Chenée's Education & Digital Culture blog
Just another Education and Digital Cultures 2017 site
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Assignments and assessed work often leave me frantic and anxious about what to do. This text has really helped me with trying to understand scholarly processes much better. After reading it, I was able to reconcile that sometimes I just need to start writing to ultimately find out what to write about.
I thought this might be a useful guide on how to manage data when it seem unwieldy.
When you can’t just cram it into tables
from Diigo
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Abstract
Systematic reviews and meta-analyses often occupy the top of the hierarchy of evidence in support of evidence-based clinical practice. These studies commonly inform the formulation of clinical guidelines. Bias can intrude at several levels during the conduct of systematic reviews. The effect these various biases, in particular reporting bias, have on pooled estimates and review inferences are potentially significant. In this review, we describe several forms of selection and reporting biases that may occur during the conduct of a systematic review, how these biases might affect a review and what steps could help minimize their influence on review inferences. Specifically, we support calls for prospective international trial registration and open access to trial protocols as two potential solutions that may improve the methodological quality of systematic reviews and the validity of their results. © 2006 Future Drugs Ltd.
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This paper provided a tangible example of how bias can effect research. This is more clearly evident in the biological sciences than in social sciences.
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This article highlights the problems encountered with teaching methodology based on technological instrumentalism.
It also draws attention to the marketisation of education and how much money is now being spent in venture capital investment in education.
Another aspect it looks at is how a utopian view of technology, like students being able to have their own private tutor in a machine, overlooks the human/emotional side that is so strongly accompanies real student-teacher interaction.
ABSTRACT The objective of this paper is to define the relationship between community participation and community development. The paper illustrates the weakness of existing interpretations, arguing that they are flawed because they concentrate on the failings of community development without analysing why successful community development succeeds. The paper concludes that community development is actually a specific form of community participation, the success of which is determined by two key factors: firstly, the role of the state; and secondly, the complexity of the decision-making taking place at the core of the community participation process.
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As I reflected this week, I wanted to find out more about what we mean by ‘community’. Is community a group of people grouped together by a commonality, like race, religion or ethnicity? Or ido individuals involved have to have some kind of shared value system or interest? What makes a community? Are those engaged within it responsible for community development or should it grow organically? This paper did quite answer all those questions but it added to my thinking on the subject.