Saberes Académicos

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Browsing Saberes Académicos by Author "Ayala, Ricardo A."

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    The Image of Ethnography-Making Sense of the Social Through Images: A Structured Method.
    (International Journal of Qualitative Methods, 2019) Koch, Tomás; Ayala, Ricardo A.
    Although systematic observation and interviews are the most common techniques in ethnography, a deep understanding requires research tools adapted to exploring beyond the observational scope. Nonconventional methods can support ethnography and complement observations and thus refine the construction of meaning. Qualitative research literature deals disproportionately more with some forms of data, typically text, lacking a structured method for visuals. This article arises from a case study using nonconventional methods, such as sociograms and participant-made drawings, and presents a structured method to attain enriched ethnographic analysis. Using this structured method, the research then draws on representation, visualization, and interaction as ports of entry into group dynamics. The aim being to open a way to discovery when visual and interactional representations do not easily translate into words. Spoken language presupposes an ability to capture and convey thought with precision and clarity and to know how the interlocutor may interpret words. A structured method to analyze images can fruitfully assist in the process. Since every research participant has a view on or a way of making sense of the research subject, the method is universal in application.
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    Understanding the prospect of success in professional training: an ethnography into the assessment of problem-based learning.
    (Ethnography and Education, 2017) Ayala, Ricardo A.; Koch, Tomas F.; Messing, Helga B.
    One of the most fundamental innovations in higher education is the introduction of the method known as problem-based learning (PBL). While literature has largely focused on its learning goals and the transition from lectures to tutorials, little research has problematised why this is a successful methodology and what we consider as students’ success. Drawing upon various ethnographic techniques, the authors analyse PBL as a field of expectations in light of Expectation-Value Theory. Beyond merely showing that PBL is a culturally constructed practice, the article elaborates on how students’ expectations inform practices, performance and evaluation, which is important for assessing the successfulness of the method. By discussing students’ expectations, dynamics and power relations, the present article is a contribution to the research addressing what has come to be known as the ‘black box’ of PBL.