Hi Chris,
Good question.
A bit that is missing, for me at least. is the info about the problem the
student is trying to address/question trying to answer/data to be collected
and analysed/ theory they are trying to confirm, etc.
What you described seems to be exploratory in a sort of undirected way. Is
that intentional? The main points I precis out of your email are:
1. Small group of people with relevant experience watch the material and
discuss what they observed.
2. This often throws up useful new insights or at least confirms, questions
or helps to focus my/our own analysis of the material.
3. Exploring the value of mockups in particular kinds of collaboration.
4. Exploring new designs of surgical simulators (anatomical models) through
the use of mockups.
5. A group of experienced designers view the video material. Their reactions
and observations were recorded to identify key events and instances
of "designerly" thinking by participants.
6. Expert discussion (video) as an analysis of the original video
On just the above info, it seems a bit like 'gather info from lots of
sources and hope there is something interesting in it'. I'm sure it is more
specific than that but it's hard to tell from your message how triangulation
would work, before identifying references about the research methods
In part this is about the focus and validity of the research, i.e. looking
at the focus of the research and the data collection and analysis:
1. Is it the activity being videod, i.e the collaboration process?
2. Is it the role of the object in the collaboration process (and if so, how
is that assessed independently of the collaboration process)?
3. Is it the role of the designer/facilitator in the collaboration/using the
mockup - and any combination of these ?
4. is it the role of the expert surgeon in the collaboration/using the
mockup - and any combination of these?
5. Is it the interaction between the designer/facilitator and surgeon, and
mockups ?
6. Is the role of the experienced designers in assessing the activities that
had been videoed?
7. The role of the experienced designers in identifying key events and
designerly thinking (were these also being identified by others, e.g. the
designer/facilitator?
8. Is it the relationship of key events/designerly thinking to
characteristics of a) the use of the mockups (if the role can be separated
from the collaboration per se), b) the collaboration process; and c) the
interaction between designer/facilitator and the expert surgeon?
9. Is it to investigate the characteristics of mockups that have particular
effects to influence a) the collaboration process, b) the interaction
between designer/facilitator and the expert surgeon, and or c) the
judgements of the experienced designers ?
10. How would you assess the likely effects of bias in assessment, judgement
and analyses of the different participants and processes?
11. How would you avoid bias through the cultures and information processing
/collaboration and review activities?
12. How would you protect against bias?
Apologies if these are a bit clunky.
I can see lots of interesting and really useful research outputs in terms
of whether and how and why particular types of mockups benefit interactions
between designers and clients. It's not clear which aspects the student is
focusing on and that would appear to shape identifying which literature and
research methodics are relevant. Otherwise, it's likely to be a search
through the Sage Handbook of Qualitative Research.
Best wishes ,
Terry
---
Dr Terence Love
PhD(UWA), BA(Hons) Engin. PGCEd, FDRS, AMIMechE, PMACM, MISI
Honorary Fellow
IEED, Management School
Lancaster University, Lancaster, UK
Director,
Love Services Pty Ltd
PO Box 226, Quinns Rocks
Western Australia 6030
Tel: +61 (0)4 3497 5848
Fax:+61 (0)8 9305 7629
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