# Ejump/Action Research/Extended Study Guide

Module Title: Action Research Planning
Credits: 2.5 ECTS
Modul Leader/Module Team
Prof. Brian Hudson, Umeå University
Alison Hudson, Umeå University
Albert Sangra, Pedro Fernandez Michels, University of Catalonia
Satu Nurmela, University of Turku
Mart Laanpere, University of Tallinn
Oliver Popov, Iskra Popova, Sylwia Rudnik, CEENet
Sue Harrison, University of East London
Alfredo Soeiro, University of Porto
Anne Villems, University of Tartu
Jüri Lõssenko, Ene Tammeoru, EITF
Plus other members of the e-Jump 2.0 consortium
Study hours: 75-90 hours
Module Learning Outcomes: On successful completion of this course of study participants should be able to:
Approach to Learning and Teaching
This module is structured around the process of action research planning that involves the identification of the key developmental goals and research questions, research methodology and methods, addressing of research ethics, review of relevant literature and an activity plan. There will be a number of moments through which participants will share their ideas and provide peer feedback to others. Each participant will have the support of a local supervisor organised by the local institution to provide one to one tuition and support.
The approach to the design of the course is based on a didactical design framework (Hudson, 2008) which extends the traditional instructional and learning design models by addressing the complexity of the teaching-studying-learning process1. In particular the aim is to focus attention on the design of teaching situations, pedagogical activities and learning environments. This approach is framed within a cyclical process of didactical design which involves analysis, design, development, interaction and evaluation. The learning outcomes are structured around this didactical design cycle and as such reflect the more advanced stages, in terms of the classification of levels of thinking of application, analysis, evaluation and creation, as outlined through Bloom’s Revised Taxonomy. This is combined with an approach to development based on the cycle of action research involving planning, action, observation and reflection leading to a revised plan and the next cycle of action. Educational action research is seen to provide a framework for thinking systematically about what happens in teaching situations and learning environments, implementing action for change and evaluating the effects with a view to continuing the development for improvement.
Assessment
The presentation of work for examination will be through the use of a digital portfolio. The work will be examined through the submission of:
Course Literature
Carr, Wilfred and Kemmis, Stephen (1986) Becoming Critical: Education, Knowledge and Action Research. London: Falmer Press.
Elliott, John (1991) Action Research for Educational Change. Milton Keynes: Open University Press.
Hudson, Brian (2008) Didaktik Design for Technology Supported Learning, In Meinert A. Meyer, Stephanie Hellekamps and Manfred Prenzel (Eds.) Perspektiven der Didaktik: Zeitschrift für Erziehungswissenschaft, Vol 9, 139-158.
Kanuka, Heather and Anderson, Terry (2007) Ethical Issues in Qualitative E-Learning Research, International Journal of Qualitative Methods 6 (2) June 2007 http://www.ualberta.ca/~iiqm/backissues/6_2/kanuka.htm
Ponte, Petra (2002) Actie-onderzoek door docenten: uitvoering en begeleiding in theorie en praktijk/Action Research by teachers: performance and facilitation in theory and practice. Doctoral thesis. Apeldoorn/Leuven: Garant. ISBN 90-441-1240-6.
Schon, Donald (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Siraj-Blatchford, Iram (1994) Praxis Makes Perfect: Critical Educational Research for Social Justice. Education Now Books, Derbyshire, UK.
Kemmis, Stephen (1993) Action research and social movement: a challenge for policy research, Education Policy Analysis Archives, 1, 1. [WWW document] URL http://epaa.asu.edu/epaa/v1n1.html (Visited 19 Oct 08)
Walker, Melanie (2001) Higher education, critical professionalism and educational action research, Debates in Higher Education, University College London. [WWW document] URL http://www.ucl.ac.uk/cishe/seminars/dhe_papers/MWpaper.doc (Visited 19 Oct 08)
Web resources
Jean McNiff, Action Research for Professional Development [WWW document] URL http://www.jeanmcniff.com/booklet1.html#ite (Visited 19 Oct 08)
John Elliott on Action Research [WWW document] URL http://www.viddler.com/explore/dominiklukes/videos/10/ (Visited 19 Oct 08)
Problem based School Development, Karlstads University, [WWW document] URL http://www.pbs.kau.se/In%20English/english_index2.htm (Visited 19 Oct 08)
Teacher’s Guide to Action Research, The Northeast Florida Science, Technology, and Mathematics Center for Education [WWW document] URL http://www.nefstem.org/teacher_guide/intro/index.htm (Visited 19 Oct 08)
Link to Action Research Project
This module will provide the basis for conducting an Action Research Project and the production of a written report. The project will be supported by supervision from local tutors and all reports which meet the quality of threshold of ‘pass’ will be published on the e-Jump 2.0 web site. Reports that meet the quality of threshold of “pass with distinction” will be considered for publication in a Compendium of Action Research Reports by an editorial board established through the e-Jump 2.0 Consortium.
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