he NVivo Teachers Guide NVivo 質性分析軟體教師手冊 20151029
Our Teacher's Guide has been designed to make it easier for teaching staff to incorporate NVivo into higher education coursework, and flexible enough to fit various teaching styles, approaches and disciplines. Delivered modularly, you can choose to work with the resources that best suit your course. And, each module is accompanied by a ready-to-go NVivo project, enabling practical learning.
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Page 1The NVivo Teacher’s Guide
Table of Contents
Table of Contents ................................................................................................................................ 1
Background ......................................................................................................................................... 2
Introduction.......................................................................................................................................... 3
The Modules........................................................................................................................................ 5
A note about coding............................................................................................................................. 8
NVivo-based concepts..................................................................................................................... 9
A note about merging .......................................................................................................................... 9
Module 1: Working with PDFs ........................................................................................................... 11
Teacher’s Guide ............................................................................................................................ 11
Student’s Guide ............................................................................................................................. 14
Module 2: Working with Interviews – Emergent ................................................................................ 16
Teacher’s Guide ............................................................................................................................ 16
Student’s Guide ............................................................................................................................. 19
Module 3: Working with Interviews – A Priori.................................................................................... 21
Teacher’s Guide ............................................................................................................................ 21
Student’s Guide ............................................................................................................................. 24
Module 4: Working with Images ........................................................................................................ 26
Teacher’s Guide ............................................................................................................................ 26
Student’s Guide ............................................................................................................................. 29
Module 5: Working with Audio Visual Data ....................................................................................... 31
Teacher’s Guide ............................................................................................................................ 31
Student’s Guide ............................................................................................................................. 34
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Page 2The NVivo Teacher’s Guide
Background
The NVivo Teacher’s Guide has been designed as a tool to assist educators in providing students with
learning experiences incorporating the powerful tools found in NVivo. Respecting the various styles in
use in classrooms the package has been designed with flexibility so that each instructor can use the
components that best match her or his style. Working from research done by Dr. Anuja Cabraal,
studying a collection of descriptions of how instructors were currently using NVivo is their research
courses, components of this program were created to integrate with these methods while retaining the
flexibility to evolve with current techniques. A small introductory beta package was tested with a
variety of University and College professors. Their feedback was incorporated into this new version as
part of a continuous improvement process.
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Introduction
Technology has had an impact on just about everything we do and research is no exception. As
Bazeley and Jackson (2013)
1
point out, “Nonetheless, the development of software tools (and
technology in general) has a significant impact on how research is done.”(p.6) As the next generation
of researchers is being prepared, the preparation cannot ignore that they will be working in a
landscape different from what has been seen in the past. This is not without precedence, “Historically,
the widespread use of tape recorders in interpretive research changed both the level and kind of detail
available in the raw material for analysis, and as video recording became more common, data method
changed again.” (Bazeley & Jackson, p. 6) With the recent and consistent rise of social networking
there is sure to be a level of influence on social research and method. (Bazeley & Jackson)
As paradigms shift, there is often a concern that the fundamental tenants of the current system will be
lost in the advent of the new. Those key mindsets and methodological choices are not being
eliminated by qualitative data analysis software such as NVivo, the ability to employ them even more
meaningfully is gained. John Creswell (2013)
2
highlighted some advantages of computer programs:
• A computer program provides an organized storage file system so the researcher can quickly
and easily locate material and store it in one place.
• A computer program helps a researcher locate material easily whether this material is an idea,
a statement, a phrase, or a word.
• A computer program encourages a researcher to look closely at the data, even line by line,
and think about the meaning of each sentence and idea. Sometimes, without a program, the
researcher is likely to casually read through the text files or transcripts and not analyze each
idea carefully.
• The concept-mapping feature of computer programs enables the researcher to visualize the
relationship among codes and themes by drawing a visual model
• A computer program allows the researcher to easily retrieve memos associated with codes,
themes, or documents.
NVivo can help keep the student close to their data since their data can be no more than a mouse
click or two away.
Students want to know that the skills they are learning can be used for more than one class or task.
Regardless of the route they choose for their thesis or dissertation there will always be components of
what they do that require them to be able to work with unstructured, non-numeric data. Illustrated in
Figure 1 are potential places were NVivo can have a role in the doctoral program.
1
Bazeley, P., & Jackson, K. (2013). Qualitative data analysis with NVIVO (2nd ed.). Thousand Oaks, CA: Sage Publications.
2
Creswell, J. W. (2013). Qualitative inquiry and research design : choosing among five approaches (3rd ed.). Los Angeles:
SAGE Publications.
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Page 4The NVivo Teacher’s Guide
Figure 1- For those in a doctoral program, NVivo could be there from the very beginning to help organize information from
coursework, to be able to prepare for qualifying exams or papers through literature reviews, dissertation proposals and, of
course, research and analysis. The software will ultimately help keep information organized and available as students move
from the doctoral process into postgraduate work and publishing.
Students who may go on to do mixed methods research can incorporate the NVivo skills they learn
into their future research also. There are tools in NVivo designed to assist when working with mixed
methods research as shown in Figure 2.
Figure 2 – Using NVivo you can import or export from Excel, text or database files, work with open-ended and fixed-response
questions, explore within and between group analysis of coding, text analysis, and the Kappa coefficient is part of our coding
comparison query.
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Page 5The NVivo Teacher’s Guide
The Modules
Because teaching academics organize their courses in a variety of ways, we have created a number
of modules that can be blended into your curriculum based on a specific skill or methodological focus.
Module Skill(s) Methodological /
Research Process Areas
Data Types
1. Working with PDFs Importing PDFs
Coding Text-based Data
Creating Memos
Literature Review PDFs
2. Working with
Interviews –
Emergent
Importing Documents
Emergent Coding Techniques
Creating Memos
Grounded Theory and
other emergent
methodologies
Documents
3. Working with
Interviews – A Priori
Importing Documents
Creating Nodes
Creating Memos
Word Frequency Query
Text Search Query
A priori or partial a priori
methodologies
Evaluation
Documents
4. Working with
Images
Importing Images
Using the Photo Log
Coding a Region
Working with Handwritten data
Various qualitative
methodologies
Pictures
Drawings
Hand-written
Data
Livescribe
5. Working with Audio
Visual Data
Importing Video Files
Importing Audio Files
Coding A/V Files
Transcribing
Various qualitative
methodologies
Video Files
Audio Files
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6. Working with Survey
Data
*coming soon
Importing a Data Set
Auto Coding a Data Set
Mixed-methods Spreadsheets
SurveyMonkey
7. Working with Social
Media
*coming soon
Importing Web Pages
Importing Social Media
Working with YouTube
Various qualitative
methodologies and
mixed-methods
Web Pages
Twitter
Facebook
LinkedIn
YouTube
8. Classifications and
Attributes
*coming soon
Creating Case Nodes
Creating Classifications and
Attributes
Classifying Nodes from a Data
Set
Various qualitative
methodologies and
mixed-methods
Documents
Spreadsheets
9. Tools for Mixed-
Methods Research
*coming soon
Importing a Data Set
Word Frequency Query
Matrix Coding Query
Cluster Analysis
Coding Comparison Query
Mixed-methods PDFs
Documents
Spreadsheets
SurveyMonkey
Twitter
Facebook
LinkedIn
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Page 7The NVivo Teacher’s Guide
Some modules have a natural connection to others, while some can be used independently of all
others. The model below illustrates the natural connection points as well as the more independent
modules.
Figure 3 – This figure illustrates points of interconnection between a number of modules as well as more independent modules.
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A note about coding
Coding is a systematic way in which to condense data sets into smaller analyzable units through the
creation of categories and concepts derived from the data. It is a fundamental task in most qualitative
projects.
Approaches to coding can be influenced by:
• the methodology used
• time available
• the amount and types of data
Why code?
• To make sense of and analyze your data
• For qualitative studies, it can help generate a general theory
• “Coding facilitates the organization, retrieval and interpretation of data and leads to
conclusions on the basis of that interpretation.
3
”
Deductive versus Inductive coding
If you are testing a hypothesis (deductive), categories and codes can be developed before data is
collected. However, when generating a theory (inductive), categories and codes are generated after
examining the collected data.
Levels of coding
4
3
Lockyer, Sharon. "Coding Qualitative Data." In The Sage Encyclopedia of Social Science Research Methods, Edited by
Michael S. Lewis-Beck, Alan Bryman, and Timothy Futing Liao, v. 1, 137-138. Thousand Oaks, Calif.: Sage, 2004
4
Strauss, A. and J. Corbin. Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA:
Sage, 1990 as cited in Lockyer, S., 2004.
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Page 9The NVivo Teacher’s Guide
NVivo-based concepts
• In NVivo you code your sources to gather material about a topic and store it in a container
called a node. As you explore sources, you select content and code it at a node.
• You can code content based on themes, and to represent the subjects of your research, such
as people or places.
A note about merging
If your students will be working with more than one of the module projects, there may come a point
when they would like to be able to combine the multiple projects, or sections of the projects, into one
project for more efficient use. Below are some options that they can follow to successfully achieve this
goal.
Import an entire project into my open project
If you are working in a standalone project, it is a good idea to make a backup copy of the project
before importing.
To back up an entire project:
• Click the File tab, point to Manage, and then click Copy Project.
• The Copy to Project File dialog box opens.
• Select where you want save the copied project—do one of the following:
• To save as a standalone project, select NVivo Projects (*.nvp ) from the Save as type list, and
then enter a name for the copied project in the File name box.
• Click Save. A copy of your open project is saved at the selected location.
To import an entire project:
• Open the NVivo project that you want to import into.
• On the External Data tab, in the Import group, click Project.
• The Import Project dialog box opens.
• Click the Browse button and select the project you want to import.
• Select NVivo Projects (*.nvp ) from the Files of type list, and then select the project you want
to import.
• Click Open.
• Under Select the project items to import, select All (including content).
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Page 10The NVivo Teacher’s Guide
• Under For duplicate items, choose whether you want to merge the duplicates or create new
project items. Refer to How duplicate project items are handled during import (http://help-
nv10.qsrinternational.com/desktop/deep_concepts/how_duplicate_project_items_are_handled
_during_import.htm) for more information.
• Click Import.
• The import may take a few minutes—you can monitor the progress of your import in the Status
bar at the bottom of the NVivo window.
• When the import has finished, the Import Project Report is displayed.
• (Optional) Print the report for your records—you cannot access this report once it is closed.
NOTE
Where a project item is not a duplicate, but has the same name and location, the item is imported and
renamed with an appended number—for example, Environment Report would be imported as
Environment Report (2).
If the imported project contains folders that do not exist in your project, the folders and any hierarchical
folder structures will be created.
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Teacher’s Guide
Page 11The NVivo Teacher’s Guide
Module 1: Working with PDFs
Teacher’s Guide
Goal
Identify main ideas and key points in content area articles
Objectives
The students will
• Import a PDF into an NVivo project
• Identify important ideas and key points contained in the article
• Create a system for organizing potentially important idea and key point for review later
Preparation
• Students will need access to NVivo 10 software
• Make the Working with PDFs NVivo project available to your students
• Select an article pertinent to your subject area and available in a PDF format with readable
text
• Provide your students with access to an electronic version of the article, as well as your
expectations for the finished product.
Sample companion activity and rubric
Here is a basic example of an activity you may like to use to consolidate learning.
Have the student write a reflective paper on the article they have used for the lesson. In the paper the
student can identify and discuss the key issues presented by the author or authors and reflect on how
this impacts their understanding of this concept.
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Teacher’s Guide
Page 12The NVivo Teacher’s Guide
Sample Rubric
Proficient Partially Proficient Emerging
Understanding
of topic
Demonstrates
understanding and
interconnections;
makes links that
suggest discovering of
new information or new
ways of relaying
information.
Identifies key concepts
presented as well as some
rudimentary awareness of
potential interconnections
between and among some
concepts.
Identifies some key
concepts and/or identifies
some concepts of minor
importance; provides little
or no evidence of
interconnectedness
between and among
concepts.
Relates
relevance of
material to
personal
understanding
of the concept
Demonstrates an
understanding of the
material by linking
information in the
article to personal
learning experiences
beyond the classroom.
Demonstrates a partial
understanding of the
material by linking
information in the article to
personal learning
experiences that are
minimally similar and/or do
not go beyond the
classroom experience.
Demonstrates minimal
understanding of the
material though a limited
ability to link the
information in the article to
personal learning
experiences.
[Presents a
relevant
response to
key points]
[Presents a meaningful
response to key points
contained in the article
and supports their
assertions with
thoughtful
explanations]
[Presents responses that
are appropriate to the key
points contained in the
article but assertions lack
thoughtful explanations]
[No responses are
presented or, if present,
are not strongly linked to
the key point of the article;
and/or responses lack
supporting explanations.]
Organization
and
development
of paper
Effective organization
contributes to full
development of written
presentation
Connects ideas within
document and to other
sources. Points are
logically developed and
flow logically from one idea
to the next.
Inconsistent/inadequate
organization and
development
Mechanics Readability enhanced
by facility in language
use, range of diction
and syntactic variety.
No spelling errors.
Uses correct grammar,
sentence structure and
spelling throughout paper.
Occasional errors which do
not detract from the
reader’s understanding.
Multiple errors in
grammar, sentence
structure or spelling.
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Teacher’s Guide
Page 13The NVivo Teacher’s Guide
Links to additional Resources
• Tutorial: Work with interviews, articles and other documents
• Tutorial: Get up and running with NVivo 10
• How-to video: Create a new project
• How-to video: Importing PDFs
• How-to video: Creating nodes
• How-to video: Coding PDFs
Tutorials and how-to videos are available on QSR’s YouTube
channel: http://www.youtube.com/qsrinternational
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Page 14The NVivo Teacher’s Guide
Student’s Guide
This guide will help you learn how you can use NVivo software to analyze information found in
documents.
Purpose
In many roles we are required to collect, manage and analyze information housed in a variety of
documents, like PDFs. Developing the skills to manage document based data in a robust manner is
critical for students to learn for the classroom and beyond.
Goal
Identify main ideas and key points embedded in text-based data.
Objectives
You will:
• Import a PDF into an NVivo project
• Identify potentially important ideas or points
• Create a system for organizing the identified ideas or points
Steps to take
1. Your teacher will instruct you how to access the Working with PDFs NVivo Project
2. Depending on what your instructor has assigned you, do one of the following:
(1) Download the assigned PDF(s), or
(2) Have your selected PDF(s) available for import into NVivo
3. Open the Working with PDFs NVivo project in NVivo 10 and review the ‘Read me First’
internal document
4. Watch each of the instructional videos and follow the steps modeled
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Page 15The NVivo Teacher’s Guide
Additional Resources
• Tutorial: Work with interviews, articles and other documents
• Tutorial: Get up and running with NVivo 10
• How-to video: Create a new project
• How-to video: Importing PDFs
• How-to video: Creating nodes
• How-to video: Coding PDFs
Tutorials and how-to videos are available on QSR’s YouTube
channel: http://www.youtube.com/qsrinternational
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Page 16The NVivo Teacher’s Guide
Module 2: Working with Interviews – Emergent
Teacher’s Guide
Goal
Identify embedded concepts, themes, or ideas in text-based data such as interviews or focus groups
as they emerge through the review of documents.
Objectives
The students will
• Import text-based data into an NVivo project
• Identify potentially important concepts, themes, or ideas in text-based data
• Create a system for organizing potentially important concepts, themes, or ideas as they
emerge from a review of the data
Preparation
• Students will need access to NVivo 10 software
• Make the Working with Interviews - Emergent project available to your students
• Assign an interview project for the students to complete
• Have the students transcribe the interview in a Word, rich text, or text format ready for
importing into an NVivo Project
Sample companion activity and rubric
Here is a basic example of an activity you may like to use to consolidate learning.
One possible follow-up activity is to have the student write a reflective paper on potential themes they
saw emerging from the data. In the paper the student can discuss the metacognitive piece of the
coding process.
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Page 17The NVivo Teacher’s Guide
Sample Rubric
Proficient Partially Proficient Emerging
Recognition of
embedded
themes,
concepts, or
ideas
Demonstrates
understanding and
interconnections;
makes links that
suggest discovering
of emerging themes,
concepts, or ideas.
Identifies key concepts
presented as well as some
rudimentary awareness of
potential interconnections
between and among some
themes, concepts, or ideas.
Identifies some key themes,
concepts, or ideas; and/or
identifies some themes,
concepts, or ideas of minor
importance; provides little or
no evidence of
interconnectedness between
and among themes,
concepts, or ideas.
Relates
relevance of
material to
understanding
of emerging
concepts
Demonstrates an
understanding of the
material by linking
information in the
document to
potentially higher
level concepts and/or
themes.
Demonstrates a partial
understanding of the
material by linking
information in the document
to some potentially higher
level concepts and/or
themes.
Demonstrates minimal
understanding of the
material though a limited
ability to link the information
in the document to few, if
any, potentially higher level
concepts and/or themes.
Organization
and
development
of paper
Effective organization
contributes to full
development of
written presentation
Connects ideas within
document and to other
sources. Points are logically
developed and flow
logically from one idea to
the next.
Inconsistent/inadequate
organization and
development
Mechanics Readability enhanced
by facility in language
use, range of diction
and syntactic variety.
No spelling errors.
Uses correct grammar,
sentence structure and
spelling throughout paper.
Occasional errors which do
not detract from the
reader’s understanding.
Multiple errors in grammar,
sentence structure or
spelling.
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Page 18The NVivo Teacher’s Guide
Additional Resources
• Tutorial: Work with interviews, articles and other documents
• Tutorial: Get up and running with NVivo 10
• How to-video: Create a new project
• How to-video: Importing Documents
• How to-video: Creating nodes
Tutorials and how-to videos are available on QSR’s YouTube
channel: http://www.youtube.com/qsrinternational
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Page 19The NVivo Teacher’s Guide
Student’s Guide
This guide will help you learn how you can use NVivo software to analyze information found in
interviews using an emergent process.
Purpose
Qualitative researchers are often tasked with engaging in an iterative process, interacting with their
data in an effort to discover possible patterns or trends embedded within. NVivo’s ability to assist you
in collecting and organizing potential pieces of these patterns or trends and, later, being able to group
them, when appropriate, can enhance the skills needed to conduct meaningful research.
Goal
Identify embedded concepts, themes, or ideas in text-based data such as interviews or focus groups
as they emerge through the review of documents.
Objectives
You will:
• Import text-based data into an NVivo project
• Identify potentially important concepts, themes, or ideas in text-based data
• Create a system for organizing potentially important concepts, themes, or ideas as they
emerge from a review of the data
Steps to take
1. Your teacher will instruct you how to access the Working with Interviews - Emergent NVivo
Project
2. Have the transcribed version of your interview readily available
3. Open the Working with Interviews - Emergent NVivo project in NVivo 10 and review the ‘Read
me First’ internal document
4. Watch each of the instructional videos and follow the steps modeled
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Page 20The NVivo Teacher’s Guide
Additional Resources
• Tutorial: Work with interviews, articles and other documents
• Tutorial: Get up and running with NVivo 10
• How to-video: Create a new project
• How to-video: Importing Documents
• How to-video: Creating nodes
Tutorials and how-to videos are available on QSR’s YouTube
channel: http://www.youtube.com/qsrinternational
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Page 21The NVivo Teacher’s Guide
Module 3: Working with Interviews – A Priori
Teacher’s Guide
Goal
Use an a priori framework to identify and organize key concepts, themes, or ideas found in text-based
data such as interviews or focus groups.
Objectives
The students will
• Import text-based data into an NVivo project
• Use prior knowledge to create a framework to guide the identification of key concepts,
themes, or ideas in text-based data
• Identify data that appears outside of the a priori framework or in contradiction to it
• Use the populated framework to draw insight from the examined data
Preparation
• Students will need access to NVivo 10 software
• Make the Working with Interviews – A Priori NVivo project available to your students
• Assign an interview project for the students to complete
• Have students create a node structure based on expected outcomes from prior knowledge or
research
• Have the students transcribe the interview in a Word, rich text, or text format ready for
importing into an NVivo Project
Sample companion activity and rubric
Here is a basic example of an activity you may like to use to consolidate learning.
One possible follow-up activity is to have the student write a reflective paper on insights gained from
the coding process, as well as reviewing the populated framework. In the paper the student can
discuss the metacognitive piece of the coding process.
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Page 22The NVivo Teacher’s Guide
Sample Rubric
Proficient Partially Proficient Emerging
Recognition of
identified
themes,
concepts, or
ideas, as well
as any present
different from
or in contrast
to them
Identifies data that
appropriately
represents key
themes, concepts, or
ideas identified in the
a priori framework;
identifies appropriate
data that is different
from or in contrast
with data from the
framework
Identifies mostly data that
appropriately represents
key themes, concepts, or
ideas identified in the a
priori framework; identifies
little or no data that is
different from or in contrast
with data from the
framework
Identifies little or no data that
appropriately represents key
themes, concepts, or ideas
identified in the a priori
framework; identifies little or
no data that is different from
or in contrast with data from
the framework
Relates
relevance of
material to
understanding
of key themes,
concepts, or
ideas
Demonstrates an
understanding of the
material by linking
information in the
document to
potentially higher
level concepts and/or
themes.
Demonstrates a partial
understanding of the
material by linking
information in the document
to some potentially higher
level concepts and/or
themes.
Demonstrates minimal
understanding of the
material though a limited
ability to link the information
in the document to few, if
any, potentially higher level
concepts and/or themes.
Organization
and
development
of paper
Effective organization
contributes to full
development of
written presentation
Connects ideas within
document and to other
sources. Points are logically
developed and flow
logically from one idea to
the next.
Inconsistent/inadequate
organization and
development
Mechanics Readability enhanced
by facility in language
use, range of diction
and syntactic variety.
No spelling errors.
Uses correct grammar,
sentence structure and
spelling throughout paper.
Occasional errors which do
not detract from the
reader’s understanding.
Multiple errors in grammar,
sentence structure or
spelling.
24. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 23The NVivo Teacher’s Guide
Additional Resources
• Tutorial: Work with interviews, articles and other documents
• Tutorial: Get up and running with NVivo 10
• How to-video: Create a new project
• How to-video: Importing Documents
• How to-video: Creating nodes
These tutorials and how-to videos are available on QSR’s YouTube
channel: http://www.youtube.com/qsrinternational
25. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 24The NVivo Teacher’s Guide
Student’s Guide
This guide will help you learn how you can use NVivo software to analyze information found in
interviews or focus groups through the application of an a priori framework.
Purpose
Qualitative researchers are sometimes tasked with using current understandings or commonly held
ideas as a framework for increasing understanding from or evaluating collections of data. NVivo’s
ability to assist you in collecting and organizing excerpts from your data can enhance the skills
needed to conduct meaningful research.
Goal
Use an a priori framework to identify and organize key concepts, themes, or ideas found in text-based
data such as interviews or focus groups.
Objectives
You will:
• Import text-based data into an NVivo project
• Use prior knowledge to create a framework to guide the identification of key concepts,
themes, or ideas in text-based data
• Identify data that appears outside of the a priori framework or in contradiction to it
• Use the populated framework to draw insight from the examined data
Steps to take
1. Your teacher will instruct you how to access the Working with Interviews – A Priori NVivo
Project
2. Have the transcribed version of your interview readily available
3. Open the Working with Interviews – A Priori NVivo project in NVivo 10 and review the ‘Read
me First’ internal document
4. Watch each of the instructional videos and follow the steps modeled
26. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 25The NVivo Teacher’s Guide
Additional Resources
• Tutorial: Work with interviews, articles and other documents
• Tutorial: Get up and running with NVivo 10
• How to-video: Create a new project
• How to-video: Importing Documents
• How to-video: Creating nodes
These tutorials and how-to videos are available on QSR’s YouTube
channel: http://www.youtube.com/qsrinternational
27. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 26The NVivo Teacher’s Guide
Module 4: Working with Images
Teacher’s Guide
Goal
Practice the basic skills necessary to identify and access data from visual sources
Objectives
The students will
• Import a picture into an NVivo project
• Identify important key aspects contained in the visual data
• Create a system for organizing potentially important ideas and key points for review later
Preparation
• Students will need access to NVivo 10 software
• Make the Working with Images NVivo project available to your students
• Provide or have students generate visual data
Sample companion activity and rubric
Here is a basic example of an activity you may like to use to consolidate learning.
Have the students take digital images that they feel reflect a day in their life. To avoid potential issues,
ask them to refrain from including people in their pictures. Each student can select a limited number of
the images (three to five typically work well) to import into an NVivo project and make notes about the
meaning they found in selected aspects of the picture. Then have the students write a short paper on
how the visual data revealed aspects of a day in their life.
28. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 27The NVivo Teacher’s Guide
Sample Rubric
Proficient Partially Proficient Emerging
Selection of
visual data
Selects visual
representations that
provide rich data from
which to make
meaning.
Selects visual data that
provides some aspects of
potentially rich data, but
overall represents only a
surface level view limiting
the potential for meaning
making.
Selects visual data that, at
best, only provides a
surface view of the subject
matter and lacks rich data
from which to make
meaning.
Relates
relevance of
material to
personal
understanding
Demonstrates an
understanding of the
material by linking
clearly identified
aspects of the visual
data to personal
experiences at a level
representing a depth of
understanding and/or
reflection.
Demonstrates a partial
understanding of the
material by linking some
aspects of the visual data
to personal experiences,
but often at a surface level.
Demonstrates minimal
understanding of the
material though a limited
ability to link the aspects
of the visual data to
personal experiences
beyond a surface level.
Organization
and
development
of paper
Effective organization
contributes to full
development of written
presentation
Connects ideas within
document and to other
sources. Points are
logically developed and
flow logically from one idea
to the next.
Inconsistent/inadequate
organization and
development
Mechanics Readability enhanced
by facility in language
use, range of diction
and syntactic variety.
No spelling errors.
Uses correct grammar,
sentence structure and
spelling throughout paper.
Occasional errors which do
not detract from the
reader’s understanding.
Multiple errors in
grammar, sentence
structure or spelling.
29. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 28The NVivo Teacher’s Guide
Links to additional Resources
• Tutorial: Get up and running with NVivo 10
• How-to video: Create a new project
• How-to video: Import images
• How-to video: Creating nodes
• How-to video: Coding an image
Tutorials and how-to videos are available on QSR’s YouTube
channel: http://www.youtube.com/qsrinternational
30. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 29The NVivo Teacher’s Guide
Student’s Guide
This guide will help you learn how you can use NVivo software to analyze information found in visual
data.
Purpose
We often find meaning in and make meaning through visual data. Therefore, our understanding of a
given situation can often be enriched by adding a visual component to our data.
Goal
Practice the basic skills necessary to identify and access data from visual sources.
Objectives
You will:
• Import a picture into an NVivo project
• Identify important key aspects contained in the visual data
• Create a system for organizing the identified ideas or points
Steps to take
5. Your teacher will instruct you how to access the Working with Images NVivo Project
6. Depending on what your instructor has assigned you, do one of the following:
(3) Download the provided visual images, or
(4) Capture visual images and import a selection into your NVivo project
7. Open the Working with Images NVivo project in NVivo 10 and review the ‘Read me First’
internal document
8. Watch each of the instructional videos and follow the steps modeled
31. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 30The NVivo Teacher’s Guide
Additional Resources
• Tutorial: Get up and running with NVivo 10
• How-to video: Create a new project
• How-to video: Import images
• How-to video: Creating nodes
• How-to video: Coding an image
Tutorials and how-to videos are available on QSR’s YouTube
channel: http://www.youtube.com/qsrinternational
32. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 31The NVivo Teacher’s Guide
Module 5: Working with Audio Visual Data
Teacher’s Guide
Goal
Practice the basic skills necessary to identify and access data from audio and/or visual sources
Objectives
The students will
• Import an audio or video file into an NVivo project
• Identify important key aspects contained in the audio/video data
• Create a system for organizing potentially important ideas and key points for review later
Preparation
• Students will need access to NVivo 10 software
• Make the Working with Audio/Video NVivo project available to your students
• Provide or have students generate audio or visual data
Sample companion activity and rubric
Here is a basic example of an activity you may like to use to consolidate learning.
Have the students walk around an area that is familiar to them. They can digitally record their thoughts
using a digital recorder or a digital video recorder. To avoid potential issues ask them to refrain from
including people in their pictures. Each student can import their recording file into an NVivo project and
make notes about the meaning they found in various sections of the recording. Then have the
students write a short paper on how the audio or visual data revealed insights into who they are.
33. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 32The NVivo Teacher’s Guide
Sample Rubric
Proficient Partially Proficient Emerging
Selection of
audio/visual
data
Selects audio/visual
excerpts that provide
rich data from which to
make meaning.
Selects audio/visual
excerpts that provides
some aspects of potentially
rich data, but overall
represents only a surface
level view limiting the
potential for meaning
making.
Selects audio/visual
excerpts that, at best, only
provide a surface view of
the subject matter and
lacks rich data from which
to make meaning.
Relates
relevance of
material to
personal
understanding
Demonstrates an
understanding of the
material by linking
clearly identified
aspects of the
audio/visual excerpts to
personal experiences
at a level representing
a depth of
understanding and/or
reflection.
Demonstrates a partial
understanding of the
material by linking some
aspects of the audio/visual
excerpts to personal
experiences, but often at a
surface level.
Demonstrates minimal
understanding of the
material though a limited
ability to link the aspects of
the audio/visual excerpts
to personal experiences
beyond a surface level.
Organization
and
development
of paper
Effective organization
contributes to full
development of written
presentation
Connects ideas within
document and to other
sources. Points are logically
developed and flow
logically from one idea to
the next.
Inconsistent/inadequate
organization and
development
Mechanics Readability enhanced
by facility in language
use, range of diction
and syntactic variety.
No spelling errors.
Uses correct grammar,
sentence structure and
spelling throughout paper.
Occasional errors which do
not detract from the
reader’s understanding.
Multiple errors in grammar,
sentence structure or
spelling.
34. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 33The NVivo Teacher’s Guide
Links to additional Resources
• Tutorial: Get up and running with NVivo 10
• How-to video: Create a new project
• How-to video: Importing audio files
• How-to video: Importing video files
• How-to video: Creating nodes
• How-to video: Coding an audio file
• How-to video: Coding a video
Tutorials and how-to videos are available on QSR’s YouTube
channel: http://www.youtube.com/qsrinternational
35. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 34The NVivo Teacher’s Guide
Student’s Guide
This guide will help you learn how you can use NVivo software to analyze information found in
audio/video data.
Purpose
We often find meaning in and make meaning through the narratives we share and the video images
we capture and share. Therefore, our understanding of a given situation can often be enriched by
adding an audio/video component to our data.
Goal
Practice the basic skills necessary to identify and access data from audio/video sources.
Objectives
You will:
• Import an audio or video file into an NVivo project
• Identify important key aspects contained in the audio/video data
• Create a system for organizing potentially important ideas and key points for review later
Steps to take
9. Your teacher will instruct you how to access the Working with Audio/Video Data NVivo Project
10. Depending on what your instructor has assigned you, do one of the following:
(5) Download the provided audio/video, or
(6) Capture audio or video data to import into your NVivo project
11. Open the Working with Audio Visual Data NVivo project in NVivo 10 and review the ‘Read me
First’ internal document
12. Watch each of the instructional videos and follow the steps modeled
36. 錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。
錯誤! 使用 [常用] 索引標籤將 Heading 3 套用到您想要在此處顯示的文字。
Page 35The NVivo Teacher’s Guide
Additional Resources
• Tutorial: Get up and running with NVivo 10
• How-to video: Create a new project
• How-to video: Importing audio files
• How-to video: Importing video files
• How-to video: Creating nodes
• How-to video: Coding an audio file
• How-to video: Coding a video
Tutorials and how-to videos are available on QSR’s YouTube
channel: http://www.youtube.com/qsrinternational