All tag results for ‘tutorials’

Fieldwork Diary Writing: A “Development Diary” for Self-Reflection

December 15th, 2007

Goodbye “Dear Diary” and hello “Development Diary”

Many people can be a bit intimidated by the thought of diary writing. A large part of this is the recollection of childhood diary writing experiences filled with mundane details which look something like:

Dear Diary,
Today I got up at 6:30 and had five idli for breakfast. Then I went to the tea shop and had two cups of tea and …

You get the point. No one—not even you—is likely to want to read or re-read those words a month later.

So, why are we asking you to keep a “Development Diary” then1?
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  1. This document was prepared for Tata-Dhan Academy students who are completing the fieldwork or development practice segments of their curriculum. As such, some of the content specifically highlights the types of topics they would be recording about their experiences. [back]

Snippy Writing Tips

September 18th, 2007

I couldn’t help it. I had to start writing my own writing guide based on a few of the things that really irritate me when I’m editing or correcting something for someone else. It’s a work in progress and it’s being done somewhat haphazardly (which probably means that I’m eventually going to get lazy about it after a while and not add new tips). But I’m having fun doing it—it helps relieve some of the frustration I sometimes feel when editing….

Snippy Writing Tips

Process Documentation and Journal Writing: Guidelines for Making the Most out of Your Field Experiences

September 18th, 2007

Download a nicely formatted PDF version for offline viewing.

Introduction

Process documentation and journal writing should become a natural extension of the work that you do while you are in the field. Both of these types of writing are meant to describe what happened in the field, and both of them will include different kinds of information to help you later on when writing your reports. But while these writing tasks are related, they are different in their purposes. Broadly speaking, process documentation is purely objective, while journal writing is more flexible and allows for more subjective commentary. The following document was written to help you get started with process documentation and journal writing1. I urge you to take the included information as “guidelines” and not as a prescriptive set of rules or requirements.
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  1. This document was prepared for Tata-Dhan Academy students who are completing the fieldwork or development practice segments of their curriculum. As such, some of the content specifically highlights the types of topics they would be recording about their experiences. Nevertheless, whatever your course of study—or indeed even if you are writing for pleasure!—many of the concepts here should still be easily applicable. [back]

Setting up a standard Access database

November 13th, 2006

A colleague wrote: I am attempting to do this project, but I have absolutely NO CLUE what I’m doing. I’m trying to use Microsoft Access to create a database, and I’ve even looked at a tutorial online. I’m just not sure if the information we’ve been instructed to put on there should go on a Table or Query or what!!! I’m sooo frustrated. I don’t know how to do this. HELP! Someone! Anyone! This is the only computer application that I’ve never used, and I am so confused.

I’ll try to help. Step-by-step, just to be on the safe side. (Sorry, I didn’t bother to make it pretty…) Targeted towards Access beginners like myself….

Wiki Content Management for Efficient Document Creation: Part 3

October 2nd, 2006

Instructional Design

This is the last in a series of three papers written for my instructional design class. Unlike the previous two, which focused on a needs assessment and on how I would plan to conduct my evaluations, this post is basically an outline of what I would want my (extremely crammed) one-hour of instruction to look like. For this I made some assumptions about the audience (see intro paragraph and the two other posts) to help with the time requirements—but the workshop times can probably safely be simply doubled to be able to have enough time to cover everything…. While this is certainly based on my current workplace, there are several reasons that I don’t think it would work, but I certainly can see the advantages to trying to make it work!

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Wiki Content Management for Efficient Document Creation: Part 2

September 25th, 2006

Instructional Design

This one-hour workshop will take place at the upcoming staff meeting. These meetings typically span two full working days during which staff members share progress on their research projects and also receive project-related feedback from other staff members. The total desired attendance would be all 47 potential participants; however, since a considerable number of the learners are abroad, the in-person attendance is expected to be 30 participants. All learners are equipped with an internet-connected laptop. Prior to the workshop, password-protected user accounts will have been created for all learners and the MediaWiki software will have been installed and tested on the research institute’s webserver. The conference room used for these staff meetings is equipped with a projector and a screen.

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Wiki Content Management for Efficient Document Creation: Part 1

September 18th, 2006

Instructional Design

At a certain research institute, many of the employees collaborate on documents intended for publication. Documents range from short (1,000 to 2,000 words) articles for website or newsletter publication, to longer (20 to 80 pages) reports and working papers. The authorship and editing process is sometimes shared by up to four people. The problem is that these groups of authors working on papers together often have a difficult time managing version revisions of their co-authored papers. Often, the authors are uncertain about which version is the most recent version of the paper.

Most of the learners in this setting are in their mid- to late-twenties. Most of them live and work in different parts of India, but some of them are visiting PhD students or project interns who also spend part of their time abroad at their primary university. In all, there are 47 learners, including the local researchers, the visiting PhD students, and project interns.

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