Scoping: The GO-GN Guide to Conceptual Frameworks
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This document provides an overview of the GO-GN Guide to Conceptual Frameworks. It discusses the rationale for creating a conceptual frameworks handbook, including crowdsourcing insights from researchers. It outlines the production process and aims for an accessible presentation style. It presents next steps, which include distributing a survey on conceptual framework use, an online workshop, and publishing in 2021. The goal is to support doctoral research in open education through the Global OER Graduate Network.
Scoping: The GO-GN Guide to Conceptual Frameworks
- 1. 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 0 1 Why a Conceptual Frameworks Handbook? Rationale and concept 0 2 Desk Research What has been written about conceptual frameworks? 0 3 Production Process Crowdsourcing research insights 0 4 Presentation & Style Aiming for accessibility 0 5 Next Steps & Timeline How to get involved STRUCTURE Introduction to GO-GN Background on the Global OER Graduate Network and its members 0 6 Discussion Critical reflections 0 7
- 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 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
- 7. 7 What’s next? • A companion volume focused on theoretical perspectives • Future editions to include ongoing input from researchers • Expand to include discussion of other research methods in open education (e.g. textbook research; COUP framework) • Expand and refine presentation of open research • Build more detailed guidance for research design
- 8. 8 What’s next? • A companion volume focused on theoretical perspectives • Future editions to include ongoing input from researchers • Expand to include discussion of other research methods in open education (e.g. textbook research; COUP framework) • Expand and refine presentation of open research • Build more detailed guidance for research design
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- 11. Desk Research What has been written about conceptual frameworks?
- 12. 12 INITIAL DESK RESEARCH CONCEPTUAL FRAMEWORKS Passey, D. (2020). Theories, theoretical and conceptual frameworks, models and constructs: Limiting research outcomes through misconceptions and misunderstandings. Studies in Technology Enhanced Learning 1(1). https://assets.pubpub.org/bcha1jdt/21595481330398.pdf • Doctoral studies usually involve a theoretical or conceptual framework • How this is defined or understood has implications • Selecting a conceptual framework could be considered a characteristic challenge of doctoral research
- 13. 13 Passey, D. (2019). Technology-enhanced learning: Rethinking the term, the concept and its theoretical background. British Journal of Educational Technology, 50(3), 972-986. https://doi.org/10.1111/bjet.12783
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- 16. 16 INITIAL DESK RESEARCH CONCEPTUAL FRAMEWORKS Passey, D. (2020). Theories, theoretical and conceptual frameworks, models and constructs: Limiting research outcomes through misconceptions and misunderstandings. Studies in Technology Enhanced Learning 1(1). https://assets.pubpub.org/bcha1jdt/21595481330398.pdf • Identify & recognise originating research; be explicit about particular areas of contribution • Recognise the importance of the context of originating research • Criticality should apply to models, frameworks and theories • Epistemological and ontological stance within a study may shape the choice and role(s) of models, frameworks and theories • Methodological design that is underpinned by appropriate models, frameworks or theories does not mean that the design itself cannot be questioned • Research questions should be framed in ways that allow alternative ways to view factors and features relating to underpinning models, frameworks or theories. Finding contextual matches, shifts, amendments or additions can all offer important contributions to the field • Contributions to policy and practice should be considered in the context of underpinning models, frameworks or theories
- 17. 18 INITIAL DESK RESEARCH CONCEPTUAL FRAMEWORKS Berman, J. & Smyth, R. (2015) Conceptual frameworks in the doctoral research process: a pedagogical model. Innovations in Education and Teaching International, 52(2) 125-136, https://www.tandfonline.com/doi/abs/10.1080/14703297.2013.809011
- 18. 19 Berman, J. & Smyth, R. (2015) Conceptual frameworks in the doctoral research process: a pedagogical model. Innovations in Education and Teaching International, 52(2) 125-136, https://www.tandfonline.com/doi/abs/10.1080/14703297.2013.809011 INITIAL DESK RESEARCH CONCEPTUAL FRAMEWORKS
- 19. 20 INITIAL DESK RESEARCH CONCEPTUAL FRAMEWORKS Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and Conceptual Framework: A Systematic Review of Lessons from the Field. International Journal of Higher Education 7(6). https://doi.org/10.5430/ijhe.v7n6p44 • Argues (on the basis of experience as a supervisor, external examiner and teacher of research methods) that “problematic for many students is the inability to articulate differences between theory, theoretical framework and a conceptual framework for a proposed research project” • Poses 5 questions: • What does each of these terms mean? • When and how should each be used? • What purposes does a theoretical framework serve? • How do you develop a theoretical framework for your research proposal or thesis? • What does a good theoretical framework look like?
- 20. 21 INITIAL DESK RESEARCH CONCEPTUAL FRAMEWORKS Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and Conceptual Framework: A Systematic Review of Lessons from the Field. International Journal of Higher Education 7(6). https://doi.org/10.5430/ijhe.v7n6p44 Kerlinger and Lee (2000, p. 11) define and explain the meaning of a theory very well, as follows: A theory is a set of interrelated constructs (concepts), definitions, and propositions that present a systematic view of phenomena by specifying relations among variables, with the purpose of explaining and predicting the phenomena. This definition says three things: (1) a theory is a set of propositions consisting of defined and interrelated constructs, (2) a theory sets out the interrelations among a set of variables (constructs), and in so doing, presents a systematic view of the phenomena described by the variables, and (3) a theory explains phenomena; it does so by specifying which variables are related to which variables and how they are related, thus enabling the researcher to predict from certain variables to certain other variables.
- 21. 22 INITIAL DESK RESEARCH CONCEPTUAL FRAMEWORKS Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and Conceptual Framework: A Systematic Review of Lessons from the Field. International Journal of Higher Education 7(6). https://doi.org/10.5430/ijhe.v7n6p44
- 22. 23 INITIAL DESK RESEARCH CONCEPTUAL FRAMEWORKS Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and Conceptual Framework: A Systematic Review of Lessons from the Field. International Journal of Higher Education 7(6). https://doi.org/10.5430/ijhe.v7n6p44
- 23. 25 INITIAL DESK RESEARCH CONCEPTUAL FRAMEWORKS O’Sullivan, P. & Uijtdehaage, S. (2013). Example Conceptual Frameworks: To Guide Educational Scholarship. Teaching Academy of the Consortium of Western Regional Colleges of Veterinary Medicine. https://medicine.utah.edu/faculty-dev/programs/academy- med-education/files/symposium_2015_powerpoints/conceptual-framework-booklet-how- succeed.pdf • Presents a series of conceptual frameworks and contextualises them for medical research • “The purpose of this booklet is to provide a range of examples of conceptual frameworks to help an educator become oriented to using frameworks and to peruse a sampling of ones often found in medical education.”
- 24. 26 INITIAL DESK RESEARCH CONCEPTUAL FRAMEWORKS
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- 26. Production Process Crowdsourcing research insights
- 27. Presentation & Style Aiming for accessibility
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- 30. 32 Research Design Process (based on E891) (Open University, n.d.)
- 31. 33 Progression through the Research Process (based on Brown & Dueñas, 2020)
- 32. 34 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- pp. 349-359. https://doi.org/10.18646/2056.73.20-025
- 33. Next Steps & Timeline How to get involved
- 34. 36 NEXT STEPS AND TIMELINE CONCEPTUAL FRAMEWORKS Feb 2021 – Distribution of short survey on use of conceptual frameworks in PhD to GO-GN members Apr 2021 – Online workshop May/Jun 2021 – Drafting (OU team) July 2021 – Editing and Reviewing August 2021 – Publication November 2021 – GO-GN at OE Global?
- 35. 37 Farrow, R. (ed.) et al. (2020). GO-GN Research Review (Summer 2020). Global OER Graduate Network. http://go- gn.net/gogn_outputs/research-review- summer-2020/ • Marjon Baas (Leiden University, Netherlands) • Natasha Chtena (University of California Los Angeles, USA) • Glenda Cox (University of Cape Town, South Africa) • Michael Dabrowski (Athabasca University, Canada) • Helen De Waard (Lakehead University, Canada) • Kathy Essmiller (Oklahoma State University, USA) • Paco Iniesto (Open University, UK) • Caroline Kuhn (Bath Spa University, UK) • Rebecca Pitt (Open University, UK) • Hélène Pulker (Open University, UK) • Martin Weller (Open University, UK)
- 36. 38 Farrow, R. (ed.) et al. (2020). GO-GN Research Review (Summer 2020). Global OER Graduate Network. http://go- gn.net/gogn_outputs/research-review- summer-2020/ • Marjon Baas (Leiden University, Netherlands) • Natasha Chtena (University of California Los Angeles, USA) • Glenda Cox (University of Cape Town, South Africa) • Michael Dabrowski (Athabasca University, Canada) • Helen De Waard (Lakehead University, Canada) • Kathy Essmiller (Oklahoma State University, USA) • Paco Iniesto (Open University, UK) • Caroline Kuhn (Bath Spa University, UK) • Rebecca Pitt (Open University, UK) • Hélène Pulker (Open University, UK) • Martin Weller (Open University, UK) Look out for the 2021 call for contributions! (June 2021)
- 38. 40 DISCUSSION POINTS CONCEPTUAL FRAMEWORKS Conceptual Frameworks are less commonly referred to in the discourse than something like Research Methods, but interest in them seems to be increasing. Conceptual Frameworks tend to be quite abstract – are they well understood? Do they need to be? Making a link between Conceptual Frameworks and Open Education/Research – how can this be done? Will it emerge from the data we collect? • Is openness even relevant to this? • Maybe for some CFs more than others? Are Conceptual Frameworks necessarily oriented towards “the truth”? Do they need to be? Is this the value of a Conceptual Framework, or does it have a different aspect?