https://ir.unisa.ac.za/handle/10500/8135 2026-05-01T12:14:41Z https://ir.unisa.ac.za/handle/10500/23012 Revisiting Sensemaking: The case of the Digital Decision Network Application (DigitalDNA) Archer, Elizabeth; Barnes, Glen During this age of data proliferation, heavy reliance is placed on data visualisation to support users in making sense of vast quantities of information. Informational Dashboards have become the must have accoutrement for Higher Education institutions with various stakeholders jostling for development priority. Due to the time pressure and user demands, the focus of development process is often on designing for each stakeholder and the visual and navigational aspects. Dashboards are designed to make data visually appealing and easy to relate and understand; unfortunately this may mask data issues and create an impression of rigour where it is not justified. This article proposes that the underlying logic behind current dashboard development is limited in the flexibility, scalability, and responsiveness required in the demanding landscape of Big Data and Analytics and explores an alternative approach to data visualisation and sense making. It suggests that the first step required to address these issues is the development of an enriched database which integrates key indicators from various data sources. The database is designed for problem exploration allowing users freedom in navigating between various data-levels, which can then be overlaid with any user interface for dashboard generation for a multitude of stakeholders. Dashboards merely become tools providing users and indication of types of data available for exploration. A Design Research approach is shown, along with a case study to illustrate the benefits, showcasing various views developed for diverse stakeholders employing this approach, specifically the the Digital Decision Network Application (DigitalDNA) employed at Unisa. 2017-08-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/23000 Introduction to Atlas.ti: Basic operations, tips and tricks for coding (6th Edition) Archer, Elizabeth; Herman H, Janse van Vuuren; Hugo D, van der Walt The book and its chapters are structured in the same order that you would approach most research projects. It presents a thematic approach to analysis while being cognisant that each analysis is entrenched in its paradigm or philosophy. You may secure in the knowledge that there is no one right way to conduct an analysis (Bazeley, 2013; Campbell, Quincy, Osserman, & Pedersen, 2013; Chenail, 2012; Denzin & Lincoln, 2011; Eberle, 2014; Flick, 2014a&b; Huberman, 2014; Schurink et al., 2013; Willig, 2014a). Atlas.ti may be employed with any qualitative research design. The most analytical process commences with a thematic analysis, and the examples are framed around this approach. Multiple authors (Bazeley, 2013; Braun & Clarke, 2006; Saldana, 2013; Vaismoradi, Turunen, & Bondas, 2013) have attempted to map thematic analysis. Computer software to assist with qualitative data analysis (QDA) has become established as an essential tool for many researchers in the last 20 years. One of the most commonly used acronyms for this software, [Computer-Assisted Qualitative Data Analysis] CAQDAS, [was] introduced by Fielding and Lee following a 1989 conference on the programs… (Gibbs, 2014, p. 277) CAQDAS software allows for review, sorting, sifting, quantification and visualisation of data, but you as researcher remains the driver of the process, the software only assists. (Bazeley, 2013; Flick, 2014b; Gibbs, 2014; Lacey & Luff, 2007; Saldana, 2013). As a researcher, you must be able to conduct rigorous Qualitative Data Analysis and have a firm grasp of Research Designs and Paradigms, before embarking on the computer assisted route. There is a vast array of CAQDAS software available of which some of the most commonly employed ATLAS.ti, NVivo, MAXQDA, AnSWR, HyperRESEARCH, QDA Miner, Qualruss, Transana and Weft (Evers, 2016; Flick, 2014a; Gibbs, 2014; Saldana, 2013). There are even free, Open Source Software available such as Weft, Open Code, AnSWR and TAMS Analyzer (Gibbs, 2014; Saldana, 2013). The tool you employ is less important than the researcher’s skill and approach to analysis as was illustrated in the Dutch KWALON experiment (Flick, 2014a; Gibbs, 2014) 2017-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/21904 Chapter 2: Feedback of monitoring data and its role in decision making at school and classroom level. Schildkamp, Kim; Archer, Elizabeth 2017-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/21903 Some exploratory thoughts on Openness and an ethics of care. Archer, Elizabeth; Archer, Elizabeth Amidst the different claims and counter-claims of disruption, innovation and revolutions facing higher education, the notion of Openness is, on the one hand deeply embedded in the evolution of distance education, and on the other hand, one of the key characteristics of more recent phenomena such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). Key to these three phenomena is the claim that they aim to widen access, and while the statistics do support this claim with regard to number of registrations or users, widening access is much larger than just providing access and it raises a number of ethical issues and concerns. Openness has become one of the “corporate buzzwords” (Birnbaum 2001: 3) and is “presented as universally applicable quick-fix solutions – along with the obligatory and explicit caution that their recommendations are not quick fixes and will require substantial management understanding and commitment” (Birnbaum 2001:4). Openness is much more buzzword or fad and is deeply political, embedded in our epistemologies and ontologies, and reflecting and often perpetuating inequalities and injustices. While there are many possibly ways to engage with exploring the ethical issues and implications of widening access and opening up opportunity, one possible heuristic lens is to explore these is through the claim that with opening up or widening access comes certain responsibilities. But having said that, determining the scope of these responsibilities is more complex and more nuanced than perceived at a first glance. Considering the scope, definition and ethical implications of Openness and responsibility in these three phenomena, it is important to consider a number of questions such as: Is widening access enough? What are the fiduciary duties of the one who widens access or does widening access cancel or change the inherent fiduciary duty? In this chapter we briefly explore ethics, responsibility and care while mapping the notion of Openness in three different, but overlapping phenomena namely Open Distance and Distributed education, OER and MOOCs. We then propose the need to move towards an ethics of care which acknowledges the need for leadership in Higher Education to take a teleological approach to Openness in order to truly leverage its potential. 2017-01-01T00:00:00Z