23 Jan First step is to create 4 video field notes. Video Field Notes Guide DO THIS FOR EACH AND EVERY VIDEO? Intro: Field notes ar
First step is to create 4 video field notes.
Video Field Notes Guide
DO THIS FOR EACH AND EVERY VIDEO
Intro: Field notes are taken during an observational event to record and remember behaviors, activities, and events. They are also used to record and distinguish the researcher’s experience and interpretation of those events.
Field notes general consist of 4 parts:
1. Some record-keeping notes (e.g., date, time, etc.)
2. Descriptive information: where you attempt to accurately record the “facts” of the situation
3. The meaning/reflection of what you observed
4. Reflexive notes – How did this affect you? What personal moment did this bring up? How did it alter or inform you?
Date:
Time of Viewing:
View #:
Your Physical Setting:
Name of Video:
Describe physical setting(s) in which the video takes place
Setting 1
Setting 2
Setting 3
People: (identify and briefly describe. Include what their role was in the video)
Person 1
Person 2
Person 3
Did these individuals interact? Briefly describe.
Other unusual or interesting setting characteristics?
Meaning and Reflection.
What meaning did you observe in the video? (there may be more than 1)
Reflection (impressions, thoughts, critiques, unanswered questions)
Reflexivity: How has this made you aware of, or changed something, about yourself?
Second step – Qualitative coding for the 4 social change videos
Scholar of Change – Benjamin Isaac
Scholar of Change – Benjamin Isaac Program Transcript
BENJAMIN ISAAC: My name is Benjamin Isaac and I'm currently a Walden University student pursuing a doctorate degree in the field of special education. Research shows that students with special learning needs who feel good about themselves perform better academically than those with low self-concept. A Google search for the definition of the word special reveals an adjective that means better, greater, or otherwise different from what is usual. But far too often, students deemed special are made to feel like they are inadequate, subpar, and unintelligent. That's why I am attempting to effect social change with the help of a few very special friends of mine. I'd like to introduce you to Skeeter Buzz, and Gigi.
SKEETER: Hi.
BUZZ: Hi.
GIGI: Hello.
BENJAMIN ISAAC: These three characters were initially created for an educational children's cartoon that features live child actors mixed with 3D animation. As the characters began to develop, however, I had an epiphany. I wondered what would happen if I gave all three characters special needs. And what if these special needs were depicted as merely mental and physical conditions and not definitive characteristics of who these characters were. As a result, Skeeter was developed as a character with autism. Buzz, the rapping fly, was further developed as a character with attention deficit hyperactivity disorder, or ADHD. And Gigi was modeled after my own daughter, who has cerebral palsy.
To add authenticity to each character, I decided to have each character voiced by a child that had that same condition. As a result, Skeeter, the DJ, was voiced by Ian and Connor, two children with autism. Buzz was voiced by my son Truth, and Gigi was voiced by my daughter, Kennedy.
The purpose of the show was not to elicit sympathy from the masses, but to show children with special needs in a very normal light. As a result, the special needs will more than likely only be mentioned in the opening credits. After that the children will merely be who they are.
The education I am receiving from Walden University will serve to provide research-based teaching strategies and information about students with special learning needs that will be incorporated into the show's production and shared with the viewers. Through this show, I intend to leverage the power of teaching in technology and effect positive social change through education. It is my hope that the characters will serve to inspire, influence, and impact all children with special needs. But beyond that it is my goal to show the world that students with
©2016 Laureate Education, Inc. 1
Scholar of Change – Benjamin Isaac
special needs are just that, special, blessed with differences that force them to interact with the world differently because they view it from a different perspective.
Walden University has helped me develop this show into an entertaining piece of media with the potential to educate the world about the true nature of children with special needs. We thank you for your time and consideration.
ALL: Goodbye.
©2016 Laureate Education, Inc. 2
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Video Field Notes Guide
Intro: Field notes are taken during an observational event to record and remember behaviors, activities, and events. They are also used to record and distinguish the researcher’s experience and interpretation of those events.
Field notes general consist of 4 parts:
1. Some record-keeping notes (e.g., date, time, etc.)
2. Descriptive information: where you attempt to accurately record the “facts” of the situation
3. The meaning/reflection of what you observed
4. Reflexive notes – How did this affect you? What personal moment did this bring up? How did it alter or inform you?
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Date: Time of Viewing: View #: Your Physical Setting: Name of Video: |
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Describe physical setting(s) in which the video takes place |
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Setting 1 Setting 2 Setting 3 |
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People: (identify and briefly describe. Include what their role was in the video) Person 1 Person 2 Person 3 Did these individuals interact? Briefly describe. |
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|
Other unusual or interesting setting characteristics? |
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Meaning and Reflection. |
|
|
What meaning did you observe in the video? (there may be more than 1) |
Reflection (impressions, thoughts, critiques, unanswered questions) |
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Reflexivity: How has this made you aware of, or changed something, about yourself? |
© 2016 Laureate Education, Inc. Page 2 of 2
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Directions
| Video Code # | Student Gender | Student Program of Study | Subject matter/topic | What happened in the Video? (2) | 1st Cycle Descriptive | 1st Cycle Concept | 2nd cycle Patterns | Quick Memos | |
| Direction | 1 | 2 | 3 | 5 | 6 | 6 | 7 | 8 | |
| My Notes | Transcript | ||||||||
| The Transcript | |||||||||
| Directions: For each video you chose, type in the following information, extracted from your video field notes guide. Put the data of one video per tab. | |||||||||
| The numbers above correspond to the directions below. | |||||||||
| 1. Create a video code number, so the identifying information will not be visible in this record. | |||||||||
| 2. Indicate speaker's gender | |||||||||
| 3. Indicate speakers program of study | |||||||||
| 4. Briefly describe the subject matter or topic of the video. | |||||||||
| 5. (a) Under the sub-heading "My Notes", copy each sentence describing a "fact" of the video (#2 from your Notes guide) into one cell of the spread sheet. Use the "wrap text" function for readability. | |||||||||
| 5 (b) Under the sub-heading "Transcript", select sections of text from the video transcript, again placing each one in a cell of the spread sheet. | |||||||||
| 6-7. Using the techniques from your Saldana text and the coding videos, code each line with two 1st cycle and one 2nd cycle codes. | |||||||||
| 8. Create a short statement or phrase summarizing your reflexive notes (#4 from your guide). |
Video 1
| Video Code # | Student Gender | Student Program of Study | Subject matter/topic | What happened in the Video? (1) | 1st Cycle Descriptive | 1st Cycle Concept | 2nd Cycle Patterns | Quick Memos |
| My Notes | Transcript |
Video 2
| Video Code # | Student Gender | Student Program of Study | Subject matter/topic | What happened in the Video? (2) | 1st Cycle Descriptive | 1st Cycle Concept | 2nd Cycle Patterns | Quick Memos |
| My Notes | transcript |
Video 3
| Video Code # | Student Gender | Student Program of Study | Subject matter/topic | What happened in the Video? (2) | 1st Cycle Descriptive | 1st Cycle Concept | 2nd Cycle Patterns | Quick Memos |
| My Notes | transcript |
Video 4
| Video Code # | Student Gender | Student Program of Study | Subject matter/topic | What happened in the Video? (2) | 1st Cycle Descriptive | 1st Cycle Concept | 2nd Cycle Patterns | Quick Memos |
| My Notes | transcript |
Website Source
| Website Source | Type of Page/Source | Subject matter/topic | Web page/report content | 1st Cycle CMC: CMC: Cell alignment differs from the Video 2 tab. Suggest uniform alignment. |
1st cycle | 2nd cycle | Memos | |
| DELETE THE RED CONTENT AND PUT IN YOUR OWN | ||||||||
| URL: [insert here] | E.g., home page, .pdf | transcript | ||||||
| EXAMPLE | https://www.waldenu.edu/about/social-change/global-day-of-service | Global Days of Service | Describes 2015 Global Days of Service | Global Days of Service, celebrated October 12–18, inspired more than 20,500 faculty, staff, students, and alumni, as well as their friends and family, to participate in community service projects around the world. | ||||
| Members of the Walden and Laureate communities in more than 15 countries contributed more than 125,000 volunteer hours in more than 240 service projects. Projects included: | ||||||||
| Cleaning and organizing the Minneapolis American Indian Center in the U.S. | ||||||||
| Building houses for hedgehogs and performing general cleaning and maintenance at a nature reserve in Gdansk, Poland. | ||||||||
| Painting, assembling furniture, beautifying a courtyard, and organizing a food pantry at a middle school in Baltimore, Maryland, in the U.S. | ||||||||
| Launching a program to engage with and provide physical and artistic outlets to refugee children and their families in Germany. | ||||||||
| Serving orphans in Saudi Arabia. | ||||||||
| Thank you to all of our volunteers for helping make a positive impact in communities around the globe. |
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Scholar of Change – Christine Topper
Scholar of Change – Christine Topper Program Transcript
CHRISTINE TOPPER: My name is Christine Topper and I am doctorate student in educational psychology at Walden University. Today I want to show you how I grow as a scholar practitioner and use what I learned in my courses to impact social change in my local community.
I am international school teacher in Hong Kong. Hong Kong is a compact and vertical city. As such our student body does not have much exposure outside of home and has developed a disconnection from the natural world. High rise buildings are taking over the natural green spaces where children usually play and media technology is keeping people indoors and changing the lifestyle of society from active to sedentary.
Richard Louv coined a term, nature deficit disorder, to explain this phenomena in his book Last Child in the Woods. Nature deficit disorder is a real social problem in a big city like Hong Kong. I decided to conduct an independent research study looking to ways to address nature deficit disorder.
Building on the rooftop greening project an early childhood teacher and myself started a sustainable micro-garden for the kindergarten students in the outdoor play space. The students were in charge of taking care of the garden, from planting, weeding, to harvesting and selling the produce at to the school community, and response to [INAUDIBLE] garden. We started with a herb patch and within a year it is grown into a vegetable and flower garden. With help from our secondary school the kindergarten students recently started a vertical plastic bottle garden.
We witnessed the benefits of the garden immediately. The pocket garden initiative will continue in my school this year. And we are collaborating with local organizations to create more green spaces in schools around Hong Hong. Contact and exposure to nature no longer happens intuitively, so adults need to create authentic opportunities for children to reengage with nature every day. We all can be an agent of change. Changing a child's life can be as simple as starting a garden at home or in the classroom.
©2016 Laureate Education, Inc. 1
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Scholar of Change – John Anner
Scholar of Change – John Anner Program Transcript
JOHN ANNER: Hi, my name is John Anner. I want to thank you for this opportunity to submit this video to the Walden Scholars of Change Contest. I'm submitting for this contest because I am now enrolled in a PhD program at Walden in Public Policy Administration, with a focus on International Non- governmental Organizations.
INGOs, International Non-governmental Organizations, are non-profits that are set up specifically to address problems in the developing world, in the poorest countries of Asia, Latin America, Africa. And I've been in this field almost my entire career. As an undergraduate at Tufts University in Boston in the late 1970s and early '80s, this is the area that I wanted to study. I focused my attention on agricultural problems in Africa and the Caribbean, and then later joined the Peace Corps, and worked as a Peace Corps volunteer in agriculture in Mauritania, West Africa-- one of the poorest and most isolated, most remote places in the world.
And throughout my entire career, my focus has always been on how to provide solutions to problems that seem so difficult and so large that it's almost impossible to think of how any small organization can solve them. But the truth is that these international non-governmental organizations that I've been part of my career do come up with very creative solutions. But a lot of times, it's very much ad hoc, or making it up as you go along.
So my goal in getting a PhD at Walden is to start to bring some intellectual and academic rigor to this work, or at least the work that I do. I know I'm following in the path of many other people. But I've been a practitioner for almost 30 years.
And now, to be able to bring that experience and connect it with the intellectual work that's been done over the years in the field of international development, for me is very exciting. It's already changing the way that I view my work. For example, we run a program in Southeast Asia called Operation Healthy Heart that figures out how to build the capacity and provide solutions to children who are suffering from congenital heart defects.
Now we've got a whole network of young people around these countries who are involved in this field. What I feel like as part of this program at Walden, I can now bring to them a true understanding about how to build national policy networks that can address these problems not only on palliative basis-- meaning we help an individual child get heart surgery and then the next, and the next, and the next-- but creating national policies and the national capacity to address this permanently in an ongoing way so that we can take care of all the future generations of children who need this kind of surgery.
©2016 Laureate Education, Inc. 1
Scholar of Change – John Anner
So what I see this PhD at Walden offering me, and offering my field, is an opportunity to help build these organizations in such a way that they can start to address these problems with a lot more intellectual capacity, scientific rigor, and an approach that is really focused on solutions and results. So thank you very much. I'm very excited about this opportunity.
©2016 Laureate Education, Inc. 2
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Scholar of Change – Jackie Kundert
Scholar of Change – Jackie Kundert Program Transcript
JACKIE KUNDERT: My name is Jackie Kundert. I'm a mother and a nurse from Monroe, Wisconsin, which is part of Green county. Monroe's population is roughly 10,000 people. And it's the largest city in Green county.
During the past five to seven years the issues of drug overdose have become popular throughout the nation. What once was a big city problem is now felt in small cities across the nation. This issue touches me greatly as I have a son who got caught up in the cycle. My son ended up on prescription pain medication, which he became very addicted to. And from there it was a short leap for him to start heroin.
What really spurred me on to try and make a difference was looking at a Wisconsin State Council of Alco
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