Methods for Researching Professional Learning and Development

Hilkenmeier).- Chapter 13. Participant's video annotations as a database to measure professional development (Bianca Steffen & Maikki Pouta).- Chapter 14. Data mining and analytics in the context of workplace learning: Benefits and affordances (Dirk Ifenthaler).- Chapter 15. Addressing 'wicked problems' using visual analysis (Eva Kyndt & Jan Aerts).- Part III: Research approaches.- Chapter 16. Delphi-technique as a method for research on professional learning (Christian Harteis).- Chapter 17. The narrative approach to research professional identity: relational, temporal, and dialogical perspectives (Katja Vähäsantanen, & Maarit Arvaja).- Chapter 18. Capturing actions of communities: Towards virtual ethnography and digital tools in researching organizations and workplace learning (Soila Lemmetty, Kaija Collin, Vlad Glaveanu, & Susanna Paloniemi).- Chapter 19. Video-based interaction analysis: a research and training method to understand workplace learning and professional development (Laurent Filliettaz, Stéphanie Garcia, & Marianne Zogmal).- Chapter 20. Q Method: Assessing subjectivity through structured ranking of items (Susanne Leidig, Hanna Köhler, Carina Caruso, & Michael Goller).- Chapter 21. Eye tracking in professional learning and development: Uncovering expertise development among residents in radiology (Helen Jossberger).- Chapter 22. Seeing workplaces from a Social Network Analysis (SNA) approach (Tuire Palonen).- Chapter 23. Design-based research - grounding, understanding and empirical illustration in the context of vocational education (Karl-Heinz Gerholz & Anne Wagner).- Chapter 24. Change Laboratory method for facilitating transformative agency and collective professional learning - case from a Finnish elementary school (Anu Kajamaa & Sakari Hyrkkö).- Chapter 25. Professional learning analytics: Understanding complex learning processes through measurement, collection, analysis, and reporting of MOOC data (Allison Littlejohn, Eileen Kennedy, & Diana Laurillard).- Chapter 26. Longitudinal case study research to study self-regulation of professional learning: combining observations and stimulated recall interviews throughout everyday work (Katrien Cuyvers, Piet Van den Bossche, & Vincent Donche).- Part IV: Discussion & Commentary.- Chapter 27. Researching professional learning in complex environments: Opportunities and challenges from a qualitative research perspective (Monika Nerland).- Chapter 28. How to deal with the complexity in research on workplace learning (Erno Lehtinen).

senior university lecturer at the University of Jyväskylä, Finland. Her recent and current research focuses on professional learning, identity and agency in various work contexts and domains. Further, research on the role of emotions within the process of professional learning at work, has brought various research methods in the centre of her work. The application of a multi-method approach (e.g. self-reports, measurements, observations) in researching workplace learning from various perspectives is the underlying interest in her work.

Crina Damsa (PhD Educational Sciences) is an Associate Professor at the Department of Education at University of Oslo, Norway. The main theme of her research are situated processes of learning among young adults (students and professionals), under an overarching interest for lifelong learning. Research areas such as learning through collaboration and inquiry, technology enhanced learning and agency in work and learning are especially highlighted. While she has conducted several mixed methods studies, Crina's research primarily adopts a qualitative methodology, including varied analytical approaches, designs and interpretative frameworks. Both exploratory ethnographies and longitudinal video observation research, and formative intervention studies, using a design-based methodology, are represented in her work. Currently, she is initiating research employing event sampling methods and multimodal learning, aiming to capture learning activities across digital and physical contexts.