Websites and social media sites can provide important sources of data that will help expand your understanding of the stakeholder
Websites and social media sites can provide important sources of data that will help expand your understanding of the stakeholders who are connected to the phenomena you are exploring.
Walden has devoted an entire website to making visible its actions and activities about social change. At the social change website, you will find videos, annual reports, text, and images. As you explore this data source, consider what text, images, and reports you would like to include as part of your data analysis exercise.
To prepare for this Discussion:
- Choose one of the three social change literature review articles found in this week’s Learning Resources and review the article in detail.
- Explore the Walden Social Change website and locate an additional document, video, or webpage that will inform your understanding of the meaning of positive social change. Reflect on any additional sources you find.
- Next, write field notes based on the information you gathered from the Walden social change website and any other documents or websites that might inform your changing impressions about the meaning of positive social change.
- Finally, review the media programs related to coding and consider how you will use this information to support this Discussion. Note: In your Excel Video Coding template there is a tab for your website data. Use this tab to place your content and codes for the website.
Assignment
Prepare a brief explanation of your understanding of the meaning of positive social change thus far. Refer to the additional sources you have reviewed this week, and comment on how they are shaping your experience. Use the data you gathered from your analytic memo to support your explanation.
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.
The following articles are examples of literature reviews on the aspects of social change. Choose one of the articles for this week’s Discussion 2.
Walden University. (2015). Social change. Retrieved from https://www.waldenu.edu/about/social-change
As you review this website, think about Walden’s meaning of social change and how this website will guide you as you consider positive social change for your Major Assignment 2.
Document: Excel Video Coding Document Template (Excel spreadsheet)
Review this Excel template as you view this week’s media programs. Also, you will use this template for organizing your transcripts and preparing them for coding.
PLEASE LET ME KNOW IF YOU CAN NOT ACCESS THE LINKS
Directions
| 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 | |
| Direction | 1 | 2 | 3 | 5 | 6 | 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, again placing each one in a cell of the spread sheet. | |||||||||
| 6-7. Using the techniques from your Saldana text and the coding videos, code each line with two 1st cycle and one 2nd cycle codes. | |||||||||
| 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 | What happened in the Video? (1) | 1st Cycle Descriptive | 1st Cycle Concept | 2nd Cycle Patterns | Quick Memos |
| My Notes | Transcript |
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 | Type of Page/Source | Subject matter/topic | Web page/report content | 1st Cycle CMC: CMC: Cell alignment differs from the Video 2 tab. Suggest uniform alignment. |
1st cycle | 2nd cycle | Memos | |
| DELETE THE RED CONTENT AND PUT IN YOUR OWN | ||||||||
| URL: [insert here] | E.g., home page, .pdf | transcript | ||||||
| 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. |
Sheet 2
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