable of this project is educational toys for 6-10-year-old children. With regard to the budget, the company has set aside $33,146.99 toward the completion of this project. The management of this toy manufacturer expects the project to be complete within a period of 1 year from September 2015; hence the duration is 12 months.
Project Scope Statement
The project scope statement is a vital facet of any project. It is utilized as a written confirmation of the outcome the project would produce as well as the assumptions and constraints under which the project manager would work. Prior to the beginning of the project work, it is important that both the project team members and the organization – people who requested the project – agree to all the terms that are spelt out in the Scope Statement (Spalek, 2014). In this project, the following information is included in the Scope Statement:
Project scope description: this is basically a short description or summary of the project (Mesquida & Mas, 2014). This project would be carried out for a business organization that is engaged in the manufacturing and retailing of toys. At the moment, the organization has a range of toys for kids aged 3-5 years as well as for kids 12-15 years. This means that the company does not cater for the 6-11 year-old market segment. Of late, the company’s senior management has become more and more interested in making toy products for children aged 6-10 years. Therefore, this project entails the development of new educational toy products for the company and the target market for this product comprises children aged six to ten years. It is worth mentioning that the company is developing this new toy with the main objective of increasing its revenue by 12%.
Deliverables: these are basically the services, products, and/or outcomes that would be produced by the project (Mesquida & Mas, 2014). Given that this project entails developing new toy products for kids aged 6 through 10, the results that would be produced by this project are educational toys. The specific toys include toys which bring out the story teller in children such as storytelling toys, felt boards, and puppet theatres; toys that a child can dismantle and put back together such as puzzles and mazes; toys which require symbol use for instance, board games; and toys which promote team sports for instance, backyard water toys or badminton racquets and nets. Other educational toys relevant to 6-10 year olds would also be produced.
Project exclusion: these are the statements with regard to what the project would not produce or accomplish (Zwikael, 2010). In this project, what would not be produced are as follows: toys that are for younger kids aged less than 6 years, toys for older kids aged above 10 years, toys made using poor quality materials, and toys that are not educational. Constraints: these are listings of project limitations and are generally classified by resources, time frames, results, and technical or physical constraints. They are the restrictions limiting what could be achieved, when and how it could be achieved, and how much it could cost to attain it (Rajabi, 2012). For this project, one constraint is restricted budget since the $33,146.99 set aside for the project may not be sufficient enough. Another constraint is limited time frame. This project is to be completed with 1 year. However, this timeframe may not be adequate enough to carry out all the tasks of the project effectively and satisfactorily.
Assumptions: this is a listing of thoughts which are believed as being true but they have to be confirmed. They are statements regarding the way in which vague information would be addressed as the project is visualized, planned, and carried out (Mesquida & Mas, 2014). For this project, the assumptions include the following: the toy products made would be for both girls and boys in the 6-10 year-old age group; the new toys would be reasonably priced as price would not be too high or too low; and the toys should be manufactured within one facility. Project acceptance criteria: these are the conditions which have to be satisfied before the deliverables of the project are accepted (Reich & Yong, 2012). For this project, these conditions include: toys for kids aged 6 through 10; toys made using high-quality materials; toys that can be used for educational purposes, that is, educational toys; and toys that meet the relevant government laws, regulations, and standards.
Work Breakdown Structure (WBS)
Figure 1: Work Breakdown Structure for the new toy
As shown in Figure 1 above, every level of the Work Breakdown Structure is a level of detail that is created through decomposition, which enables work to be broken down into smaller components that are more manageable.
Schedule of the project
Gantt chart: Project will take place from September 2015 until September 2016
Task No.
Description of Task
Sept 2015
Oct 2015
Nov 2015
Dec 2015
Jan 2016
Feb 2016
Mar 2016
Apr 2016
May 2016
Jun 2016
Jul 2016
Aug 2016
Sep 2016
1.1.1
Surveys
1.1.2
Focus Groups
1.1.3
Analysis of Market Research
1.1.4
Findings of Market Research
1.2.1
Toy design
1.2.1.1
Research evaluation
1.2.1.2
Design Document
1.2.2
Concept Prototypes
1.2.3
Design selection
1.3.1
Bill of materials
1.3.2
Initial models
1.3.3
Model testing
1.3.4
Production development sign-off
1.4.1
Production design
1.4.2
Production testing
1.4.3
Production Quality Assurance design
1.4.4
Production development sign-off
1.5.1
Marketing strategy
1.5.2
Marketing plan
1.5.3
Marketing activities
1.5.3.1
Commercials
1.5.3.2
Advertising
1.5.3.3
Brochures
1.5.3.4
Public relations
References
Mesquida, A., & Mas, A. (2014). A project management improvement program according to ISO/IEC 29110 and PMBOK®. Journal Of Software: Evolution & Process, 26(9), 846-854. doi:10.1002/smr.1665
Reich, B. H., & Yong, W. (2012). Searching for knowledge in the pmbok guide. Project Management Journal, 37(2), 11-26.
Spalek, S. (2014). Finding a New Way to Increase Project Management Efficiency in Terms of Time Reduction. Engineering Economics, 25(5), 538-548. doi:10.5755/j01.ee.25.5.8419
Zwikael, O. (2010). The relative importance of the PMBOK® Guide’s nine Knowledge Areas during project planning. Project Management Journal, 40(4), 94-103.
We can write this or a similar paper for you! Simply fill the order form!
Consider the following scenario: major top-down, nationally imposed, non-negotiable change has to be implemented in the curriculum at an educational institution, training site or learning context known to you. This change affects the learning in this organisation/site.
Imagine four people, one from each of the four positions presented in Part 2 of the Study Guide.
– positivism, interpretivism, constructivism, critical research – discussing this change and the issues that it presents for them.
For each of these four positions, identify a research question appropriate to the paradigm and explain how this research question would be enacted, i.e. what data would need to be produced. (approx. 2000 words)
Using what you have learned from the Study Guide, including the embedded readings and previous assignments, identify and explain the differences there might be between the positions held by the four colleagues. (approx. 2500 words)
In arguing for the different positions, did you feel that you would align yourself with any one position? Explain your reasons for any compatibility. If you did not align yourself with any one position, explain why you found it difficult to take up a personal position (approx. 500 words).
SAMPLE ANSWER
Introduction
For decades now, the paradigm wars have continued amongst the supporters that argue fiercely for the superiority of their paradigms of choice. This has therefore resulted in a paradigm dialogue that has seen supporters accept their differences and come to the understanding that each and every paradigm in education has an equal importance(Hargreaves, pp 161-76.1997). In other words, there is no research paradigm that is superior since each has a specific purpose in providing a distinct approach in which knowledge is acquired and dispensed. This clearly depicts the need for educational researches geared towards providing an understanding on the key theoretical and methodological perspectives. The outcomes of this research studies should, therefore, empower and envisage new practices and policies that have the capacity to meet the current emerging needs of education.
Research evidence that is developed to inform education practices remains an intergral element that can be acquired from different sources. The variability in the structure of research and design through which evidence are obtained is exhaustive. In achieving the demands of this paper, it is necessary to heed that I shall incorporate the two essential research approaches, the qualitative and quantitative methods in achieving data towards a course(Hargreaves, pp 161-76.1997). Different forms of qualitative and quantitative evidence obtained from the research method can, therefore, allow an individual to examine and explore the disciplines that are encapsulated within the context of educational research. It is significant to note that these two evidences provide data to the endless dilemmas that exist within the educational setting.
This research paper will be divided into four sub-sections with the first section addressing the scenario and the context of the need for change in the curriculum at an educational institution and its context. The second section depicts the different paradigms and how researchis employed in understanding them. An analysis is given in the third section that displays the differences between these paradigms and finally the paper analyses my explanation on how to align these paradigms.
Part 1
This research process begins with a controversial situation that raises a critical question (Aberystwyth University 2014). The situation that lies in this study involves that of the German Government declaring that schools should change their mediums of instruction from German to English in all of their subjects. There is also need to develop a fully functional English environment with the aim of promoting proficiency in the greater use of the language, a factor that will enable the institution and its learners to globally compete through a standardized language. Before carrying out research, there is need to undertake a certain school of thought. In order to also formulate research questions, there is a significant need for understanding the operating paradigms in as much as this paradigm may precede the research questions. In this study, the primary operating paradigms include; positivism, interpretivism, critical research and constructivism.
Part 2
An analysis of the Four Paradigms and Proposed Research Questions
The term paradigm needs a clear understanding. Hargreaves (1997) insinuates that a paradigm infers to a comprehensive world view, belief systems, or conceptual framework that has the capacity to guide a research and practice within a given field (p.44). From the lenses of philosophy, a paradigm entails the existing views of the nature or reality (i.e., ontology) whether it is internal or external to the knower; a related perception on the type of knowledge that is generated and the underlying standards that justify this functions (i.e., epistemology); and a disciplined approach through which knowledge is produced (i.e., methodology).The main paradigms in this research study includes;
Positivist Paradigm;
The concept of positivism bases its theory on the numerical and statistical interactions of a study. The holders of this school of thought make use of the quantitative research methods to gather quantitative data that leads to an increased understanding of the external objectives and realities. Considering the proponents of ontology and epistemology, the positivists pursue approaches aimed at determining the casual links in a study(Helsper, & Eynon, pp. 503–20. 2010). This clearly indicates a point when English is introduced as an instructional standard.This would mean that English would be viewed as an essential subject that fosters and develops proficient speaking within the learners. The positivists in this line would either support or refute this approach through empiricalindications that replicates knowledge. The positivists may, therefore, ask the below-stated research question;
How effectual would an English immersed environment and modification approach as a medium of instruction impact proficiency in learners?
Having determined the research question, the positivists, therefore, take approaches in defining their methodological approaches. It is, therefore, significant to note that the holders of this view align themselves with a quantitative methodology that matches their concepts and objectivity. However, the challenge that is likely to occur is in the fact that the distinction between the qualitative and quantitative research models may prove unhelpful (Helsper, &Eynon, pp. 503–20. 2010). It is, therefore, significant to mention that the research question establishes a cause and effect approach since it questions the effectiveness of the study. In addition to this, the question also quantifies the proficiency of using English as an instructional medium and compares the pre-policies and post policies of the outcomes.
In order to develop an internal consistency within these paradigms, there is need to consider the fact that some options tend to be congruous and may not be determined through a research methodology as inclined on the paradigmatic position (Helsper, & Eynon, pp. 503–20. 2010). This therefore gives the positivist an opportunity to make use of the quantitative research approaches that are geared towards the collection of empirical data that are referenced, a factor that points to the need of encapsulating these methodologies with research questions.
Through a deep understanding of the paradigm and its methodologies, the positivists are in a position to determine the most efficient design framework. Positivism is in this case knitted through a scientific and experimental process that produces statistical data. In this case, data collected is quantifiable in nature, and using this data gives a comparison and establishes statistical cause and effect (Helsper, & Eynon, pp. 503–20. 2010). The random control trail (RCT) remains one of the essential experimental approaches that are closely tied to the positivistic paradigm since it identifies and determines the impact of an intervention.
The use of the RCT as an experimental tool has been determined to provide credible information on the manner in which these paradigms are effective. However, it is vital to consider the broadness of experimental studies, a factor that calls for the development of research questions that address the proficiency of these paradigms with these requiring regular follow-ups on the students (Open University 2014a).On the other hand, through the use of a longitudinal study, the size and scope of the study may be similar to that of the experimental approach but differs in its inference and generalizations. The positivists consequently have the capacity to conduct short-termed research approaches as compared to the longitudinal approach that is considered to be long-termed and consumes more time. The combination of these two approaches therefore provides the positivists with the required data in response to their research questions.
Interpretivist Paradigm;
According to this viewpoint, learning is considered as conceptual. The holders of this view allege that individuals remain the constructors of reality (Open University, 2014a). The environment in which the interpretivists live in is constituted as the origin of beliefs and attitudes. In the formulation of a research question that is in line with their views, the holders of this ideology are likely to take an individual stance. With the concepts of individuality and perceptivity in their perceptions, an interpretivist is likely to ask this as a research question;
How can a student’s self-identity be impacted in a fully immersed second language environment?
It is essential to note that this research question aims to display how the changes involved in this paradigm may influence a learner. The interpretivists are consequently likely to pursue explanations on the orientations that intrigue the development of the distinctive orientations(Open University 2014b). The formulation of research questions that are ontologically weighed through the lenses of epistemological orientation enables the interpretivist’s paradigm to develop qualitative research approaches through the collection of qualitative data.
It is, therefore, essential to acknowledge the fact that a research question should guide in the development of a research methodology (Open University 2014b).According to the interpretivist view, it is critical to determining the reality of the impact that may be caused on a student’s self-identity as a result of an introduced change. Changes are more likely to occur over a short span of time with this leading to the interpretivist core aim in exploration.
To gather the required data that answers the interpretivist research question, the holders of this school of thought may choose to conduct an ethnographic study since this design framework provides a deeper explanation of the concepts involved or through a longitudinal case study that combines the proponents of these two frameworks in providing accurate individualized data over a period (Open University 2014c). Through an ethnographic design that is developed through open-ended questions, the interpretivists are in a position to analyze the things that are done and said within different contexts. This clearly indicates that data is collected through an ethnographic frame with the changes in the use of quantitative approach in data collections still considered as credible.
The interpretivists therefore purse approaches of determining self-identities through the use of open-ended interviews coupled with observations that give proof of the intensity in the collection of data (Open University 2014c). Interviews conducted in this form consequently explore the self-identity of individuals and gives more light into the manner in which these identities are developed through an ethnographic design framework. The interpretivist, therefore, will analyze the data that wholly depends on the rationale for the study.
Constructivist’s Paradigm;
This paradigm holds that reality is a continual process that is constructed by an individual through interaction and symbols, and also that reality can be shared. Through the eyes of the constructivists, the acquisition of knowledge remains an active process where an individual’s mind is agentive and meaning is negotiated within the social environment (Prensky, pp 1–6. 2001). The constructivist paradigm upholds the element of talk as vital since meaning and interpretation can only be shared through talk. In accordance with this scenario, the constructivists will agree with the fact that the implementation of an English environment may have an impact on communication between the students will be enhanced in terms of their abilities. However it is crucial to heed that this may also result in the prevention of the necessary development processes that may promote the students understanding.
Familiarization with this new language and other environmental factors over a period of time may also have an impact on an individual’s life. With this, it is essential to note that the constructivist may develop such a research question;
To what degree and depth will the confidence of the students and their contributions to learning be impacted by changing the medium of learning from German to English?
The qualitative approach of data collection is an instrument that is associated with constructivism. It is, therefore, important to mention that while carrying out a constructivist oriented research, it is essential to utilize a mixed approach of research (Prensky, pp 1–6. 2001). Before choosing an appropriate research and data collection methods, the constructivists need to determine the data requirements that will address the objectives of the research and its questions. Also, a factor to consider is the opinions and interactions of students since these remains beneficial in disclosing the changes and initiating an understanding of how the changes impact the students
To gather the required data in addressing the research questions, the holders of this view may resort to a longitudinal case study approach. This approach allows the research to be conducted over a period of time giving the constructivist the opportunity to track changes (Prensky, pp 1–6. 2001). Investigations can consequently be conducted through case studies through the inclusion of a real-life experience that may be incorporated through the designed framework. Upon the selection of an appropriate design framework, there is need as determined by constructivism in taking cognizance of data collection approaches that takes the opinions and perceptions of the respondents based on their individual experiences. The use of semi-structured and qualitative approaches of research is in this case considered as essential in aiding the collection of data.
Critical Research Paradigm;
This paradigm elevates the social elements of change through a research approach that reviews the greater social context.Critical research approaches in this case need to be designed in an ontological manner that are centered on realities developed through other forces that are subjected on the element of change. Knowledge and reality in light of epistemology are tied together through an interactive process that may be challenging in separating (Shawer, pp. 333–59.2010). A critical research therefore pursues avenues of exposing the inequalities and divisions caused socially with the view that by changing and challenging the social contexts, the inequalities and divisions will be mitigated. In this context, critical research needs to consider the changes that occur in policies and the manner in which impacts non-English speaking tutors. Even though this paradigm aims at developing and advancing proficiency, the marginalization of those who are not proficient in English is likely to occur as a result of the developed policies. Researches may therefore consider asking the questions listed below:
How will the teachers who lack proficiency in speaking English be impacted by these changes in policy?
In consideration of the fact that the theoretical considerations are in this case constituted and the research questions also framed, researchers only need to choose an approach aimed at conducting the study. Sources determine that there is need to take cognizance of the value of study and avoid the element of subjectivity and duality (Shawer, pp. 333–59.2010). The qualitative approach remains the most preferred methodological approach in conducting such a study since the voices of the marginalized individuals also play a significant role.
The interpretation of research whether it is qualitative or quantitative relies upon the researches clarity in the theoretical stances that are developed with the aim of guiding the research methodologies and data collection an interpretation approaches. In voicing out issues, it is therefore essential to make use of the qualitative and quantitative research approaches that shared the same characteristics with the action research considering that the perceptions of the researchers are directed towards the belief that knowledge is a social construct.
Part 3
Differences in Positions Held
When research questions are tackled from a different angle, it is noticeable that there are ontological and epistemological bearings that are pegged with these studies. This therefore determines that the problem and develops a research approach that collects data and analysis’s with the aim of establishing a solution to this (Hargreaves, pp. 3-17. 2007).Ontology in relation to this has the capacity to question what is available for a study. In line with the views of the positivists, a research study remains an external objective reality where evidence is empirically collected by observations made and experimentations. The positiviststake consideration of the statistical relationships and casual connections that exist in the manner in which human behavior is defined as a quantifiable variable.
On the other hand, the perception that an individual’s behavior remains stable across different contexts is however disputed by the interpretivist since this remains the study of the external realities. The interpretivist position believes that reality is an individually constructed concept that is primarily based on apersonalized analysis of a situation(Hargreaves,pp. 3-17. 2007). The interpretivist criticizes the positivists for neglecting the elements of interpreting individuals and refutes the allegations that casual effects are considered linear.
In order to understand the aspect of behavior in the lenses of the interpretivists view, there is a need to take consideration of how sense is derived out of the world. In this case, differences are likely to be seen between the positivist approach and their orientation with the interpretivists in the manner in which reality is developed, a factor that leads to apt reality (Open University 2014a). However, researchers tent to reject the positivist approach on objectivity and neutrality. These researches consequently argue against an interpretivists view since these views are developed on social elements that fail to understand the behaviors and interactions of human beings.
The constructionist share insights with the critical researcher’s ontological views that perceive reality as a component that is greater than an individual, but the constructivist believe that reality can only be shaped through a process of communication. The constructivist also has variable views that differ from that of the positivist’s ontological stance(Open University 2014a). According to the holders of this paradigm, the reality is not objective but subjective and only depends upon the shared meaning. In as much as the constructivists do not agree with the fact that different interpretations can be developed in line with this same phenomenon’s, they share the same notion with the interpretivist. In addition to this, the positivists believe that reality can only be understood in light of a procedural approach that includes objectivity a factor that implies that the phenomenon is uniform and measurable across different contexts (Open University 2014b).
According to the positivists, there is a distinction between objects and subjects that grant a value-free research that are transparent and free from fallacies. On the other hand, the interpretivists stick to their views that perceive the element of value as inherent within a research process. However, research tends to lie on the interpretivists since it acknowledges that value tends to be present when a researcher is neutral (Open University 2014b). Critical researchers therefore dig deep in viewing change and empowerment as an approach directed towards critiquing the interpretivists, with this considered to lack credibility is some areas. Constructivists in line with this believe that reality remains a shared construct developed through interaction. Here, meaning is developed through a social process on an agentive mind with the ontological and epistemological orientations having the capacity to approaches of conceptualizing and addressing issues.
The polarization of research methods therefore takes precedence in two approaches that incorporate the qualitative and quantitative approaches that are aligned towards particular paradigms (Open University 2014c). Positivism centrally relies upon the integration of qualitative data while the interpretivist and the constructivists hugely focus on qualitative methods in the collection of data.
The qualitative and quantitative research methods in line with these paradigms has been critiqued by several schools of thought that believe that all research studies are designed under the directives of the qualitative and quantitative methods of research and that combining both this methods can be beneficial (Open University 2014d). Tied to the quantitative-qualitative dichotomy is an objective-subjective methodology that believes the qualitative approach to data collection produces objective data that is free from biases whereas the quantitative method in inherently subjective and can be contextualized.
Researchers who use the qualitative approach are therefore bound to make subjective decisions during the synthesis of data. These can determine the neutrality of the research approach that is prevalent when learning approaches may be hard to achieve (Stylianou, et.al). The researchers who incline towards the positivist side view the aspect of neutrality as theoretical assumptions presented in a methodological approach.
An experimental model in this case determines the viability of an educational intervention and its effectiveness and depicts the use of a randomized control trail as an element in accomplishing this study. Through a well formulated and structured RCT the holders of this ideology can establish some of the casual ties that related to this study. Torgerson (2009) recognizes the need to employ this approach in a complex scenario however; he overlooks the errors that are likely to occur through this approach (Torgerson, 2009). It is therefore important to mention that a randomized allocation of a subject is a significant factor and without it, researchers are bound to experience biases that may invalidate an experiment.
The aspects of scale and scope also remain significant factors to mention. Torgerson (2009) suggests that there are quantitative limitations to experimental designs and asserting that a qualitative study remains an important research method. Blatchford (2010) alleges that a momentous study comes from the avoidance of polarization of the qualitative and quantitative methods. This clearly indicates that the differences that a research holds can be conducted through the use of an alternative approach that aims at increasing the pedagogical validity of the findings thus aligning this proponent to the constructivist orientation.
A longitudinal study that is used as a design frame and is mainly aligned with the positivistic paradigm is mixed with other design methods that operate under various paradigms. These studies according to studies are considerably large and can only be implemented over duration of time, a factor that makes them more prevalent in the production of generalized views. Similar to experimental designs, the longitudinal method uses a randomized approach to selecting participants. Randomization in this aspect is not initiated to castigate the differences between the participants but to produce a sample that represents the population as opposed to the RCT method
The use of both the qualitative and quantitative approaches intrigues the aspect of including an investigation to ascertain the responses to the research questions and whether they have meaning (Gage, pp. 4-10. 2009). However, it is significant to underline the positivists in many instances are only concerned the validity of data and its replicability, aspects that are not in any way associated with the qualitative methodology. The interpretivist and the constructivist views in this case would both conduct a research approach that unveils the opinions and perspectives of the outcomes over time duration.
In a case study design frame, it is imperative to understand that the researchers have the capacity to conduct a study and discover the authenticities of life since the functions of these design frames are based on an individual or at times they are combined with other design frames. This approach shares its similarities with ethnography in as much as the two design frames may differ in their implementation (Hammersley, pp. 3-14. 2006). Case studies enable the researchers to be placed as observers whereas in ethnography the researcher is viewed as a participant. Considering the proponents of ontology and epistemology, the positivists pursue approaches aimed at determining the casual links in as study (Helsper, & Eynon, pp. 503–20. 2010).
This clearly indicates a point when English is introduced as an instructional standard. This would mean that English would be viewed as an essential subject that fosters and develops proficient speaking within the learners. The positivists in this line would either support or refute this approach through empirical indications that replicates knowledge. The positivists may, therefore, ask the below-stated research question;Critical researcher paradigm pursues approaches of exposing the inequalities that exist within a social environment by revitalizing change. In as much as case studies and ethnographies allows critical researcher to explore the voices of different individual within the society, an action research would only align its functions in challenging social practices (Hammersley, pp. 3-14. 2006). An action research explicitly rejects a value-free research objective and expanding on this, it also rejects positivism. However, an action research is weaved to the interpretivism paradigm a factor that initiates the efforts of critical studies, a factor that contrasts the difference in the mentioned design frames.
Part 4
Through this study, it is essential to ascertain that the discussions have mainly concentrated on how the paradigmatic positions have the capacity to shape the decisions and choices of individuals (Livingstone, pp. 207-231.2010). These positions can also determine the manner, in which a problem is viewed, how research questions are formulated, including the methodological approaches, the design of a time frame, the procedures for gathering data and the analysis of the collected data as determined by the research rationale. This process is, therefore, cumulative with this point now focusing on my opinions and views in regards to the analysis of the differences between the four paradigms. In line with this, it is important to note that I am aligned substantially to the constructivist paradigm.
I have discovered that I immensely relate to the ontological ideology that believes that reality is a socially constructed approach. The ideas behind the agentive minds that purport that an individual may be active within the process of construction revolve around the wealth of knowledge I have acquired within the sector of education. As indicated in the constructivist concept within the field of education, the aspect of interaction plays a significant role in creating an in-depth understanding of a problem and growing the levels of knowledge. This approach remains one of the essential elements I am pursuing in my classroom environment. According to the constructivists and the interpretivism, there are certain ontological similarities that the two methods face. Both of these ideologies centrally focus on individuals, a characteristic that I wholly disagree with.
Considering the fact that I have gained a lot of knowledge through the duties I have performed in different social environments and cultures, the attention that this paradigm gives an individual was not well received within my own ontological and epistemological orientations. Basing the fact from my own theoretical analysis, I find constructivism an important element since it refutes on the factors that make the research methodology dichotomous aspect and allows research to develop from the roots of investigating a problem. Hodkinson and Macleod (2010) allege that research methods have various weaknesses and strengths, and those researchers need to determine the appropriate methods that have the capacity to address the research questions. A closer focus on these paradigms clearly revealed to me that the positivistic paradigm structured its research approaches through a quantitative approach focusing on receiving an empirical data. Due to this factor it is essential to note that the end results of the study only gave a generalized and a replicable outcome.
It is, therefore, necessary to detail that these approaches appeared to derive the complexities of a learning approach and the individualism that is presented by this approaches. In my view, positivism mitigates the efforts of a research approach by conforming to an already structured method of research. In addition to this, positivism also differs with my knowledge on how quantitative data is gathered. To complete the wider picture, the idea that qualitative methods and data can be integrated would be an important element in a research study. I also agree with on the characteristics of critical research that include the ontological and epistemological elements. This is under the consideration of the fact thatthey make the pursuit of social knowledge and change ideal within the context of neutrality and objectivity.
Conclusion
Research evidence that is developed to inform education practice remains an important element that can be acquired from different sources. The variability in the structure of research and design through which evidence are obtained is exhaustive. Through an analysis into the paradigms provided in this paper, it was determined that research plays a central role in understanding their functions (Lather, pp. 63–84. 2008). In other words, there is no research paradigm that is superior since each has a specific purpose in providing a distinct approach in which knowledge is acquired and dispensed. This clearly depicts the need for educational researches geared towards providing an understanding of the key theoretical and methodological perspectives. The outcomes of this research studies should, therefore, empower and envisage new practices and policies that have the capacity to meet the current emerging needs of education.
References
Gage, N.L. 2009 ‘The Paradigm Wars and Their Aftermath: A ‘Historical’ Sketch of Research on Teaching since 1989′, Educational Researcher, vol. 18, no. 7, pp. 4-10 [Online] Stable URL: http://www.jstor.org/stable/1177163.
Hammersley, M. 2006 ‘Ethnography: problems and prospects’, Ethnography and Education, 1:1, 3-14, DOI: 10.1080/17457820500512697 [Online]. Available at http://dx.doi.org/10.1080/17457820500512697
Hargreaves, D. 2007 ‘Teaching as a research-based profession: Possibilities and prospects.’ in Martyn Hammersley (ed.) Educational Research and Evidence-Based Practice, London, Sage, pp. 3-17
Hargreaves, E. 1997 ‘The diploma disease in Egypt: Learning, teaching, and the monster of the secondary leaving certificate.’ Assessment in Education 4, no. 1:161-76.
Helsper, E.J. and Eynon, R. 2010 ‘Digital natives: where is the evidence?’, British Educational Research Journal, vol. 36, no. 3, pp. 503–20.
Hodkinson, P. and Macleod, F. 2010 ‘Contrasting concepts of learning and contrasting research methodologies: affinities and biases, British Educational Research Journal, vol. 36, no. 2, pp. 173–89. DOI: 10.1080/01411920902780964
Lather, P. 2008 ‘Issues of validity in openly ideological research: between a rock and a soft place’, Interchange, vol. 17, no. 4, pp. 63–84.
Livingstone, D.W. 2010 ‘Job requirements and workers’ learning: formal gaps, informal closure, systemic limits’, Journal of Education and Work, 23:3, 207-231, DOI: 10.1080/13639081003785732 [Online]. Available at http://dx.doi.org/10.1080/13639081003785732
Open University 2014 E891 Study Guide 2.5 Constructionism and post-structualist theories; Comparing Constructionist Theories, Open University 2014a E891 Study Guide 2.3 Scientific Theory and the positivist Paradigm
Open University 2014b E891 Study Guide 2.5 Constructionism and post-structualist theories; Theoretical positions within Constructionism, Open University 2014c E891 Study Guide 2.5 Constructionism and post-structualist theories,
Open University 2014d E891 Study Guide 3.2Working within Research frames; Asking questions in interviews,
Prensky, M. 2001 ‘Digital natives, digital immigrants.Part 1’, On the Horizon, 9(5), 1–6.
Shawer, S. 2010 ‘Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change’, Curriculum Journal, vol. 21, no.3, pp. 333–59.
Shawer, S. 2010 ‘Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change’, Curriculum Journal, vol. 21, no.3, pp. 333–59.
Sheehy, K. 2009‘Teaching word recognition to children with severe learning difficulties: an exploratory comparison of teaching methods’, Educational Research, 51:3, 379-391, DOI: 10.1080/00131880903156955 [Online]. Available at http://dx.doi.org/10.1080/00131880903156955
Stylianou, Vasso; Savva, Andreas; Vraka, Maria &Serghiou, Andreas 2004: ‘Information and Communication Technology: First-Aid to the Private Tutoring Problem?’.Proceedings of the Sixth International Conference on Computer-Based Learning in Science. Nicosia: University of Cyprus, pp.334- 343.
Torgerson, C.J. (2009) ‘Randomized controlled trials in education research: a case study of an individually randomized pragmatic trial’, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 37:4, 313-321, DOI: 10.1080/03004270903099918 [Online]. Available at http://dx.doi.org/10.1080/03004270903099918 (Accessed 24th February 2014).
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Questions:
1. What is e-waste? What is so dangerous about e-waste? Many well-meaning individuals thought that recycling was the answer to the e-waste problem. But why
hasn’t e-waste recycling yielded the results hoped for?
2. What are network effects? Think about the kinds of technology products that you own, or websites you use, that are subject to network effects. What sorts
of exchange do these products leverage (e.g., information, money, software, or other media)? Give several concrete examples and explain them as clearly as
you can in your own words.
3. Find an article online that discusses the problem of e-waste, preferably one that also proposed a solution. In your own words summarize and critique the
article. Do you think it is a viable solution? Why or why not? Be sure to include the url to your article.
4. Describe the hardware and software requirements of your chosen information system, "SAP", is my chosen Info System. Be sure to consider both the
server-side and client-side hardware and software. If you do not have access to specific details about the server-side hardware and software, make reasonable
assumptions based on the kind of hardware and software that you believe would be necessary to run your system.
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The assignment is to write a paper based on previous case study. The current assignment is the attachment entitled “Behavioural Intervention Grading Scheme”
and it is to be based on all of the additional attachments which I had done previously. The course I am taking is Autism and Behavioral Science.
There is no minimum requirements for the number of sources you use however as a general guideline an academic paper can have 1 source per hundred words. In regards to the currency of the references, it is generally expected that sources are within 5 years published age. However if you have sourced a reference that is older than this you must demonstrate how it is relevant in your writing.
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1. What are the major components of hydrological cycle? What are the key changes observed on these hydrological components?
2. What are the two clouds radiation effects on energy balance?
3. How do clouds affect the local temperature? Draw a figure to show. (hint: from albedo effect, greenhouse effect, day, night perspectives)
4. Describe the importance of aerosol effects on clouds formation.
5. Touch the data: Analysis NASA satellite (MODIS) observed cirrus clouds, plot the data from the following website and answer the questions (a) and (b)
below
Step 1: go to http://gdata2.sci.gsfc.nasa.gov/daac-bin/G3/gui.cgi?instance_id=MODIS_MONTHLY_L3
Step 2 go to panel for “MOD08_M3.051”
Step 2. select cirrus reflection
Step 3: plot globe map for July 2013 to answer question (a)
Step 4. Change temporal selection and select “Visualization Selection” as “time series” for question (b).
Question:
a. discuss three regions with high cirrus refection occur and link your albedo lecture to explain how this high cirrus reflection would affect surface
temperature
b. plot time series for global cirrus reflection from January 2013 to December 2013, discuss which month has the highest value and lowest value. Can you
guess what might be the reasons?
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The research is a systematic review and I want to evaluate the pattern of health education activities in Saudi Arabia and see if its met with WHO
the sample is other research from 2014 to 2018
Variables could be Types of patterns
People are the target community
Sources of health information in the community.
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Assessment Criteria
Ability to identify key issues, concepts, arguments that are found in the weekly readings.
Ability to explain major ideas/concepts.
Ability to apply ideas/concepts (eg. to examples from films/by engaging with other writers).
Presentation and bibliographic referencing.
Readings 1:
Reviews of Do The Right Thing?, in Mark Reid (ed.) (1997), Spike Lee?s ?Do the Right Thing?, Cambridge: Cambridge University Press, 134-152.
These reviews provide you with some contemporary responses to the film you will be watching. What criteria are the critics using in making their judgments of
the film? How do they differ in style and approach from the more academic writing in the second reading?
Marilyn Fabe, ?Political Cinema: Spike Lee?s Do the Right Thing?, in Closely Watched Films: An Introduction to the Art of Narrative Film Technique, Berkeley:
University of California Press, 2004: 191-206.
Fabe?s approach is less concerned with judging the film than with trying to explain how it works, and setting it in a broader context of film techniques and
film history. Make notes on the explanation Fabe gives of the film.
Screening
Do the Right Thing (US, Spike Lee, 1989, 120 mins)
Reading 2
Timothy Corrigan and Patricia White, ?Exploring a Material World: Mise-en-Sc?ne?, in The Film Experience, Boston: Bedford/St. Martin?s, 2004, 42-74.
Corrigan and White?s book is one of the most recent introductory textbooks, and it offers a checklist of the various components of mise-en sc?ne. Make sure
that you have grasped what they are, and carry out some of the activities they suggest. Note what they have to say about the mise-en sc?ne of Do the Right
Thing, which you watched last week: does their account enrich your understanding and appreciation of the film?
Screening
Rebel Without a Cause (US, Nicholas Ray, 1955, 111 mins)
This classic film about teenage angst expertly uses mise en sc?ne to convey complex social meanings and to provide visual clues to develop our understanding
of the characters and their relationships.
reading 3:
?Authorship and Cinema? (extracts) in Pam Cook (ed.), The Cinema Book (3rd edn.), London: British Film Institute, 2007: 387-390; 398-402; 405-407; 410-411;
413; 416-417; 474-483.
These extracts review the ?classic? version of auteur theory?a way of ascribing value to a film by identifying stylistic and thematic features across the
body of films made by a single director?and then examine the critical revival of interest in the approach in recent years.
Robin Wood, ?Vertigo? in Hitchcock?s Films Revisited, New York: Columbia University Press, 1988.
Wood?s chapter on Vertigo is an attempt by an auteurist critic to reassess his original estimation of the film in light of later developments in film
studies.
Screening
Vertigo (US, Alfred Hitchcock, 1958, 124 mins)
Alfred Hitchcock is one of the most highly regarded cinematic auteurs of all time. The critics of French film magazine Cahiers du cinema recognised him as a
master of both cinematic mise en sc?ne and narrative suspense. As you watch the film, note how Hitchcock emphasises the act of looking and spying and the
extent to which we experience the narrative unfold through the perspective of the central male protagonist Scottie played by James Stewart.
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this is an end of course reflection to be uploaded as an eportfolio assignment. all directions/guide will be in the file that i will upload
SAMPLE ANSWER
Reflective Essay
The following is a reflective essay on the social initiatives I have taken up personally in response to the things I have been learning in the Masters of Science in Education program. I have gotten to learn alot of things and also affirm beliefs and values that were introduced to me at the undergraduate level of my studies. The bulk of the coursework was academically and theoretically oriented but there was also the issue of contemporary applications of education and how to overcome the challenges facing today’s education sector.
To the end of social change, the learning has prompted me to become an advocate for the widespread dissemination of accurate information both at an academic level and also for the purposes of personal or general knowledge. I have been on using two main platforms for these, the first one is in the face to face interactions I have with people within my sphere of influence. The other approach I have been using is the use of the different social media platforms available to me as a means of further pushing for change inn the way people approach, create and share information (Cochran-Smith and Zeichner).
Within my social sphere of influence on have been regularly encouraging my peers as well as relatives to use resources available to them as a means of bettering their lives and those of others. If someone is for instance a foreign language student, I can urge him to get into situations hw/she will be forced to speak the language or at least hear people speak it. If another friend is a car enthusiast, I would tell him to research about automotive associations or clubs in his vicinity and make an effort of joining. These are not just empty activities but rather social situations that place the individual with others who have a similar interest. The concentration of knowledge within these settings will make a person’s studies or hobby more worthwhile as they will get to learn and also share the knowledge they have.
I have maintained this theme of social change in my online behavior. On the internet, my reach is much wider but the size of the audience tends to diminish the message. Nevertheless, this breadth also serves a very important purpose; it gives me a wider scope to operate on. Social networks such as a Facebook, YouTube and Twitter have at least s third of the world’s population interacting. The ‘share’ feature that allows one to post a link to a given story or article has been of great importance to me. I use my online accounts to continually advocate for social change in the way people use the internet. My hope is that I inspire people to move from merely consuming knowledge but also sharing it, developing it further and refining what they already know through social networking with like-minded individuals.
I have a strong belief that my advocacy in both face-to-face and social media platform will bring about change in the way people interact with information. Once people realize the full value of crowd-sourced information, they will be in a position to expand the horizons of their knowledge. Students will for instance not be limited to the knowledge their instructors have. Hobbyists will find new ways of engaging in the various recreational activities they love doing. Professions will benefit more due to the exchange of ideas and the refining of existent good ideas (Marzano, 2010).
References
Marzano, R. J. (Ed.). (2010). On excellence in teaching. Solution Tree Press.
Zehm, S. J., & Kottler, J. A. (1993). On being a teacher: The human dimension. Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Newbury Park, CA 91320.
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One question trainers often ask is, “How can I accommodate different learning styles in a class?”
1. Recommend the best solution to this question, using properly cited sources to support your answer.
By taking this course, you are currently engaged in an online learning environment. Based on your VARK learning style and your background in higher education (some of you have learned in both traditional and online environments, whereas some have only studied online), address to the following:
2. Do you think that the online learning environment is best suited to a particular learning style?
3. Why do think so?
My learning style is Read/write
SAMPLE ANSWER
Introduction
There are various styles of learning that are applicable in a classroom setting. It is often recommended that an instructor should combine a number of teaching methods as opposed to just going with one. This helps to make the instructions clearer while at the same time accommodating all students. There various styles of learning each of which fit a specific group of learners. The most appropriate style or combination of styles of learning is dependent on a number of factors including the needs of the learners (LeFever, 2011). The combination of reading and writing has proven to be one of the most effective styles of learning. It helps to emphasize on all the aspects of learning. Reading and writing helps to encompass all the crucial aspects for learners to grasp the instructions.
Reading on one hand helps to keep the learner’s mind alert. Alertness of the mind helps to increase retention of the information. This ensures that the learner does not only understand the instructions but also s able to remember the instructions later. Writing on the other hand is a form of emphasis. As the learner writes, they tend to repeat and emphasize that which they have read. This emphasis is crucial for retention and recalling which is what learning is about. A learner must remember what they learn and be able to apply it.
Online Learning Environment
Online learning has become very common in recent years with the advent of technology. It is one of the styles of learning which must be combined with their styles to become effective. This style of learning must be incorporated with book learning. It is not sufficient that students should rely just on what is sent to them via the online platform. The danger of relying on this form of learning solely is that student will not make extra effort of reading extra materials. This will make their learning very limited. Online learning must therefore be combined with book reading so as to expand on knowledge.
Why So?
While in school, students just want to go through the system and get done. It is not very much their concern whether they actually leaner what they ought to. This means that whenever students find shortcuts, they often go for them (Reid, 2010). Having an online platform without incorporating any other style of learning will give students an easy way out which they will often prefer. The risk is that the effort of the student will not be put into action.
In a learning process, a student should not just wait for instructors to give them all the materials. An instructor is supposed to be a guide for the students who then must go beyond and look for further information. Students must therefore be encouraged to read widely and consult various reading materials. The information provided on the online platform must therefore not be fully comprehensive. There should be gaps which students will be required to fill by reading the actual text. It is only in so doing that the culture of reading will be emphasized. Further this combination of learning styles ensures that students do not just read to pass exams. Instead, they read to gain knowledge which should be the primary goal. Combination of learning styles is certainly the best way to enhance leaning and accommodate all learners.
References
LeFever, M. (2011). Learning styles. New York: Prentice Hall.
