Discussion 2: Coding Scholar of Change Video #2

In Week 5, you selected one of the Scholars of Change videos to begin the coding process. For this Discussion, you will select another Scholars of Change video, different than the one you selected in Week 5, to begin coding not only your field notes but also the transcript of the video you downloaded.

To prepare for this Discussion:

• Review the chapters in the Saldaña text.
• Review the Introduction to Coding and From Content to Coding media programs in the Learning Resources.
• Refer back to your observational field notes from Weeks 1–4 Scholars of Change videos.
• From the remaining videos, choose a different Scholars of Change video and refer to your notes from your observation for this Discussion.
• Access the transcript you downloaded for the media program of the Scholars of Change video you selected for this Discussion.
• Begin to code the transcript and the observational field notes of the Scholar of Change video you chose. (Note: You will only need one or two codes for this Discussion, although more are acceptable.)

ASSIGNMENT 

Post a brief description of the video you chose. Next, include an example of one or two codes and provide quotes from your notes or transcript to support your example. Finally, explain your reasoning for this coding.

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

 

Required Readings

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42) (previously read in Week 5)
Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Week 5)
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Week 5)
Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
Chapter 7, “An Integrative Approach to Data Analysis” (pp. 215–236) (previously read in Week 5)
Chapter 8, “Methods and Processes of Data Analysis” (pp. 237–270) (previously read in Week 5)
Onwuegbuzie, A. J., Dickinson, W. B, Leech, N. L., and Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods and International Institute for Qualitative Methodology. (pp. 1-21).
Document: Excel Video Coding Document Template (Excel spreadsheet) (previously used in Week 5)

Review this Excel template as you view this week’s media programs related to 

2

>

Direction

s

st Cycle Descriptive

Patterns

Direction 1 2

6

, again placing each one in a cell of the spread sheet.

and one 2nd cycle codes.

Video Code #

Student Gender

Student Program of Study

Subject matter/topic

What happened in the Video? (2)

1

1st Cycle Concept

2nd cycle

Quick

Memos

3

5

6

7

8

My Notes

Transcript

The Transcript

Directions: For each video you chose, type in the following information, extracted from your video field notes guide. Put the data of one video per tab.

The numbers above correspond to the directions below.

1. Create a video code number, so the identifying information will not be visible in this record.

2. Indicate speaker’s gender

3. Indicate speakers program of study

4. Briefly describe the subject matter or topic of the video.

5. (a) Under the sub-heading “My Notes”, copy each sentence describing a “fact” of the video (#2 from your Notes guide) into one cell of the spread sheet. Use the “wrap text” function for readability.

5 (b) Under the sub-heading “Transcript”, select sections of text from the video

transcript

6-7. Using the techniques from your Saldana text and the coding videos, code each line with two

1st cycle

8. Create a short statement or phrase summarizing your reflexive notes (#4 from your guide).

Video 1

Video Code # Student Gender Student Program of Study Subject matter/topic

1st Cycle Concept

Quick Memos

My Notes Transcript

What happened in the Video? (1)

1st Cycle Descriptive

2nd Cycle Patterns

Video 2

Video Code # Student Gender Student Program of Study Subject matter/topic What happened in the Video? (2) 1st Cycle Descriptive 1st Cycle Concept 2nd Cycle Patterns Quick Memos
My Notes transcript

Website Source

Website Source

Subject matter/topic

1st cycle 2nd cycle Memos

transcript

Type of Page/Source	Web page/report content	1st Cycle CMC: CMC: Cell alignment differs from the Video 2 tab. Suggest uniform alignment.
DELETE THE RED CONTENT AND PUT IN YOUR OWN
URL: [insert here]	E.g., home page,
EXAMPLE	https://www.waldenu.edu/about/social-change/global-day-of-service	Global Days of Service	Describes 2015 Global Days of Service	Global Days of Service, celebrated October 12–18, inspired more than 20,500 faculty, staff, students, and alumni, as well as their friends and family, to participate in community service projects around the world.
Members of the Walden and Laureate communities in more than 15 countries contributed more than 125,000 volunteer hours in more than 240 service projects. Projects included:
Cleaning and organizing the Minneapolis American Indian Center in the U.S.
Building houses for hedgehogs and performing general cleaning and maintenance at a nature reserve in Gdansk, Poland.
Painting, assembling furniture, beautifying a courtyard, and organizing a food pantry at a middle school in Baltimore, Maryland, in the U.S.
Launching a program to engage with and provide physical and artistic outlets to refugee children and their families in Germany.
Serving orphans in Saudi Arabia.
Thank you to all of our volunteers for helping make a positive impact in communities around the globe.

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