This week we discussed research by asking ourselves "what is knowledge?"
Working in groups, we brainstormed ways of understanding different approaches to epistemology. Building models that helped communicate how we understand knowledge. This process is important to experience, because it demonstrates the multiplicity of voices that we have (even among 11 students).
Working in groups, we brainstormed ways of understanding different approaches to epistemology. Building models that helped communicate how we understand knowledge. This process is important to experience, because it demonstrates the multiplicity of voices that we have (even among 11 students).
From these different opinions on knowledge, different theoretical perspectives are built, giving us different methodologies and eventually, tools to help us do our research. (we'll look more at this in weeks 3&4)
Maxwell (2005, p. 46 -55) discusses the development of a topic through ‘concept maps’. A digitised version of this section is available through the library (http://digital.lib.rmit.edu.au/ereserve/notes09/grap1174/31259009190724.pdf)
Undertake the concept map for your research topic . After you have synthesised and clarified the topic, discuss your key research question and three sub-questions in class and on the discussion board . Once others have stated their questions, try asking them questions, providing feedback and helping one another in clarifying and focusing the question more .
We then looked at some outcomes of research, books, projects, and reports.
I also presented the course outline, attached to this post
tasks for this week are to
- read the Course Notes for Module 1, including:
- Chapter 1 of Denzin and Lincoln’s (2003) text The Landscape of Qualitative Research http://digital.lib.rmit.edu.au/ereserve/notes06/grap2024/31259007734846.pdf where a deeper and broader explanation and discussion of qualitative research is written.
