Dear Chris,
This note is more of a general thought on Triangulation and how expert
opinion can be used in argumentation.
Triangulation refers to using multiple approaches to reduce bias of any one
approach and so to increase confidence in the findings. Denzin (cited in
Bryman, 2003) distinguished four types of triangulation.
1. Data Triangulation. Gathering data through several sampling strategies,
for example, collecting data from multiple cases.
2. Investigator Triangulation. More than one researcher gathering and
interpreting data.
3. Theoretical Triangulation. Using more than one theoretical position to
interpret data.
4. Methodological Triangulation. Using more than one method to gather data.
Methodological Triangulation tends to be the most common meaning of the
term. Methodological Triangulation usually aims to contrast methods, for
example, an interview and a questionnaire.
From what I understand, you have collected two records. Record 1, a video
of some design activity. Record 2, a video of a meeting between a panel of
experts who are exposed to a stimulus, namely, Record 1.
To me, this sounds more or less like Methodological Triangulation of
observation and focus group methods.
I think using the two records as Data Triangulation for an investigation
into collaboration, i.e. video 1 observed collaboration and the experts
"collaborated" during their discussion in video 2, would be problematic
because the two cases are too different to be compared.
Selecting a sample of experts for the focus group is an appeal to expert
opinion. Arguments based on expert testimony are inherently more subjective
than deductively valid arguments or inductively confirmed arguments based
on evidence that is highly probably. An appeal to expert opinion should not
be seen an a substitute for getting factual evidence, that being the case,
expert testimony can be a valuable guide to seek information. Of course,
appeal to expert testimony is used extensively in law.
An argument based on an appeal to expert opinion can evaluated using series
of critical questions (Walton, 2006, p. 88). How credible is the he/she as
a source? Is he/she an expert in the field that he/she is asserting
something about? Is he/she personally reliable as a source? Is his/her
testimony consistent with what other experts assert? Is the expert's
assertion based on evidence?
In this situation, Data Triangulation would be criticised for subscribing
to a naive realist position because it assumes that sets of data from quite
different methods and contexts can be unambiguously compared. However, as
Methodological Triangulation the observation and expert opinion to can be
seen to add richness and complexity to an inquiry.
Regards,
Luke
Bryman, A. (2003). Triangulation. *The Sage encyclopedia of social science
research methods. Thousand Oaks, CA: Sage*.
Walton, D. N. (2006). *Fundamentals of critical argumentation*. Cambridge;
New York: Cambridge University Press.
On 26 November 2013 08:34, Teena Clerke <[log in to unmask]> wrote:
> Hi Chris,
>
> while not in the area of design research or ‘expert review', collaborative
> reflexive video research in health communication is a well established
> field that might be helpful. I recommend the work of Rick Iedema and
> Katherine Carroll, of the Centre for Health Communication at the University
> of Technology, Sydney (UTS) – see below – and Nick Hopwood, my colleague in
> the Centre for Research in Learning and Change at UTS. Nick and I worked
> together on video ethnography – one paper below.
>
> You might also look at Gillian Rose’s visual methods and Sarah Pink’s work
> on visual methodologies. And papers presented at the recent Visual
> Methodologies conference in September this year in Wellington NZ, at which
> Sarah presented.
>
> I hope this is helpful,
> cheers, teena
>
> Hopwood, N. (In press). Using video to trace the embodied and material in
> a study of health practice. Qualitative Research Journal.
>
> Juhasz A, Heath C & Iedema R (2009) Post-script: the significance of video
> research methodology for health and social science. International Journal
> for Multiple Research Approaches 3(3): 321-324.
>
> Iedema R, Merrick E, Rajbhandari D, Gardo A, Stirling A, Herkes R. (2009)
> Viewing the taken-for-granted from under a different aspect: a video-based
> method in pursuit of patient safety. International Journal for Multiple
> Research Approaches. 3(3), pp. 290-301.
>
> Carroll, K., Iedema, R., & Kerridge, R. (2008). Reshaping ICU ward round
> practices using video reflexive ethnography. Qualitative Health Research,
> 18(3), 380-390.
>
> Iedema, R., Forsyth, R., Georgiou, A., Braithwaite, J., and Westbrook, J.
> (2007) Video research in health: Visibilizing the effects of computerizing
> clinical care. Qualitative Research Journal. 6(2): pp. 15-30.
>
> Iedema, R., Long, D., Forsyth, R., & Lee, B. (2006). Visibilizing clinical
> work: Video ethnography in the contemporary hospital. Health Sociology
> Review. 15(2): 156-168.
>
> Delaney,G., Jacob, S., Iedema, R., Winters,M. and Barton, M. (2004), “A
> Comparison of Face-to-face and Video-conferenced Multi-disciplinary
> Clinical meetings.” Australasian Radiology 48: 487-492
> Pink, S. (2001). Doing visual ethnography: images, media, and
> representation in research. London; Thousand Oaks, Calif.: Sage.
>
> Pink, S. (Ed.). (2012). Advances in visual ethnography. London; Thousand
> Oaks; Singapore: Sage Publications Ltd.
>
>
> Rose, G. (2012). Visual methodologies. An introduction to researching with
> visual methods (3 ed.). London; Thousand Oaks, Calif.; New Delhi;
> Singapore: Sage Publications Ltd.
>
>
> On 26 Nov 2013, at 1:06 am, Chris Rust <[log in to unmask]> wrote:
>
> > In the present case the researcher was exploring the value of mockups in
> particular kinds of collaboration. He conducted some codesign workshops
> where he took the part of the designer/facilitator working with an expert
> surgeon to explore new designs of surgical simulators (anatomical models)
> through the use of mockups. Subsequently he convened a group of experienced
> designers to view the video material and recorded their reactions and
> observations to help identify key events and instances of "designerly"
> thinking by the participants. He has used the expert discussion (also on
> video) as another layer in his analysis of the original video, video
> squared like this is useful as the two have their event timings in sync.
>
>
>
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--
Luke Feast | Lecturer | Early Career Development Fellow | PhD Candidate |
Faculty of Design, Swinburne University of Technology, Melbourne, Australia
| [log in to unmask] | Ph: +61 3 9214 6165 |
http://www.swinburne.edu.au/design/
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