OMG All That Data. What are we going to
do with it?
The purpose of this tutorial is to give you hands-on experience in
conducting thematic analysis on qualitative data. You will use your own
pre-class tasks as qualitative data and go through a process of coding,
themeing, and refining themes to develop clear findings. You will also
get organised to complete Assignment 2.
Pre-Class Tasks
You must complete these tasks before the start of your tutorial.
Read Chapter 9: Interpretation, Data Analysis, and Presentation in
(Rogers et al.,
2023). Available as an e-book through the library.
Find your pre-class forum posts from the Week 1 and 2
tutorials and copy the text into a new file. Recall that these tasks
were about technology in your early life and observing someone else’s
use of technology.
Code the data according to the instructions
in the week 6 lecture. You should add your code(s) in square
brackets at the end of each sentence of part of the text.
Post your coded text on the course forum including a list of the
codes you used at the end.
Make sure you have read and understood Assignment
2, choose 3 possible AI-integrated interfaces that you might like to
study.
Plan for the Class
The tutorial will follow this structure:
Discuss pre-class tasks
Affinity mapping
Finding themes
Creating findings statements
In-Class Tasks
0. Discuss pre-class tasks
(10 minutes)
As a class, or in groups of 4–5, discuss how your coding process
went.
What codes did you choose?
Do these meet the criteria for codes?
Are your codes better described as in vivo,
semantic, or latent codes?
1. Affinity mapping (20
minutes)
In groups of 4–5:
Write your codes and supporting data onto post-it notes and add each
note the wall
Cluster similar post-its and discuss
Write a heading for each theme
When generating themes, you might like to consider the lecture slides
on phases of thematic analysis, and this worked example of a reflexive
thematic analysis process (Byrne, 2022).
What is the impact of your theme? What important knowledge does it
tell you about technology use? “So what?”
Your tutor will drop into each group to discuss your themes and
mapping process. Remember that this is a key skill for the assignment so
you need to practice!
Take a photo of your wall and findings and post on the forum!
3.
Preparing research clusters for the assignment and choosing interfaces
to study (30 minutes)
For assignment 2 and the final project you will have to research
other students from our class. Today you are going to get in a group of
4–5 students to research each other. The way this will work is:
Every student in the class plans a mini user research study
(individually)
The other 3–4 students in your group will participate in your mini
user study.
You will participate in the other 3–4 students’ mini user
studies.
You will have time in the week 7 and 8 tutorials to coordinate with
your group. This week your main job is to meet your group and discuss
what interfaces you will study for the assignment.
What to do:
Meet everybody in your group. Write down their
names, ANU email address and other contact details if you prefer. Keep
in mind that everybody has access to ANU email and the Ed Discussions
forum but some folks might not be available for messages on particular
social media platforms due to their personal preferences, language, or
background.
Discuss the assignment specification and the 3
possible AI-integrated interfaces you identified in pre-class work. Does
everybody have the same understanding of the assignment? If you are
unclear on what is required, ask your tutor or write a post on the
forum.
Choose your AI-integrated interface. Everybody in
the group would choose a different interface to study so that doing all
the mini studies isn’t too boring. Check if will be practical to study
other’s use of this interface, i.e., are there obvious limitations that
would prevent someone from using it or understanding how to use it?
Rules:
Be nice to everybody in your group, you will rely on them and they
will rely on you so being present and communicating clearly is
important.
This isn’t a formal arrangement, you can change groups if you need
to and you might want to help out folks in other tutorials to do their
studies. But it’s likely to be most convenient to complete studies with
students in our own tutorial.
Byrne, D. (2022). A worked example of braun and clarke’s approach to
reflexive thematic analysis. Quality & Quantity,
56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y
Rogers, Y., Sharp, H., & Preece, J. (2023). Interaction design:
Beyond human-computer interaction, 6th edition. John Wiley &
Sons, Inc. https://quicklink.anu.edu.au/kv9b
