Archive for January, 2011

While writing a literature review, we are suppose to refer to the latest issue about our research area. And so we cite, and cite and cite. After all, we need to equally write our own opinion about the cited statement. Well, may be we can see the gab and tell about our ideas. Apparently this is not enough. How critical are we in putting our opinions towards the cited statements?

Here are some questions that might help to respond the cited statements with good argumentative writings.

1. Has the author formulated a problem/issue?
2. Is it clearly defined? Is its significance (scope, severity, relevance) clearly established?
3. Could the problem have been approached more effectively from another perspective?
4. What is the author’s research orientation (e.g., interpretive, critical science, combination)?
5. What is the author’s theoretical framework (e.g., psychological, developmental, feminist)?
6. What is the relationship between the theoretical and research perspectives?
7. Has the author evaluated the literature relevant to the problem/issue? Does the author include literature taking positions she or he does not agree with?
8. In a research study, how good are the basic components of the study design (e.g., population, intervention, outcome)? How accurate and valid are the measurements? Is the analysis of the data accurate and relevant to the research question? Are the conclusions validly based upon the data and analysis?
9. In material written for a popular readership, does the author use appeals to emotion, one-sided examples, or rhetorically-charged language and tone? Is there an objective basis to the reasoning, or is the author merely “proving” what he or she already believes?
10. How does the author structure the argument? Can you “deconstruct” the flow of the argument to see whether or where it breaks down logically (e.g., in establishing cause-effect relationships)?
11. In what ways does this book or article contribute to our understanding of the problem under study, and in what ways is it useful for practice? What are the strengths and limitations?
12. How does this book or article relate to the specific thesis or question I am developing?

source: http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review

more notes on tips writing lit rev, such as table of content, http://wilderdom.com/OEcourses/PROFLIT/Class3LiteratureReview.htm#Tips

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Checklist for Literature Review

These are the characteristics of literature review I can use as a checklist to reflect on writing a literature review. Information are retrieved from blogs, journals, books and observation.

no checklist Remarks
1 database reports of primary or original scholarship, and does not report new primary scholarship itself  
2 primary reports used in the literature may be verbal, but in the vast majority of cases reports are written documents  
3 The types of scholarship may be empirical, theoretical, critical/analytic, or methodological in nature  
4 literature review seeks to describe, summarise, evaluate, clarify and/or integrate the content of primary reports  
5 the purpose is to provide the background to and justification for the research undertaken  
6 comprise a list;
a search;
a survey;
a vehicle for learning;
a research facilitator; and
a report
7 its omission represents a void or absence of a major element in research  
8 carry on from where others have already reached (reviewing the field allows you to build on the platform of existing knowledge and ideas)  
9 identify other people working in the same fields (a researcher network is a valuable resource)  
10 provide the intellectual context for your own work, enabling you to position your project relative to other work  
11  identify opposing views  
12 put your work into perspective  
13 demonstrate that you can access previous work in an area  
14  identify information and ideas that may be relevant to your project  
15 identify methods that could be relevant to your project  
16 maintain currency in their field of study for the duration of their research  
17 requires knowledge of the use of indexes and abstracts  
18 the ability to conduct exhaustive bibliographic searches  
19 ability to organise the collected data meaningfully  
20 describe, critique and relate each source to the subject of the inquiry  
21 present the organised review logically  
22 correctly cite all sources mentioned  
23 is an account of what has been published on a topic by accredited scholars and researchers  
24 to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are.  
25 demonstrate information seeking: the ability to scan the literature efficiently, using manual or computerized methods, to identify a set of useful articles and books  
26 demonstrate critical appraisal: the ability to apply principles of analysis to identify unbiased and valid studies  
27 be organized around and related directly to the thesis or research question you are developing  
28 synthesize results into a summary of what is and is not known  
29 identify areas of controversy in the literature  
30 is a piece of discursive prose, not a list describing or summarizing one piece of literature after another  
31 It’s usually a bad sign to see every paragraph beginning with the name of a researcher. Instead, organize the literature review into sections that present themes or identify trends, including relevant theory.  
32 You are not trying to list all the material published, but to synthesize and evaluate it according to the guiding concept of your thesis or research question  
 33  Will the reader find my literature review relevant, appropriate, and useful  

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Apple’s iPad enters Singapore classrooms

retrieved from http://www.reuters.com/article/idUSL3E7CE0ND20110114 on Jan 14, 11.39 PM

By Xue Jianyue

SINGAPORE | Fri Jan 14, 2011 4:10am EST

SINGAPORE Jan 14 (Reuters Life!) – If Oprah can do it, so can schools in Singapore.

Four schools in the wealthy city-state have begun handing out Apple iPads to students, relieving them of the need to carry satchels full of bulging text books and notes.

Nanyang Girls High School has spent S$135,000 (about $100,000) to buy 150 iPads for 140 students and 10 teachers in a pilot project. Users connect to the Internet using the tablet, and download books and course material.

They can take notes on the iPad, and use worksheets.

“It’s much more convenient,” said 14-year-old Chloe Chen, sitting in a classroom wih her iPad in front of her. “Teachers can just tell us to go a website, and we can immediately go and do our work.”

Last year billionaire talk show host Oprah Winfrey gave staff at her magazine an iPad and a check for $10,000 each.

Seah Hui Yong, dean of admissions at Nanyang Girls school, said the iPad was chosen because it complemented a new method of teaching under which students are given more freedom to learn themselves, instead of relying solely on the teacher in traditional classrooms.

“It’s not so much about the iPad,” she said, adding that if some other better device comes along, the school could switch.

“If you talk to the girls you will realise that they practically don’t need training. I think if anything, the joke is the teachers are probably taking a little bit longer time in getting used to it.”

Safeguards are being put in place as well.

“There will be some concerns – making sure that the girls are going to appropriate websites, also making sure that the girls don’t get addicted to the device and use it too much,” said Physics and Information Technology teacher Mark Shone.

Nanyang Girls is a secondary school, which means the youngest students are 12. Other schools in Singapore using the tablet include Tampines Secondary School, Nanhua Primary School and Dunman Secondary School. (Editing by Raju Gopalakrishnan)

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Mock Viva Ustaz Md. Nor (CITU) @ Fac of edu

9.30 -11.00 am today, i attended ustaz md. Nor’s presentation. After (if i am not mistaken) more than 4-5 years of PhD study, this morning was his climax. He was doing effectiveness about his proposed teaching content about ethics.

I had the opportunity to record the examiners (Dr. Juan & Dr. Izaham) and panels (Dr. Faizah, Dr. Nor Aziah, Prof. Fattawi, Prof. Pramjit) feedbacks which i found very very useful. I think, I they are very critical person, as they are able to point crucial problems about ustaz md. nor’s thesis in details.

Few things i managed to note down and learn from them

  1. Abstract should provide answers to the research questions
  2. For Chapter 1 ,Clearly identifythe choice of theoritical / conceptual framework. Must know the difference.
  3. For Chapter 2, Need to discuss theories (2 or 3) about the subject matter (of the teaching content. in estax md. nor’s case is the ethics syllabus). Must also describe about the syllabus (like learning outcome, etc)
  4. For Chapter 2, Need to describe model you adapted. How long and how much has that ben used for research (like the previous research results, impact to our research, when and whom was it used).
  5. For Chapter 3, must refer to 2-3 experts of selecting particular method. why experimental design, and why choose case study. If you choose experimental, how do you overcome ‘threat’ insolving ‘reliability’ issues. Do you do ‘factor analysis’? to overcome this issue?
  6. For Chapter 3, must clearly explain reasons of choosing samples (purposive? consensus? population?) each one will reflect to different kind of method and research outcome.
  7. dont quote URL in the body content
  8.  Presentation must have flow and reflective to each content (for example research objectives, research questions, hypothesis, etc)
  9. becareful on the use of words and terms that might lead to wrong interpretation.

eagerto attend more mock viva after this 😀

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just like what obama said: CHANGE

when you are in a position of observing something which happens to be found too ‘static’ for too long, you might want some ‘dynamic’ elements as a CHANGE. i just have this believe when i knew obama from the american election news last time..

after a couple of years maintaining this blog, i realize that the blog in mainly used for my students communication tool. And I dont think wordpress is a suitable media. I have switched to i-learn for that purpose, as students are already there, they just need to log-on and everything inside it. download file, upload file, forum by topic, syllabus, project brief… basically everything they need..

So, after spending times pondering my needs and activities, i just think that this year is the time for me to CHANGE. And so, i believe, this blog will be ravamped, as i will just use it for my research log book. Yup. All my research activities based on the time, date, month and year. The good part of having blog is that it records eveything you write. I definetly think that meets my needs and activities. So my research will be more structured, available to be reviewed at anytime, and i can always write anything i do for my research, whereever i am using my PDA, and straightforward update my blog. Research log book is very important for a research project. It keeps realtime record of the research activity and in the easy online archive.

That’s what i think..

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