Gaming in the Qualitative Research Methods Studio
Location
1054
Format Type
Event
Format Type
Workshop
Start Date
January 2019
End Date
January 2019
Abstract
Classroom questions, discussion, and oral reflection are certainly important components for a course in human inquiry, but talk alone does not maximize learning. A classic teaching proverb goes, “I hear and I forget; I see and I remember; I do and I understand.” If the greatest learning comes from doing (and educational research supports this), then the research methods classroom should be as physically active as possible. We cannot assume that all upper-division and graduate students are intrinsically motivated to give their full, focused attention during a sit-down seminar that demands higher-order thinking skills. The instructor is responsible for making learning participatory and, if possible, even joyous for learners of all ages.
The workshop facilitator refers to his qualitative methods classroom space as a research studio, meaning a place to experiment mentally, physically, and creatively with inquiry processes. Participants will experience selected gaming and movement techniques used by the presenter to teach principles of qualitative inquiry such as pattern-making, categorization, concept development, properties and dimensions, and basics of grounded theory.
Keywords
gaming, teaching, qualitative research methods
Gaming in the Qualitative Research Methods Studio
1054
Classroom questions, discussion, and oral reflection are certainly important components for a course in human inquiry, but talk alone does not maximize learning. A classic teaching proverb goes, “I hear and I forget; I see and I remember; I do and I understand.” If the greatest learning comes from doing (and educational research supports this), then the research methods classroom should be as physically active as possible. We cannot assume that all upper-division and graduate students are intrinsically motivated to give their full, focused attention during a sit-down seminar that demands higher-order thinking skills. The instructor is responsible for making learning participatory and, if possible, even joyous for learners of all ages.
The workshop facilitator refers to his qualitative methods classroom space as a research studio, meaning a place to experiment mentally, physically, and creatively with inquiry processes. Participants will experience selected gaming and movement techniques used by the presenter to teach principles of qualitative inquiry such as pattern-making, categorization, concept development, properties and dimensions, and basics of grounded theory.
Comments
Breakout Session G