Methods for researching professional learning and development - book overview

 This is a timely book published in the Professional and Practice-based learning series by Springer in 2022. 

The book is edited by M. Goller, E. Kyndt, S. Paloniemi, and C. Damsa.

There are 28 chapters, collated into 4 sections.

A good range of research methods are covered. Many chapters include exemplars, case studies and discussion on the relevance of the methodology to the challenging contexts which characterise learning and development - especially in the workplace.

The first chapter by the editors, does a good overview of  the challenges inherent in professional learning and development (PLD) research. Challenges include small sample size; the team/project/work tasks nature of PLD as opposed to individualised investigations in other teaching and learning contexts; the difficulties of carrying out traditional 'control group' type studies in the PDL context; the tacit nature of work processes and workplace learning; the complexities of workplace learning; the heterogenous nature of professional domains and workplaces; the impact of current technological changes which are often rapid; and the abundance of data but a lack of clarity as to the connections and longevity of these data.

The first section has 8 chapters covering data collection. These include chapters on experience sampling, diaires to uncover informal workplace learning, using the vignette method to increase insights; integration of self-reports and electrodermal activity; multimodal stress assessments; combining physiological and experiential measures; computer generated log data; and interaction analysis.

The next section covers methods for data analysis with 6 chapters. These include using Bayesian statistics; latent profile and latent class analysis; equation modelling; participant vidoe annotations; data mining and analytics; and visual analysis. These cover a range of quantitative and qualitative approaches.

Then a section on research methods which include the Delphi-technique; relational, temporal and dialogical perspectives on professional identity; virtual ethnography; video based interaction analysis; Q method; eye tracking; social network analysis; design-based research; change laboratory method; professional learning analytics; and longitudinal case study. A good range with coverage of multi-modal ways to collect and collate perspectives, use of digital technologies across various contexts, and both short and longitudinal studies.

The last two chapters end the volume with discussion and commentary. There is a good overarching chapter discussing the many approaches - researching PDL in complex environments, and a last chapter on 'how to deal with the complexity of research in workplace learning'.

All in, a good reference source for anyone investigating real-world, authentic contexts.

classroom observation software

Two comments (1 recent) on video analysis software, a post for end of 2009, recommend the use of ‘classroom walk through’ software to collect, archive and complete interim analysis of class room based observations. The two are ecove and observe4success. Both require download of specialised software to assist with the archiving and analysis of classroom observations.

I had a look through itunes apps on my ipad and find there are quite a few software tools out there for classroom observations, with ipad app options to link data collected on the ipad with PC resident main archive. Examples include classroom mosaic, ecove – general, special ed., administrator, esl.,  assessa+/ faculty tools,  reflect live,  lessonnote and tower mobile / randa tower. Most ipad apps are free but will only really work if they are synched to the PC or Mac based central repository. Therefore, the apps are for ease of data collection.

In the main, the tools revolve around checklists and collation methods for later discussions with indvidual teachers or for comparisons of teachers' classroom teaching across subject or year levels. I can work out that the tools will provide for consistency of data gathering. However, in professional development for teaching, it is the 'conversation' and reflection on the data that are important rather than the actual quantitative findings from how software collects and collates the data. The tools can also be useful for research data collection. But again with proviso to ensure it augments qualitative data, for example videos of class activities.

Seeing these tools are being now used in a 'mobile learning' way does provide some good ideas on how to use similar approaches to help students learn. They provide for a means for students to gather data from field trips, labs, practical workshops etc. and have the data collated for later followup, discussion, analysis etc.

Apprenticeship in critical ethnographical practice - Jean Lave's new book

The new book by Professor Emerita Jean Lave and Professor Thomas P. Gibson  called 'Apprenticeship in critical ethnographical practice' (2011) is a wonderful read. It traces Lave’s journey as an ethnologists. Her initial studies of apprentices have contributed to a better understanding of how learning occurs in the real world. This book details her research of Vai and Gola tailors’ apprentices in Liberia in the 1970s. Threaded through the book is the practice of ethnography, the many facets of becoming a researcher through doing field work. Usual preview via Google books.

There is a recorded presentation at Universidad los Andes in Colombia– assumptions about how people learn and how work by anthropologist and social psychologists overturns some of these assumptions and suggests other approaches - summarising some of the concepts in the book.

I first found the book at the CPIT ebook library. However, it was frustrating to try to read the book at the office due to interruptions and the usual meetings interspersed through my work day. I then accessed the book at home on my ipad but had difficulty accessing the wifi in bed. So I had a look at Amazon and found the ebook at a reasonable price (NZ$15.12) so it is now on my ipad Kindle app and I have been able to dip in and out of it over the last two weeks. Each reading brings new learning. One Kindle feature is that the book shows up sections highlighted by other readers. I turned this off at the first skim read but for the current, more in-depth read, I have created and shared my own highlights and also paid some attention to what others have highlighted. As with all ebooks, the ability to bookmark and annotate is also a great advantage.


There is much in this book to absorb and reflect on. Lave’s passion for her work shines through every page in the book. She writes of her commitment to the task of critical ethnography and how doing research through praxis, involves also changing one’s whole ways of doing, thinking and being. In so doing, the researcher is continually transforming their identity, just as the participants they are observing grow as they learn and develop. Of importance is the ‘critical’ aspect. The critical ethnography researcher needs to be mindful of the impact of their fieldwork and to use their findings to help improve opportunities for their participants.


Chapter one is very much a deliberation on how research apprenticeship has also involved the researcher is undertaking an apprenticeship in critical ethnography.


Chapter two is an overview of Lave’s original work in Liberia, when she undertook to study the mathematics learnt through ‘informal’ learning. There are vivid descriptions of the tailor’s district and the apprenticeship system as practiced 40 years ago in West Africa.


Chapter three ‘becoming a tailor’ details the ways in which tailors learn their craft and how many of the skills learnt were also about ‘being a tailor’. The beginning of learning to be a tailor, involves entry points both into the trade/apprenticeship and into learning tailoring. The emergence of the well quoted ‘legitimate peripheral participation’ conception is described and substantiated with observations of how novice tailors enter the trade and begin tailoring by firstly learning how to sew on buttons. This not only provides a 'simple' task to master but the opportunity to examine the finished pair of trousers through 'tailors' eyes and hands'.


Chapter four goes into ‘testing learning transfer’. Here Lave describes a series of experiments she carried out with tailors, to find out if ‘school based’ type mathematics or algorithms would be similar in a workplace situation. The chapter also details much of Lave’s reflection on the effectiveness of this form of research method. A must read chapter on how embedding numeracy practices needs to be based on real-world practices and not just ‘school based’ learning couched into a different format.


Chapter five titled ‘multiplying situations’ goes into Lave’s strategies to improve on the work described in the previous chapter. Having found out that work-based mathematics was vastly different from school-based approaches, she describes in this chapter, her work at unravelling the salient structures that underlie work-based and real-life practical mathematics, what Lave calls ‘mundane maths’. The example used to explain the ideas learnt are apt. It is a record of a tailor, negotiating the best price from a customer, using quick calculations to ensure that he gained a reasonable profit, while the customer drove the price down with aggressive bargaining. How did apprentices learn this skill? And could such a skill have been learnt in a school-based system?


The last chapter ‘researching apprenticeship, research as apprenticeship’ links back to the discussion in chapter 1. I can relate well to how doing research via completion of PhD is very much a research apprenticeship. This brief chapter also lays out the foundational premises for situated learning so that the transfer of learning between school and real-world application is narrowed.


The references contain a wealth of anthropological literature to explore further. Many are pre-1970s to support the work as reported in the book but there are a substantial number of newer references I am not familiar with which will need following up.

Ako Aotearoa research in progress colloquium - day 1

The annual Ako Aotearoa research collaquium ran for two days on 4th and 5th May. Last year, I learned much about different approaches /research methods, so looking forward to more of the same this year.

Symposium opened with mini whakatua from Ngahiwi Apanui, Ako Aotearoa's Kaihautu whakawhanake Maori. Followed with brief welcome from Dr. Kirsty Weir, Research manager.

A full day of presentations follow. My presentation not until late tomorrow so I can sit back, listen, record and reflect.

First up, Dr.Erik Brogt, from the University of Canterbury- on transforming tertiary science education. Using the Carl Wieman science education initiative and adapt to the NZ context (biology and geology). Uses evidence (preferably quantitative) to support changes in teaching / learning to increase student engagement. Pertinent issue - observations of student engagement  identify 'weak' points in the lecture for instance, providing examples and linking learning outcomes seem to increase engagement. interventions include using clickers, in-class exercises and academic development for staff.  

Next, success and relational agency in academia: the experience of early career academics with Dr. Kathryn Sutherland from Victoria University. Data collection about completed with analysis from June os report on background. look at what motivates early career academics to undertake research and and variations between organisational and personal aspirations. multi-method approach using interviews, questionnaires and focus groups. Found at early stage there is a BIG gap between external/internal institutional and personal expectations. previous research indicates important factors to be institutional support/resources, prior experience and personal characteristics. leading to better induction, 'academics are learners too. resource on ako aotearoa website.

Patrick Hiki from Kahui Tautoko and started this presentation with Jenny Connor from the Industry Training Federation  and Nicky Murray from MITO on 'Maori learners in workplace setting". In NZ almost 10% of workforce = 190,000 people in 35,000 enterprises involved in industry training. 30,000 identify as Maori but very little known about Maori learners in the workplace. ITOs involved include ETITO, BCITO and MITO although more Maoris in seefood, social services, forestry and food manufacturing. need to find out how Maori workers  learn in the workplace, what works and barriers to success. Using a Kaupapa Maori research approach, focus on talking with and not about Maori learners and a mixed methods approach.

After morning tea, 4 presentations. Starting with Robyn Baker, Director of NZ Council of Educational Research with an overview of the teaching and learning research initiative (TLRI). So far 20 tertiary projects funded between 2002-2010. 14 have been published.

Then, Dr. Elaine Khoo from University of Waikato on "exploring elearning practices across disciplines in a university environment". 2 year TLRI project with 4 case studies in  year 1 and 8 in year 2 across 7 disciplines - earth/ocean science, screen/media studies, history,education, engineering and management. Looked into how lecturers use potential of ICT to support tertiary and lecturers and students. findings include effectiveness of ICT, expands and transforms student notions of subject, develops student professional identity, bridge students conceptual, visual and spatial thinking between virtual and real world and not all students emjoy using technology.

Third up, Matui Ratima from University of Waikato on " factors affecting the development proficiency in te roe Maori for adult learners". Matiu is an Ako Aotearoa PhD scholarship recipient. Used interviews based on ethnographical/ partially auto to try to make sense of the two worlds that exist for Maori speakers in NZ. Emerging points include importance of passion, common strategies used and aspects thought to be essential to successful language acquisition seem to be absent from some proficient participants.

Last on before lunch, "pasifika learners and success in tertiary ed." from Dr.Cherie Chu from Victoria University. process of carrying the project, just as important as formal outcomes of the project. A just commenced National project beginning work to investigate exemplars of success to understand institutional level supports that will enhance pacifika learners outcomes. From learners' perspectives, the internal and external motivational factors that contribute to development and success. institutions include Victoria, Otago, MIT, CPIT & Pacific training institute (Wellington).  Based on the Kakala framework, a metaphor to carry out the research. An inclusive approach using appreciative inquiry.

After lunch, three varied topics. First up, Dr Elana Curtis from the University of Auckland on 'success for all: improving Maori student success in health professional degree-level programmes. An example of using Kaupapa research methodology and update from last year on progress made. Study on the non-lecture aspects of health programmes to find out how to best support Maori students - clinical, non-clinical and MAPAs. Maori and Pacific Admission scheme (MAPAS) offers academic, pastoral support and academic representation.  Use critical incident technique to find out factors that support or hinder success - trigger, action and outcome. Categorise interview data on critical incidents as helpful or unhelpful (usually 2/3 helpful).

Next, 'maximising learning dialogue opportunities in professional field-based experiences with Dr. Andrew Smith, Dr. Marion Sanders, Suzanne Barlow from the Bethlehem Tertiary Institute. Focused on professional preparation programmes for early childhood education and counselling. A collaborative study with Bethlehem, NZ Tertiary College and Wintec. 27 students and their associated teacher/supervisor took part. Found, among usual items, mismatch between what supervisors say and what students perceive happens and between institutions' goal and actual practicum experience. A desire between both students and supervisors to have a relationship but finding common time to meet was difficult. interventions include partnership map, belief inventory, critical incident (most valued) and research article (least valued) to share at each meeting.

Then, 'storybook dads programme evaluation' with Charles Pearce and Jan Bain from the Dunedin Methodist Mission. A worthwhile and interesting project. Actual storybook dads project has been running for some years (a trojan horse project) is to evaluate it's effectiveness in order to evidence the benefits already collected through anecdotes. Data gathered through analyzing progress made by dads when they record first DVD to later one. So far, seems to have a 1 level increase in literacy level after only 20 hours intervention. this research to find out how program has impacted through interviews with prisoners, families and staff.

After afternoon tea, a couple of presentations and wrap up for the day. Firstly, Angela Feekery, an Ako Aotearoa PhD scholar from Massey University on 'integrating information literacy and discovering voice'. A participatory action research (PAR) project working on 'planning' as discipline to improve information literacy. Succinctly overviewed challenges faced by students on how to sift through and critically review information.  Much achieved in first 18 months but more to complete including writing up case studies gleaned from data collected through studying student assignments, focus groups, interviews with lecturers etc. this semester working with 4 courses with some changes to two of the courses worked on from last year. information landscape by Craig Cherie used to help students work out priorities with regards to how to evaluate information. Use Microsoft one note to collate research artifacts into a portfolio.

Last one for today, Associate Professor Mavis Haigh from the University of Auckland on 'making authentic and trustworthy practice-based judgements of graduating student teachers. A TLRI project between University of Auckland and 4 Auckland primary schools. The project aims to identify, develop and test models  of practicum-related assessment processes and strategies used by the 4 schools; then test models of the criteria used when judging student teachers' achievement = ready to teach. The project is 1/2 way through and has captured professional conversations between university  liaison lecturers, school-based adjunct lecturers and associate teachers. Data analysis now commenced. Uses Lens model within Social Judgement Theory (Hammond, Rohbaugh, Mumpower & Adelman, 1977) to give direction for research on judgement through careful identification and  analysis of the context of judgement and the cues that underly the decisions. focus groups, interviews, recordings of professional conversations and meetings and document gathering all form data to put through the lens.

Activity theory and mlearning research

I have had several goes at trying to unravel activity theory and how I might be able to use it as a base for my ongoing research projects.

Activity theory is based on the work of Leontiev, much of his work has been overshadowed by the work of Vygotsky. The seminal works on activity theory are the English translation of Leontiev’s book, Activity, Consciousness and Personality (1978) and a book edited by Wertsch. Engestrom is perhaps the most well known exponent of activity theory.

A book by Kaptelinin and Nardi, (Acting with Technology:- Activity Theory and Interaction Design) provides a more accessible route to understanding how to make us of activity theory in better understanding human interactions with technology. Chapter 3, Activity theory in a nutshell, is an especially succinct and clear summary of the origins of activity theory and how it relates to the human mind’s inter-relationships with people and artifacts in the context of everyday activity.

I learn by doing, so over the summer, I will work at structuring our mlearning pilot project around the activity theory research framework. It will provide me with the opportunity to apply the theory to a real situation that has people, tools (mobile phones, research questionnaires, surveys) and artifacts (multimedia evidence, assessment criteria, learning outcomes). It will be important to have a look at my planned research tools to see how they might presently reflect activity theory assumptions and see if there needs to be any tweaking of these to bring about a proper analysis of the data generated from interviews with apprentices, evaluations of their use of web 2.0 sites and their mlearning experience.

Why activity theory and not something else? There is a fit with the type of research I am undertaking with mlearning with the overall structure of activity theory. Using activity theory provides an opportunity for me to learn how to use another ‘research method’. It will also provide another perspective on how I view the data when it starts to come through plus the opportunity to evaluate how activity theory works and how to best make use of it’s framework in an actual research project.