Network on Intrapersonal Research in Education (NIRE)

A seminar series funded by the Economic and Social Research Council (ESRC) 2015-16

Conveners
Lars-Erik Malmberg, University of Oxford, UK
Rebecca Eynon, University of Oxford, UK
Rob Klassen, University of York, UK
Katariina Salmela-Aro, University of Helsinki, Finland

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Introduction

Modern technology allows researchers to collect vast amounts of data through self-reports and automated applications. This enables the generation of complex numerical data. However, methods of analysing this data have not progressed at the same pace. Data and analytic methodologies are complex. There is not yet a coherent view of how we can utilise these technological advances and complex data sets to understand learning processes in real-time.

The aims of this international (UK, Finland, Germany), inter-disciplinary (education, psychology, health, statistics, computational sciences), and methodological-substantive (advanced quantitative methods for intensive longitudinal data) seminar series are to:

  1. Bring together experts and early career researchers from different disciplinary backgrounds to share knowledge with each other and with practitioners and policy makers.
  2. Develop and disseminate theoretical models of cognitive and behavioural processes of learning.
  3. Compile best practice on the collection of intensive longitudinal data by means of modern technology.
  4. Amalgamate state-of-the-art quantitative methods for analyses of such data.
  5. Provide user-friendly guidelines for designing interventions in which intensive data-collection are used.

Seminars

In order to meet these aims we will organise six interactive seminars. Key contents and materials of each seminar will be uploaded on this website. Each seminar will draw upon our network, which we also hope to expand during the course of the series. If you would like to join the network or know more about it, please get in touch (nire@education.ox.ac.uk).

  • Seminar 1 University of Oxford 19 March 2015 Educational processes: theoretical and conceptual models
  • Seminar 2 University of Oxford 11 June 2015 Technology enhanced data collection
  • Seminar 3 University of Helsinki October 2015 Intensive longitudinal data and statistical methods
  • Seminar 4 University of York 17 March 2016 Innovations in online learning environments: intrapersonal perspectives
  • Seminar 5 University of Oxford 9 June 2016 Diaries and intensive longitudinal data in intervention designs
  • Seminar 6 Goldsmiths, University of London, October 2016 Intrapersonal research: Implications for policy and practice

Network

  • Lars-Erik Malmberg (University of Oxford, UK)
  • Rebecca Eynon (University of Oxford, UK)
  • Robert Klassen (University of York, UK)
  • Thomas Götz (University of Konstanz, Germany)
  • Reinhard Pekrun (University of Munich, Germany)
  • Anne Frenzel (University of Munich, Germany)
  • Berhard Schmitz (University of Darmstadt, Germany)
  • Katariina Salmela-Aro (University of Helsinki, Finland)
  • Marja-Kristiina Lerkkanen (University of Jyväskylä, Finland)
  • Jari-Erik Nurmi (University of Jyväskylä, Finland)

Contribution to knowledge and outcomes

The outcomes of the seminar series are envisaged to enhance our knowledge on;

  • How to theorize, conceptualise, operationalise and integrate variables of real time thoughts, emotions and behaviour into models of educational processes.
  • How to conceptualise and investigate processes of students’ learning and teachers’ instruction, and teacher-student interaction.
  • Promote the study of learning in real time (i.e., in mutliple learning situations).
  • Propose how technological tools can enhance student educational processes.
  • Investigate how interventions at the situation, person and group level can promote learning processes.
  • Propose ways in which intensive longitudinal data could be used in educational practice: self-monitoring (a key component of reflection), feedback to learners (e.g., by teacher or researcher), and feedback to teachers (e.g., in teacher training and professional development).
  • Propose user-friendly applications and software tools (web-based and mobile) which could be used in schools and in free-time for tracing students’ engagement, actions, emotions and student-teacher interaction.

Go to the NIRE seminar pages