Tag Archives: technology

how to survive transcription

Some few tips and ideas to survive the transcription of interviews. All those step-up came little by little over time. Some I wish I used at the beginning of transcribing.

Hot keys for fast typing

Express scribe not only is free but it can be customized.

First you need to enable system-wide hot-keys (in the options). I step up to make it easy to reach while typing.

F1 : rewind

F2 : play

F3 : stop

F4 : fast forward

F9 : Play fast speed

F10 : Play slow speed

F11 : Play real speed

Track progress…minute by minute

 transcription 1

This is part of being organised. I am just too lazy to waste time looking for stuff or thinking about what is the next thing to be done. There are plenty of project management, task management, to do list out there. I use exclusively Task merlin for my PhD (http://www.taskmerlin.com). I will not go into how many apps I tried. A good way to find one that will fit your need try http://www.priacta.com/Articles/Comparison_of_GTD_Software.php and use their “help with software”

Take note while transcribing

transcript2

For this I use Onenote. docked OneNote window on the side of the screen while working in Word. I put ideas, images, definitions, links, questions. This gives a head start for data analysis. I imported all my transcription note in Nvivo as part of my memos. (http://www.qsrinternational.com/products_nvivo_add-ons.aspx)

Since I typed a couple of words over and over, I used  a text expander for windows. The abbreviation is replaced immediately after it is typed. This help protect my sanity. Also, it works in any software, so I use it in Nvivo as well.

breevy

http://www.16software.com/breevy/

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TQR 2013 – Wrap up day 2

Here are the highlights of the conference.

 

The Lived Experience of a Doctoral Student: The Process of Learning and Becoming. Betina Callary

This was one of my favorite presentation.

Betina presented her lifelong learning perspective, through a reflective self-study. She shared her process of learning throughout her PhD degree. She used Jarvis (2009) concept of biography, which is part of the theory of human learning. Basically, we are in a state of constantly becoming :

We are constructing our own biography whenever we learn – whilst we live our biography is an unfinished product constantly undergoing change and development – either through experiences that we self-initiate or else through experiences which are initiated by others. (Jarvis, 2009, p. 25)

She explained how she followed Louie et al. (2003) three phases of the self-study methodology:

  1. the assessment phase : why you want to engage in a critique of yourself?
  2. the implementation phase : explore different issues about yourself with a journal
  3. the dissemination phase : contribute to the academic discourse by sharing your result

You can read her article here : http://www.nova.edu/ssss/QR/QR17/callary.pdf

Glaze, J. (2002). Ph.D. study and the use of a reflective diary: A dialogue with self. Reflective Practice, 3(2), 153-166.

Jarvis, P. (2009). Learning to be a person in society. London, UK: Routledge.

Louie, B. Y., Drevdahl, D. J., Purdy, J. M., & Stackman, R. W. (2003). Advancing the scholarship of teaching through collaborative self-study. The Journal of Higher Education, 74(2), 150-171.

Moon, J. (2006). Learning journals: A handbook for reflective practice and professional development (2nd ed.). London, UK: Routledge.

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With Design in Mind: The E-Interview Research Framework. Janet Salmons

The E-Interview Research Framework (Salmons, 2012) is a tool for analyzing a study’s research design, ethical issues and approach for using text-based, visual or virtual world communications technologies to collect data with interviews and related observations. The E-Interview Research Framework includes eight interrelated categories of key questions and steps that can help a researcher think through and plan an e-interview study This session will introduce the Framework and invite participants.

A new metaphor for the researcher position : The gardener

I was familiar with the 2 metaphors by Kvale (2007). He suggested that researchers may act as either miners (knowledge collection) who dig the data from participants, or as travelers (knowledge construction)who journey with participants.

Salmons (2010) suggest that we may use the metaphor of the gardener: because we may need to do some digging, some cultivating, and some weeding.

Kvale, Steiner. (2007). Doing interviews. Thousand Oaks: Sage.

Salmons, Janet E. (2010). Online Interviews in Real Time. Thousand Oaks: Sage Publications.

http://blog.vision2lead.com/e-interviews-2/cases-in-online-interview-research/e-interview-research-framework/

http://the-sra.org.uk/wp-content/uploads/salmons.pdf

http://blog.vision2lead.com/

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Some useful web sites:

Inqscribe

Available for both Windows and Macintosh, InqScribe sports a deceptively simple interface, pairing your digital video and audio with a transcript editor that lets you synchronize specific portions of your transcript with corresponding time segments within the media.

It can be use for:

  • Direct Transcription
  • Iterative Analysis
  • Timecode Tagging
  • Teaching
  • Presentations
  • Collaborative Review
  • Subtitling

http://www.inqscribe.com/

 

Timeanddate

Need to make a call to someone far away or arrange a web or video conference across different time zones?

Find the best time across time zones with this Meeting Planner.

http://www.timeanddate.com/

 

TPACK – TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

“Reproduced by permission of the publisher, © 2012 by tpack.org”

 

Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge.

 

http://tpack.org/

http://www.matt-koehler.com/tpack/wp-content/uploads/tpack.jpg

 

preparing for The Qualitative Report Fourth Annual Conference

I will present a paper on my methodology. Here is the abstract.

Using Internet Browser’s Plug-in as Memento for Participant

I explored how people share online video. Sharing content online is mundane, hectic and done between other tasks. Remembering the content and how it was shared can be hard. Also, builtin browsing histories have limited search capacity. So, I asked participants to install a plug-in of their choice. With this tool, they can more easily recall what they were doing at the time, and how and why they shared a video. The results from my interviews suggest the use of technology enabled a richer and thicker response from participants.