Archive for December, 2016
The third in a trilogy of related psychology research methods films (the first and second look at Experimental and Non-Experimental Research Methods respectively) examines how statistical data are collected, compared and explained through an examination of three key issues in this process:
1. Sampling introduces and illustrates a range of important concepts (target population, sample, representativeness, generalisability), explores different types of probability and non-probability sampling (simple random, stratified, opportunity…) and evaluates their respective strengths and weaknesses in the context of developing statistical data.
2. Correlations outlines and explains the concepts of positive and negative correlations, introduces the idea of correlation co-efficient and explores the strengths and limitations of correlations in the context of statistical data.
3. Experimental Design begins by looking at the idea of causation in the context of experimental methods and research design. The strengths and limitations of three types of design (Repeated Measures, Independent Measures and Matched Pairs) are illustrated using a range of contemporary and classic studies.
Available On-Demand: 48-hour rental or to Buy
The second in a trilogy of related psychology research methods films (the first looks at Experimental Research Methods and the third goes “Behind the Statistics” to examine how these are socially constructed), Non-Experimental Methods is a three-part film that illustrates different dimensions of non-experimental research – Naturalistic Observation; Self-Report methods and Case Studies – using a judicious mix of classic and contemporary studies (Rosenhan, Hartup, LaFrance and Mayo, Phineas Gage, Genie Wiley…). Each self-contained film looks at how the method can be defined, as well as assessing their respect strengths and limitations.
Non-Experimental Methods can be used in a number of ways inside and outside the classroom to promote student engagement with and understanding of how real psychologists use these methods to inform their work.
Non-Experimental Methods is available on-demand: 48-hour rental or to Buy
For those unfamiliar with this Specification, Cambridge International A-level Sociology is largely aimed at – and followed by – students outside the UK (although around 150-odd UK schools do enter students for the exam). It’s a fairly “traditional” Specification by contemporary UK standards, but if you want to know a bit more about it, have a look at this post that gives details about the Spec., the structure of the exam and so forth (you might be interested in the fact that unlike its UK equivalent the CIE Board still supports AS and A2 Sociology as stand-alone qualifications).
Anyway, the main point of this post is to draw your attention to a new Wiki created by CIE students to support A-level Sociology students in their studies and the opportunities this provides for:
Adding your contributions to the development of content
Making contact with a range of students and teachers across the globe (China, India, North America, Africa…).
The first in a trilogy of related psychology research methods films (the second looks at Non-Experimental Research Methods and the third goes “Behind the Statistics” to examine how these are socially constructed), Experimental Methods is a three-part film that illustrates different dimensions of experimental research – Laboratory, Field and Natural experiments – using a mix of classic and contemporary studies (Bandura, Hofling, Piliavin, McGuire, Loftus, etc.). Each self-contained film looks at how the method can be defined, as well as assessing their respect strengths and limitations.
Experimental Methods can be used in a range of ways – both inside and outside the classroom – to promote student engagement with and understanding of how real psychologists use these methods to inform their work.
As you might expect from someone who makes films I like to explore visual ways of adding content to what can be fairly plain text information and this particular project is the result of just such an exploration. The objective here was to distil essential course information into a series of simple tableaux that highlight the information without necessarily distracting from it.
Whether this works or not is probably something for you to decide and you can check-out three examples in terms of the following media modules:
Defining The Mass Media: Traditional definitions of “mass media”; Old mass media / old media; New mass media / new media; Characteristics of the new mass media.
Ownership and Control 1: Key Concepts in the Ownership and Control debate: Media Ownership: State and Private; Owners and Controllers; Concentration: Product and Information Diversity; Conglomeration and Diagonal Integration.
Ownership and Control 2: Theories of Ownership and Control: Instrumental Marxism; Neo (Hegemonic) Marxism; Pluralism.
Although I’m not a big fan of multiple-choice testing per se, they can have a place in the teaching and learning lexicon if you want a quick and easy way to test student knowledge – a task these online tests can do efficiently and relatively painlessly. If you want to make the tests even more relevant, try linking them into a student’s Personal Learning Checklist – a simple way to self-check knowledge of particular course concepts.
The suite of 10 tests, ranging in length from 7 – 13 questions, is based around Culture and Identity and covers the following areas:
- Self, Identity and Difference
- Age and identity
- Disabled identities
- Ethnic identities
- Global and National identities
- Gender identities
- Class identities
- Leisure, consumption and identity