Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to Conceptual Frameworks
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The document is a guide to conceptual frameworks aimed at enhancing open education research communities through collaboration, specifically focusing on the Global OER Graduate Network (GO-GN). It outlines the rationale for conceptual frameworks, highlights their role in doctoral research, and discusses issues related to their appropriate application. Additionally, it provides an overview of various conceptual frameworks and future steps for GO-GN publications.
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PROBLEM STATEMENT
CONCEPTUAL FRAMEWORKS: PERSPECTIVES
““[P]roblematic for many students is the inability to articulate differences
between theory, theoretical framework and a conceptual framework for a
proposed research project” (Kivunja, 2018)
Ph.D candidates’ comprehension of conceptualising research
(Leshem & Trafford, 2007:104)](https://image.slidesharecdn.com/20210926oeglobalgognconceptualframeworks-210926112134/85/Enhancing-Research-Communities-Through-Open-Collaboration-The-GO-GN-Guide-to-Conceptual-Frameworks-16-320.jpg)
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WHAT IS A CONCEPTUAL FRAMEWORK?
“[W]hile personal interests and goals, social location and positionality, topical research, and
theoretical frameworks are what comprise a conceptual framework, we would never expect to
see them organized according to these elements. In finished form, a conceptual framework is
organized and expressed as an argument. Each step of that argument is a proposition
justified by the topical and/or theoretical literature.” (Ravitch and Riggan, 2017:13)
Conceptual frameworks are generally treated more flexibly than ‘theory’ and may be used to
bring together a range of different perspectives and ideas that are important to a research
project.
• Because this is often highly contextual, there aren’t really any general rules that cover how
to create and/or use conceptual frameworks.
• Conceptual frameworks can bring together topical research and theoretical insights.
• Their value is in practical application rather than the most complicated / comprehensive
approach.
Two fundamental approaches:
1. Conceptual framework as organising principle: operationalising and metacognising
2. Conceptual framework as part of a mesh of different ‘constructs’ used in research
CONCEPTUAL FRAMEWORKS: PERSPECTIVES](https://image.slidesharecdn.com/20210926oeglobalgognconceptualframeworks-210926112134/85/Enhancing-Research-Communities-Through-Open-Collaboration-The-GO-GN-Guide-to-Conceptual-Frameworks-19-320.jpg)
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to Conceptual Frameworks
- 1. Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to Conceptual Frameworks Dr. Robert Farrow Open Education Research Hub Institute of Educational Technology The Open University, UK rob.farrow@open.ac.uk @philosopher1978
- 2. 2 01 Why a Conceptual Frameworks Handbook? Rationale and concept 02 03 Conceptual Frameworks: Perspectives What has been written about conceptual frameworks? 04 Use Cases and ‘Doctorateness’ Appropriate application of conceptual frameworks 05 Overview of Conceptual Frameworks What’s in the Guide? Introduction to GO-GN Background on the Global OER Graduate Network and its members 06 What’s next? Next steps for GO-GN publications 07 Presentation & Style Aiming for accessibility
- 3. 3 SUPPORTING DOCTORAL RESEARCH IN OPEN EDUCATION GLOBAL OER GRADUATE NETWORK http://go-gn.net/
- 4. 4 GLOBAL OER GRADUATE NEWORK GO-GN started in 2013 as an initiative from Fred Mulder, UNESCO Chair in OER at the Dutch Open Universiteit, in collaboration with Rory McGreal, UNESCO / COL Chair in OER at Athabasca University (Canada). GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK. The aims of the GO-GN are: • to raise the profile of research into open education, • to offer support for those conducting PhD research in this area, and • to develop openness as a process of research. More than 100 doctoral and post-doctoral researchers form the core of the network with more than 200 experts, supervisors, mentors and interested parties forming a community of practice
- 5. Why a Conceptual Frameworks Handbook? Rationale and concept
- 6. 6 Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO- GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go- gn.net/gogn_outputs/research -methods-handbook/ Images by Visual Thinkery CC BY Open Research Award https://awards.oeglobal.org/a wards/2020/open-research/go- gn-research-methods- handbook/
- 7. 7 • A companion volume focused on theoretical perspectives • Collaborative, open practices • Contributions from 20 researchers • Overview of perspectives on conceptual frameworks and their role in research • Testimony about using a range of different frameworks in open education research • A range of tips and guides to best practice https://go-gn.net/project-outputs/
- 8. Presentation & Style Aiming for accessibility
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- 12. 12 Farrow, R. and Mathers, B. (2020). Conceptualising Research Methodology for Doctoral Researchers in Open Education (with penguins). International Journal of Management and Applied Research, Vol. 7, No. 3, pp. 349-359. https://doi.org/10.18646/2056.73.20-025
- 13. 13 Illustration concepts: • Conceptual Frameworks as vehicles • Workshop/homebrew engineering • ‘Wacky Races’ / Gumball Rally
- 14. Perspectives: Conceptual Frameworks What has been written about conceptual frameworks?
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- 16. 16 PROBLEM STATEMENT CONCEPTUAL FRAMEWORKS: PERSPECTIVES ““[P]roblematic for many students is the inability to articulate differences between theory, theoretical framework and a conceptual framework for a proposed research project” (Kivunja, 2018) Ph.D candidates’ comprehension of conceptualising research (Leshem & Trafford, 2007:104)
- 17. 17 1. No framework! The reader cannot clearly understand the theoretical, conceptual, or methodological assumptions that underlie a study 2. Inappropriate framework The chosen framework does not align theories with data appropriately 3. Framework/data misalignment Framework does not connect with the rest of the study 4. Imbalance between a framework and data Big ideas, big concepts… but without the data to support them 5. Incomplete, superficial or inconsistent treatment of a framework Inconsistency in theoretical focus CONCEPTUAL FRAMEWORKS: PERSPECTIVES 10 PROBLEMS WITH CONCEPTUAL/THEORETICAL FRAMING (CASANAVE & LI, 2005)
- 18. 18 10 PROBLEMS WITH CONCEPTUAL/THEORETICAL FRAMING (CASANAVE & LI, 2005) 6. Misinterpretation of a theory Relying on buzzwords instead of developing a thorough understanding 7. Lip service Using big names and big concepts without evidence of understanding 8. Attraction to popular theories Popular theories still need to fit a study well 9. Conspicuous absence Influential name or concept missing, suggesting failure to read widely 10.Methodology missing Failure to explain underlying principles of inquiry; epistemological stance CONCEPTUAL FRAMEWORKS: PERSPECTIVES
- 19. 19 WHAT IS A CONCEPTUAL FRAMEWORK? “[W]hile personal interests and goals, social location and positionality, topical research, and theoretical frameworks are what comprise a conceptual framework, we would never expect to see them organized according to these elements. In finished form, a conceptual framework is organized and expressed as an argument. Each step of that argument is a proposition justified by the topical and/or theoretical literature.” (Ravitch and Riggan, 2017:13) Conceptual frameworks are generally treated more flexibly than ‘theory’ and may be used to bring together a range of different perspectives and ideas that are important to a research project. • Because this is often highly contextual, there aren’t really any general rules that cover how to create and/or use conceptual frameworks. • Conceptual frameworks can bring together topical research and theoretical insights. • Their value is in practical application rather than the most complicated / comprehensive approach. Two fundamental approaches: 1. Conceptual framework as organising principle: operationalising and metacognising 2. Conceptual framework as part of a mesh of different ‘constructs’ used in research CONCEPTUAL FRAMEWORKS: PERSPECTIVES
- 20. 20 METAPHORS Categorisation of conceptual framework metaphors (based on Leshem & Trafford, 2007:104) CONCEPTUAL FRAMEWORKS: PERSPECTIVES
- 21. 21 POSITIONALITY CONCEPTUAL FRAMEWORKS: PERSPECTIVES Elements of a Conceptual Framework (Adapted from Rogers, 2016:1710)
- 22. 22 UNDERPINNING CONSTRUCTS Passey (2020) instead sees conceptual frameworks as one possible perspective rather than the defining or guiding point of orientation for other aspects of a study. Multiple ‘constructs’ might be used for different purposes in a study • Model – A model holds for a given case or stated population, arising from context- specific research, often indicating main features of influence or contribution • Conceptual Framework – Conceptual frameworks tend to be more flexible and descriptive, identifying factors or criteria that have influence on a particular field within the more major features • Theoretical Framework – A theoretical framework arises from outcomes beyond a single study, based on one or more theories • Theory - Theories consider a broader and deeper concern or context, suggesting the detail of what might be more general, beyond a given context Passey presents a stronger link between ‘constructs’ and epistemological and methodological stance; the relationship between conceptual framework and method is ideally going to be close, explicable and defensible. CONCEPTUAL FRAMEWORKS: PERSPECTIVES
- 23. 23 UNDERPINNING CONSTRUCTS CONCEPTUAL FRAMEWORKS: PERSPECTIVES Underpinning Description Examples Model A model holds for a given case or stated population, arising from context-specific research, often indicating main features of influence or contribution Technology Acceptance Model (TAM) (Davis, 1989) Diffusion of Innovation (Rogers, 2003) Pathways to Implementing Change (Corbett & Rossman, 1989) Conceptual Framework Conceptual frameworks tend to be more flexible and descriptive, identifying factors or criteria that have influence on a particular field within the more major features Technological, Pedagogical and Content knowledge (TPACK) (Mishra & Koehler, 2006) Discovery Learning (Bruner, 1961) Experiential Learning (Kolb, 1984) Theoretical framework A theoretical framework arises from outcomes beyond a single study, based on one or more theories Social Creative Constructivism (Passey, Dagien, Atieno & Baumann, 2019) Human Motivation (Maslow, 1943) Theory Theories consider a broader and deeper concern or context, suggesting the detail of what might be more general, beyond a given context Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh, Morris, Davis & Davis, 2003) Social Constructivism (Vygotsky, 1978) Constructionism (Papert, 1986) Behaviourism (Skinner, 1953) Examples of forms of underpinning constructs (Passey, 2020:3)
- 24. 24 UNDERPINNING CONSTRUCTS CONCEPTUAL FRAMEWORKS: PERSPECTIVES Uses of Theory in Research (based on Passey, 2020)
- 25. 25 DECONSTRUCTING THE CONCEPT CONCEPTUAL FRAMEWORKS: PERSPECTIVES Jabareen (2009) offers a post-structuralist account of ‘concepts’ as historical and defined by their component parts and relation to other concepts. A conceptual framework is here understood as a collection of linked concepts which represents an interpretation of social reality.
- 26. 26 DECONSTRUCTING THE CONCEPT CONCEPTUAL FRAMEWORKS: PERSPECTIVES Jabareen (2009) emphasizes the multivalent nature of conceptual frameworks and sees this as a way to bring together important ideas from different disciplines or sectors. Jabareen’s response to the vagueness or ambiguity around conceptual frameworks is to reserve them for qualitative attempts to draw an understanding from several “texts” through a process of theorization.
- 27. 27 NETWORK ANALYSIS CONCEPTUAL FRAMEWORKS: PERSPECTIVES An alternative approach is to take a more quantitative, neutral stance and through data mining and analysis, allow a framework to emerge. One such approach is to use citation or social network analysis (SNA). Timeline Visualisation of Distance Education (Bozkurt, 2019)
- 28. 28 NETWORK ANALYSIS CONCEPTUAL FRAMEWORKS: PERSPECTIVES What these analyses have in common is that they do not impose a framework on the literature, but rather allow one to emerge from the relationships between citations. (A conceptual framework may also be applied to interpret the emergent structure, however.) This technique can be used to provide quantitative support for claims about discourse over time, or to describe how paradigms and practices evolve. One effective approach can be to combine network analysis with more traditional analysis in order to triangulate or contrast perspectives. Examples: Bozkurt (2019); Dawson, Gašević, Siemens and Joksimovic (2014); Weller et al. (2018)
- 29. 29 USE AN EXISTING FRAMEWORK, OR CREATE A NEW ONE? CONCEPTUAL FRAMEWORKS: PERSPECTIVES
- 30. Use Cases and ‘Doctorateness’ Appropriate application of conceptual frameworks
- 31. 31 USE CASES AND ’DOCTORATENESS’ CONCEPTUAL FRAMEWORKS Leshem & Trafford (2007) see one of the main benefits of using conceptual frameworks in doctoral research as introducing more granular and explicit descriptions into the research process. This can include things like: • modelling relationships between theories; • reducing theoretical data into statements or models; • explicating theories that influence the research; • providing theoretical bases to design, or interpret, research; • creating theoretical links between extant research, current theories, research design, interpretations of findings and conceptual conclusions. The research process is more focused and holistic when an effective conceptual framework is in place. Passey (2020) suggests that selecting a conceptual framework could be considered a characteristic challenge of doctoral research
- 33. Leshem & Trafford suggest that higher order cognition is required to successfully navigate the process of moving through practical stages such as the analysis and interpretation of data, and the conceptual level is where the reflective and meta-reflective advances are made. They present this metacognitive aspect as the essence of doctoral learning which is explored in a viva: “doctoral candidates who raise their levels of thinking beyond descriptive and content aspects of research will increasingly display doctorateness” (Leshem & Trafford, 2007:102). Conversely, research which produces data which is descriptive of some phenomenon but doesn’t reflectively connect this to wider concepts might be seen as failing to meet the standards expected. USE CASES AND ’DOCTORATENESS’ CONCEPTUAL FRAMEWORKS
- 34. Technical, practical and conceptual aspects of doctoral research (based on Leshem & Trafford, 2007:103)
- 35. Overview of Conceptual Frameworks Brief descriptions and reflections from GO-GN members
- 36. 36 OVERVIEW OF CONCEPTUAL FRAMEWORKS CONCEPTUAL FRAMEWORKS Activity Theory Equity Online Collaborative Learning Big & Little OER Learning Analytics Online Engagement Framework Boundaries Linguistic Accessibility Open Educational Practices Capability MOOC Accessibility PRAXIS Framework Cathedral/Bazaar MOOC Learner-Centred Outcomes Rhizomatic Learning Community MOOC Knowledge Framework Social Justice Connectivism Network Theory Social Realism COUP Framework OER Adoption TPACK Framework Design Thinking OER Impact Unified Theory of Acceptance and Use of Technology (UTAUT) Diffusion of Innovations OER Reuse Value Creation Framework
- 37. 37 ADDITIONAL THEORETICAL FRAMEWORKS CONCEPTUAL FRAMEWORKS (Adapted from Mittelmeier (n.d.) on a CC BY licence. https://internationalpedagogies.home.blog/potential-theoretical-frameworks/) Learner Transitions and Experiences – ecological systems theory; multidimensional transition theory; academic resilience; student engagement model; liminality Identity Development and Selfhood – student agency theory; identity theory; capability approach; possible selves; intersectional theory; critical race theory; gendered radicalization Pedagogies – critical pedagogies; engaged pedagogy; academic hospitality; Bernstein’s pedagogic devices; transformative learning Curricula – hidden curriculum; internationalization of curriculum; glocalisation; tourist gaze
- 38. 38 ADDITIONAL THEORETICAL FRAMEWORKS CONCEPTUAL FRAMEWORKS (Adapted from Mittelmeier (n.d.) on a CC BY licence. https://internationalpedagogies.home.blog/potential-theoretical-frameworks/) Learning – communities of practice; figured worlds; cultural-historical activity theory Sociological Theories of Power - Bourdieu; Foucault; Gramsci Decolonization / Postcolonialism – orientalism; subjugation; third space / hybridity; double consciousness Mobilities – spatial theories; migration infrastructures
- 39. 39 ACKNOWLEDGMENTS CONCEPTUAL FRAMEWORKS Many thanks to everyone who contributed! Suggested citation: Farrow, R., Iniesto, F., Weller, M., Pitt., R., Algers, A., Baas, M., Bozkurt, A., Cox, G., Czerwonogora, A., Elias, T., Essmiller, K., Funk, J., Lambert, S., Mittelmeier, J., Nagashima, T., Rabin, E., Rets, I., Spica, E., Vladimirschi, V. & Witthaus, G. (2021). GO-GN Guide to Conceptual Frameworks. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/conceptual-frameworks/
- 40. What’s Next? Next steps for GO-GN publications
- 41. 41 2021 - Publish Conceptual Frameworks Guide (Sept) Publish Research Review 2021 (Nov) Publish Annual Review 2021 (Dec) 2022 - Publish Research Review 2022 2nd edition of Research Methods Handbook 2nd edition of Conceptual Frameworks Guide The GO-GN Open Education Research Manual (title TBC)