Notes hfoss

Meeting Notes

This page contains notes on project meetings. Notes should be kept in reverse order. Live notes are on [pad] (which may not be permanent.)

We'll use this pad to capture our notes from our first meeting.

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2014-11-14

Attending: Heidi, Fulya, Claudia, Mel

Annotated Bibliography

• Fulya and Claudia each do 5 articles a week for the next 3 weeks = 30 articles
• What are the criteria for selecting articles to read:
  • Whether the article touches on multiple categories
  • Can only read an article that touches on one category of cognitive apprenticeship

Find 5 articles:

1. . Pick 10 articles with likely titles
2. . Look at abstract and conclusion and see if they say something interesting about cognitive apprenticeship
3. . If they say something interesting, then read the article

Tapia

• Travel in February to Tapia
• Early bird registration ends 12/4/14

Data Collection

• openhatch
• google summer of code
• gnome outreach project for women - Joanie
  • What are the projects, who is student, who is mentor, what are IRC nick, what channels are used, find which channels that are logged, and then find mentor/mentee interactions
• Dreamwidth
• Growstuff
• Development mailing lists
  • Fedora
  • Ubuntu
  • Mediawiki

2014-11-07

Attending: Heidi, Fulya, Claudia, Mel

• Reminder: Put logs on the wiki
  • Update regularly
• Zotero bibliography
  • Add personal libraries into group collection
  • Remove duplicates
  • Tag items/organize into categories - later
  • Claudia please add what you've found to the group collection
• Annotated Bibliography
  • Goal: Draft of annotated bibliography by Thanksgiving break
  • On wiki
  • Organize in categories
  • Within each category by first author last name
  • Each article:
    • 3-5 sentence description
    • Should address our thinking on the research questions:
      • How do cognitive apprenticeship coaching strategies appear in learner-community coaching interactions (in HFOSS)?
      • How do consultative relationship dynamics relate to the use of cognitive apprenticeship coaching strategies in learner-community coaching interactions?
        • Address this one secondarily
      • How can we use the frameworks of cognitive apprenticeship and consultative relationship dynamics to understand why students might perceive certain interactions as “successful” or “unsuccessful” regarding their learning as computing majors?
      • In other words, each article should help shed light on how we think about the above questions. We don't expect them to answer the questions, but should help us to think about the questions and how to find solutions.

To do:

• Fill in the "Databases and Search Terms" section of the wiki. Let Mel and Heidi know once you've done so so that we can review
• Eliminate duplicates
• Pick five articles to review and pass by Heidi and Mel
• Winnow articles - Mel?

2014-10-31

Attending: Heidi, Fulya

• Reviewed results of lit search.

2014-10-24

Attending: Heidi, Fulya, Claudia

• Reviewed lit search status
• Pertinent questions discussed:
  • What sources have we found?
  • What search term(s) is your librarian using?
  • How to you approach the body of literature found?
  • How do you organize the papers?
  • How do you decide if a paper is worth reading?
  • How to you actually read a large body of literature?
• In logs, keep track of:
  • Search terms
  • Sources searches

WNE Library suggestion for using "Find It!": It does not cover all of our databases with the single search. I can provide you with a list, if you need one. But for your purposes, I would use the library database A-to-Z list to compare with Purdue: http://www1.wne.edu/library/index.cfm?selection=doc.2334 I would recommend this option because the search algorithm in FindIt may bury some results if you are doing more advanced research (in the same way Google might) depending on the relevancy, number of hits, etc. Personally, I think that FindIt may work best as a research starting point, and that going into more specific subject-oriented databases may provide better results for technical/advanced research.

2014-10-17

Attending: Mel, Fulya, Claudia

• Lit search
  • Discussed how to use a librarian's time well
    • What questions to ask
    • What to ask, etc.
• Zotero
  • Showed Claudia and Fulya how to enter things in Zotero
• Goal from librarian meetings:
  • Find as many sources as you can so that we can triage for lit review
  • Write down search procedure librarian used so that we can reproduce for later in project (or life(
• Discussed how to read papers

2014-10-10

Attending: Fulya, Heidi, Claudia at 5:30

• Reviewed approach to searching and setting up Zotero accounts
  • Group library at: https://www.zotero.org/groups/creu-hfoss
    • Mel uploaded four papers
    • Upload Upload citations and notes for the new papers we are finding, as well as editing/adding notes of your own for those first 3 paper
  • Notation:
    • Q [page #] is a direct quote
    • P [page #] is a paraphrase/summary
    • N [page #] are notes -- my own thoughts on what I'm reading
    • In lieu of a page number, I might use "^" to mean "same as the previous excerpt." So for instance, "P 13-15: [blah blah blah blah]" is a paraphrase/summary of p. 13-15, and then "N ^: [blah blah]" following that are notes on the section just paraphrased (p. 13-15).
• Next:
  • Meet with your school's librarian and continue to find additional sources for our literature review (as discussed in previous meetings)
  • Install Zotero and create an account
  • Join our group library (URL above)
  • Add a citation to our group library for at least one of the new papers you've found. If you want, upload your notes as well.

2014-10-03

Attending: Fulya, Heidi, Claudia at 1:00

• Sent request about funding for Hopper and Tapia to CREU folks
• For the next several weeks:
  • We need to do a survey to answer the question: "How do ideas from cognitive apprenticeship theory show up in existing writing about mentoring and educational participation in open source projects?"
  • Involves reading and summarizing cognitive apprenticeship and other related papers
  • First step is a lit search:
    • Make an appointment with your friendly research librarian
    • Ask them to help you search for relevant articles - you may want to prepare them by sending them the CREU application so that they know what we're looking at
    • Likely search terms are "mentor*" and "open source" and "education"
    • Report back for next time on what terms your librarians suggested and if you have a list
    • Results should be posted in common Zotero libary

2014-09-26

Attending: Fulya, Claudia, Heidi, Mel

• We have IRB approval
  • Assignment will be delivered to students Tuesday, due the last week of class
  • Approach:
    • Once we have the transcripts, we'll start by coding several
    • Then we'll meet and compare results
    • We'll talk and figure out what common themes we have
• Next:
  • Have Fulya give Claudia a guided tour of MouseTrap
  • Find three papers that are referenced from our original three papers
    • Summarize each and make notes on what you don't understand
  • Continue exploring how to understand the conversation of related work.
    • Give Mel and Heidi papers that we haven't read and we'll talk through the process of reading
  • Fulya and Claudia walk through the rest of the paper

2014-09-22

Attending: everyone! yay!

• Discussed conference attendance
  • Everyone should go to Tapia (Feb 18-22) if possible
  • Heidi will check with CREU to see about funding
• IRB - Institutional Review Board - In the process of getting approval.
  • Heidi has filled out the forms and is routing
• Summarized three base articles to provide an example of an annotated bibliography
• Worked on coding the transcript
  • Stopped at: 03:21 < walterbender> mchua: what is the error?
• Homework:
  • Pick one of the papers and look at the lit review and understand how the lit review "tells the story"
  • Identify three articles in the list review that are 'important' to the story
  • Find at least one of the papers and find a part in the paper where they got the idea
  • Delve into the paper

2014-09-12

Attending: Mel, Fulya, Heidi

Reviewed the six approaches used in Cognitive Apprenticeship. Started trying to tag the transcript in sample assignment with the approaches.

For next week:

• Read the three articles Mel identified
• Summarize each in 3-5 sentences - one per paper
• Go through the transcript and reflections in homework assignment and code the text
  • Highlight the text and tag with the appropriate cognitive apprenticeship approach - in google docs

2014-09-03

Attending: Heidi, Claudia, Fulya

Purpose: Organization

• Intros and Background
• CREU guidelines and paperowk
• Outline research
  • Literature search
  • Create instrument
  • Project infrastructure
  • Define first steps and timeline
    • Step 1 - Look at last year's projects for examples of web site organization
    • Step 2 - Read articles on lit search (as per Mel's email)
      • Obtain and read http://onlinelibrary.wiley.com/doi/10.1002/tl.37219914805/abstract, and be prepared to ask me to specifically assume (and switch between!) interaction roles of your choice during our first working-meeting ("Mel, we'd like you to use a consultative relationship now." "Ok, now let's see what a product relationship feels like.")
      • Read http://www.scribd.com/doc/201816780/A-Cognitive-Apprenticeship-Primer, which is a short intro.
      • On a single side of a single sheet of paper, make your own cheat sheet for the cognitive apprenticeship learning techniques (modeling, coaching, scaffolding, fading, reflection, and articulation). You can print mine, adapt mine, or start your own from scratch; these can be in any format, and nobody else ever needs to see them. We'll be practicing some behavorial coding in the first work-meeting, so this one page will be your quick reference field guide so that you can identify what code to use (so if I show you something and say "what's that?" you can name which of the 6 techniques is being displayed).
      • Find, download, and print the 3 bolded papers in the references section of that document. You do not need to read these yet (you have tons of reading already!) We'll go over how to read scholarly literature in our first working-meeting.
• Remember to complete the CREU final report early.
  • May 4th is deadline, but Claudia will be in finals at that time