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20101127 - Conceptual/Theoretical Framework

(wikipedia)

Conceptual

FrameworkComments: also known as Theoretical Framework

A conceptual frameworkis used in researchto outline possible courses of action or to present a

preferred approach to an idea or thought. For example, the philosopher Isaiah Berlinused the

"hedgehogs" versus "foxes" approach;[1]a "hedgehog" might approach the orld in terms of a single

organi!ing principle; a "fox" might pursue multiple conflicting goals simultaneousl. Alternativel, an

empiricistmight approach a su#$ect # direct examination, hereas an intuitionistmight simpl intuit

hat%s next.[&]

Conceptual frameworks (theoretical frameworks) are a tpe of intermediate theor that attempt toconnect to all aspects of inquiry (e.g., problem definition, purpose, literature review, methodology,

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data collection and analysis). Conceptual frameworks can act like mapsthat give coherence to

empirical inquiry. Because conceptual frameworks are potentially so close to empirical inquiry, they take

different forms depending upon the research question or problem.

Several types of conceptual frameworks have been identified,[3][]such as

< !orking hypothesis

< Descriptive categories

< "ractical ideal types

< #odels of operations research

< Formal hypotheses

$hese are linked to particular research purposes such as% [&]

< '(plorationor '(ploratory research

< )escriptionor )escriptive research

< *auging

< )ecision making

< '(planation

< "rediction

"roponents claim that when purpose and framework are aligned, other aspects of empirical research such

as methodological choices and statistical techniques become simpler to identify.

Source% http%++en.wikipedia.org+wiki+onceptual-framework

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Conceptual SystemA conceptual systemis a system that is composed of non-physical objects, i.e. ideas or concepts. In this context asystemis taken to mean "an interrelated, interworking set of objects".

Overview

A conceptual system is simply a conceptual model. There are no limitations on this kind of model whatsoeverexcept those of hman imagination. If there is an experimentally verified correspondence between a conceptal

system and aphysical systemthen that conceptal system models the physical system. "values, ideas, and beliefs

that make up every persons view of the world"! that is a model of the world a conceptal system that is a model

of a physical system #the world$. The person who has that model is a physical system.

Inpsychologyand social work, when they talk abot a conceptal system, they are referring to some person%s model

of the world, bt if they try to nderstand that model, they end p making a model of that model, which is jst a

model of the person%s behavior. In any case, this is exactly the prpose of the general term "conceptal systems".

!"am#les

&xamples of conceptal systems are!

< &ntity-relationship model

< 'bject-oriented programming! allows conceptal systems to be defined in a robst manner.

< (etalogic

< )nified (odeling *angage

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of methods, behaviors, functions, relationships, and objects. A conceptual framework might, in computing terms,

be thought of as a relational model.

For example a conceptual framework of accounting "seeks to identify the nature, subject, purpose and broad content

of general-purpose financial reporting and the qualitatie characteristics that financial information should possess".!#

$ource% http%&&en.wikipedia.org&wiki&'onceptual(system

Concept MapA concept mapis a diagramshowing the relationships among concepts. )hey are graphical tools for organi*ing

and representing knowledge.

Concepts, usually represented as boxes or circles, are connected with labeled arrows in a downward-

branching hierarchical structure. )he relationship between concepts can be articulated in linking phrases such as

"gies rise to", "results in", "is required by," or "contributes to".!#

)he technique for isuali*ingthese relationships among different conceptsis called "'oncept mapping".

An industry standard that implements formal rules for designing at least a subset of such diagrams is the +nified

odeling anguage+/.

OverviewA concept map is a way of representing relationships between ideas, images or words, in the same way that a

sentence diagramrepresents the grammar of a sentence, a road map represents the locations of highways and towns,

and a circuit diagramrepresents the workings of an electrical appliance. In a concept map, each word or phrase is

connected to another and linked back to the original idea, word or phrase. 'oncept maps are a way to deelop

logical thinking and study skills, by reealing connections and helping students see how indiidual ideas form a

larger whole.!0#

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Various attempts have been made to conceptualize the process of creating concept maps. Ray McAleese, in a series

of articles, has suggested that mapping is a process of off-loading. In this 199 paper, McAleese dra!s on the !or"

of Sowaand a paper by Sweller & Chandler. In essence,McAleesesuggests that the process of making knowledge

explicit, using nodesand relationships, allo!s the individual to become a!are of !hat they "no! and as a result to

be able to modify !hat they "no!.#$Maria %irbili applies that same idea to helping young children learn to thin"

about !hat they "no!.#9$&he concept of the Knowledge Arenais suggestive of a virtual space !here learners etc.

may e'plore !hat they "no! and !hat they do not "no!.

UseConcept maps are used to stimulate the generation of ideas, and are believed to aid creativity. (or e'ample,

concept mapping is sometimes used forbrain)storming. Although they are often personalized and idiosyncratic,

concept maps can be used to communicate complex ideas.

(ormalized concept maps are used in soft!are design, !here a common usage is *nified Modeling +anguage

diagramming amongst similar conventions and development methodologies.

oncept mapping can also be seen as a first step in ontology)building, and can also be used fle'ibly to represent

formal argument.

oncept maps are !idely used in education and business for-

ote ta"ingand summarizing key concepts, their relationships and hierarchyfrom documents and source

materials

e! "no!ledge creation- e.g., transforming tacit "no!ledgeinto an organizational resource, mapping team

"no!ledge

Institutional "no!ledge preservation /retention0, e.g., eliciting and mapping e'pert "no!ledge of employees

prior to retirement

ollaborative "no!ledge modeling and the transfer of e'pert "no!ledge

(acilitating the creation of shared vision and shared understanding !ithin a team or organization

Instructional design- concept maps used as Ausubelian advance organizers !hich provide an initial

conceptual frame for subse2uent information and learning.

&raining- concept maps used as Ausubelianadvanced organizers to represent the training conte't and its

relationship to their 3obs, to the organization4s strategic ob3ectives, to training goals.

Increasing meaningful learning

ommunicating comple' ideas and arguments

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Examining the symmetry of complex ideas and arguments and associated terminology

Detailing the entire structure of an idea, train of thought, or line of argument (with the specific goal of

exposing faults, errors, or gaps in one's own reasoning) for the scrutiny of others.

Enhancing metacognition(learning to learn, and thinking about knowledge)

Improving language ability

nowledge Elicitation

!ssessing learner understanding of learning ob"ectives, concepts, and the relationship among those concepts

#ource$ http$%%en.wikipedia.org%wiki%&onceptmapping

Conceptual SchemaA conceptual schemaor conceptual data modelis a map of conceptsand their relationships. his describes the

semanticsof an organiation and represents a series of assertionsabout its nature. #pecifically, it describes the things

of significance to an organiation(entity classes), about which it is inclined to collect information, and characteristics

of (attributes) and associations between pairs of those things of significance (relationships).

Overview*ecause a conceptual schema represents the semantics of an organiation, and not a database design, it may exist on

various levels of abstraction. he original !+#Ifourschema architecture began with the set of external schemasthat

each represent one person's view of the world around him or her. hese are consolidated into a single conceptual

schemathat is the superset of all of those external views. ! data model can be as concrete as each person's

perspective, but this tends to make it inflexible. If that person's world changes, the model must change. &onceptual

data models take a more abstract perspective, identifying the fundamental things, of which the things an individual

deals with are "ust examples.

he model does allow for what is called inheritancein ob"ect orientedterms. he set of instancesof an entity classmay be subdivided into entity classes in their own right. hus, each instance of asub-typeentity class is also an

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instance of the entity class'ssuper-type. Each instance of the super-type entity class, then is also an instance of one of

the sub-type entity classes.

Super-type/sub-typerelationships may be exclusiveor not. A methodology may require that each instance of a super-

type may onlybe an instance of onesub-type. Similarly, a super-type/sub-type relationship may be exhaustiveor not.It is exhaustie if the methodology requires that each instance of a super-type must bean instance of a sub-type.

Example relationships Each !E"S#$ may be the vendor inone or more #"%E"S.

Each #"%E" must befromone and only one !E"S#$.

!E"S#$ is a sub-type of!A"&. ()eaning that eery instance of !E"S#$ is also an instance of !A"&.*

Each Employee may hae thesupervisor+ithin Employee.

Data structure diagramA data structure diagram(%S%* is a data model or diagram used to describe conceptual data models by proiding

graphical notations +hich document entities and their relationships, and the constraints that binds them.

Source http//en.+iipedia.org/+ii/onceptualschema

Conceptual ModelIn the most general sense, a model is anything used in any way to represent anything else. Some modelsare

physical ob0ects, for instance, a toy model +hich may be assembled, and may een be made to +or lie the ob0ect it

represents. 1o+eer a conceptual model, may only be dra+n on paper, described in +ords, or imagined in the mind.

&hey are used to help us know and understand the subject matter they represent.

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Type and scope of conceptual modelsConceptual models range in type from the more concrete, such as the mental image of a familiar physical

object, to the formal generality and abstractness ofmathematical models which do not appear to the mind as

an image.

Conceptual models also range in terms of the scope of the subject matter that they are taken to represent. A model

may, for instance, represent a single thing(e.g. the Statue of Liberty), whole classes of things(e.g. the electron),

and even very vast domains of subject mattersuch as the physical universe.The variety and scope of conceptual

models is due to the variety of purposes had by the people using them.

Metaphysical models

A metaphysical model is a type of conceptual model which is distinguished from other conceptual models by its

proposed scope. A metaphysical model intends to represent reality in the broadest possible way. This is to say that it

eplainsthe answers to fundamental !uestions such as whether matterand mindare one or two substances" or

whether or not humans have free will.

Epistemological models

An epistemological model is a type of conceptual model whose proposed scope is the knownand the knowable.

Ethical models

Logical models

#n logic, a model is a type of interpretationunder which a particular statement is true. Logical modelscan be broadly

divided into ones which only attempt to represent concepts, such as mathematical models" and ones which attempt

to represent physical objects, and factual relationships, among which are scientific models.

Mathematical models

$ain article% $athematical model

$athematical models can take many forms, including but not limited to dynamical systems, statistical models,

differential e!uations, or game theoretic models. These and other types of models can overlap, with a given model

involving a variety of abstract structures.

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Scientific models

Main article: Scientific model

A scientific model is a simplified abstract view of the complex reality . A scientific model represents empirical

objects, phenomena, and physical processes in a logical way. Attempts to formalizetheprinciplesof the empirical

sciences, use an interpretationto model reality, in the same way logicians axiomatizetheprinciplesof logic. The aim

of these attempts is to construct a formal systemfor which realityis the only interpretation. The world is an

interpretation (or model) of these sciences, only insofar as these sciences are true.!"

Data models

Domain Models

A domain model is a type of conceptual model used to depict the structural elements and their conceptual constraints

within a domain of interest (sometimes called thepro#lem domain). A domain model includes the $arious entities,

their attri#utes and relationships, plus the constraints go$erning the conceptual integrity of the structural model

elements comprising that pro#lem domain. A domain model may also include a num#er of conceptual $iews, where

each $iew is pertinent to a particular su#%ect area of the domain or to a particular su#set of the domain model which

is of interest to a sta&eholder of the domain model.

Social and political models

Economic models

Main article: 'conomic model

n economics, a model is a theoretical construct that represents economic processes #y a set of $aria#les and a set of

logical andor *uantitati$e relationships #etween them. The economic model is a simplified framewor& designed toillustrate complex processes, often #ut not always using mathematical techni*ues. +re*uently, economic models use

structural parameters. Structural parameters are underlying parameters in a model or class of models.!" A model

may ha$e $arious parameters and those parameters may change to create $arious properties.

Source: http:en.wi&ipedia.orgwi&iModel(a#stract)

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Labels: conceptual framework research method theoretical framework wikipedia

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Usability Framework (Shackel)


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Human factorsfor informatics

usability!y !rian "hackel "imon #$ %ichardson

Chapter 2

Usability - Context, Framework, Definition, Design and Eal!ation"rian Shackel

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Stern, E. (2004). Philosophies and types of evaluation research. In Descy, P.;Tessaring, M. (eds), The foundations of evaluation and impact research.

There are numerous deinitions and ty!es o e"a#uation. There are, or e$am!#e, manydeinitions o e"a#uation !ut or%ard in hand&oo's, e"a#uation guide#ines andadministrati"e !rocedures, &y &odies that commission and use e"a#uation. ## o thesedeinitions dra% se#ecti"e#y on a %ider de&ate as to the sco!e and ocus o e"a#uation. recent &oo' identiies 22 oundation mode#s or 2st century !rogramme e"a#uation(Stu#e&eam, 2000a), a#though the authors suggest that a sma##er su&set o nine are thestrongest. *ather than &egin %ith ty!es and mode#s, this cha!ter &egins %ith an attem!tto re"ie% and &ring together the main ideas and orientations that under!in e"a#uation

thin'ing.

Indicating !otentia# !roems %ith +deinition+ &y a uestion mar' in the tit#e o this section%arns the reader not to e$!ect straightor%ard or consistent statements. E"a#uation hasgro%n u! through dierent historica# !eriods in dierent !o#icy en"ironments, %ith in!utsrom many disci!#ines and methodo#ogies, rom di"erse "a#ue !ositions and rooted inhard ought de&ates in !hi#oso!hy o science and theories o 'no%#edge.

-hi#e there is some agreement, there is a#so !ersistent dierence e"a#uation iscontested terrain. Most o these sources are rom /orth merica %here e"a#uation has&een estaished as a disci!#ine and !ractice and de&ated or 10 or more years.

2.!. Assessing or explaining outcomes

mong the most reuent#y uoted deinitions is that o Scri"en %ho has !roduced an

e"a#uation Thesaurus, his o%n e$tensi"e hand&oo' o e"a#uation termino#ogy'"evaluation" refers to the process of determining the merit, worth or value ofsomething, or the product of that process3 The evaluation process normallyinvolves some identification of relevant standards or merit, worth or value; someinvestigation of the performance of evaluands on these standards; and someintegration or synthesis of the results to achieve an overall evaluation or set ofassociated evaluations.+ (Scri"en, 55; !. 15).




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This definition prepares the way for what has been called 'the logic ofevaluation'(Scriven, 1991; Fournier, 1995). This loic is e!pressed in a sequence offour stages:

(a) establishing evaluation criteria and related dimensions;(b) constructing standards of performance in relation to these criteria anddimensions;(c) measuring performance in practice;(d) reaching a conclusion about the worth of the object in question.

This loic is not without its critics (e.. Schwandt, 199") especially a#on those of anaturalistic or constructivist turn who cast doubt on the clai#s of evaluators to $now, to

%ude and ulti#ately to control. &ther sta$eholders, it is arued, have a role and thischaned relationship with sta$eholders is discussed further below.

The #ost popular te!tboo$ definition of evaluation can be found in 'ossi et. al.s boo$Evaluation a systematic approach Program evaluation is the use of socialresearch procedures to systematically investigate the effectiveness of socialintervention programs. *ore specifically, evaluation researchers (evaluators) usesocial research methods to study appraise and help improve social programmesin all their important aspects including the diagnosis of the social problems theyaddress their conceptuali!ation and design their implementation andadministration their outcomes and their efficiency. ('ossi et al., 1999; p. +).

sin words such as effectivenessrather than Scrivens favoured merit worth or

value beins to shift the perspective of this definition towards the e!planation of

outcomes and impacts. This is partly because 'ossi and his colleaues identify

helpin i#prove social prora##es as one of the purposes of evaluation. &nce there isan intention to #a$e prora##es #ore effective, the need to e!plain how they wor$

beco#es #ore i#portant.

-et, e!planation is an i#portant and intentionally absent ele#ent in Scrivens definitionsof evaluation

y contrast with evaluation, which identifies the value of so#ethin, e"planationinvolves answering a #hy or $ow questionabout it or a call for so#e other typeof understandin. &ften, e"planation involves identifying the cause of a

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phenomenon, rather than its effects(which is a major part of evaluation). When it ispossible, without jeopardizing the main goals of an evaluation, a good evaluationdesign tries to uncover microexplanations (e.g. by identifying those components of

the curriculum package that are producing the major part of the good or bad effects,andor those that are having little effect).!he first priority, however, is to resolve the evaluation issues (is the package anygood at all, the best available" etc.). !oo often the research orientation and trainingof evaluators leads them to do a poor job on evaluation because they becameinterested in explanation.# ($criven, %&&%, p. %').

$criven himself recognises that one pressure moving evaluation to pay greater attention

to explanationis the emergence of programme theory, with its concern about howprogrammes operate so that they can be improved or better implemented. parallelpressure comes from the uptake of impact assessment associated with the growth ofperformance management and other managerial reforms within public sectoradministrations.

!he intellectual basis for this work was most consistently elaborated by Wholey andcolleagues. !hey start from the position that evaluation should be concerned with theefficiency and effectiveness of the way governments deliver public services. coreconcept within this approach is what is called 'evaluability assessment'(Wholey,%&%). !he starting point for this assessment is a critical review of the logic ofprogrammes and the assumptions that underpin them. !his work constitutes thefoundation for most of the thinking about programme theoryand logical frameworks.*t also prefigures a later generation of evaluation thinking rooted more in policy analysisthat is concerned with the institutionalisation of evaluation within public agencies (+oyle

and emaire, %&&&), as discussed further below.

!hese management reforms generally link interventions with outcomes. s -ossi et al.recognise, this takes us to the heart of broader debates in the social sciences aboutcausality #The problem of establishing a program's impact is identical to theproblem of establishing that the program is a cause of some specified effect.Hence, establishing impact essentially amounts to establishing causality.# (-ossiet al., %&&&).

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The difficulties of establishing perfect, rather than good enough, impact assessmentsare recognised by Rossi and colleagues. This takes us into the territory ofexperimentation and causal inferenceassociated with some of the most influential

founders of North American evaluations such as Campbell, with his interest inexperimental and uasi!experimental designs, but also his interest in later years in theexplanatory potential of qualitative evaluation methods.

The debate about experimentation and causality in evaluation continues to be vigorouslypursued in various guises. "or example, in a recent authoritative text on experimentationand causal inference, #$hadish et al., %&&%' the authors begin to take on boardcontemporary criticisms of experimental methods that have come from the philosophy of

science and the social sciences more generally. (n recent years, we have also seen asustained realist critiue on experimental methods led in )urope by *awson and Tilley#+-'. ut, whatever their orientations to experimentation and causal inference,explanations remain at the heart of the concerns of an important constituency withinevaluation.

2.2. Evaluation, change and values

Another important strand in evaluation thinking concerns the relationship betweenevaluation and action or change. /ne comparison is between 'summative' and'formative' evaluation methods, terms also coined by $criven. The former assessesor judges results and the latter seeks to influence or promote change.

0arious authors have contributed to an understanding of the role of evaluation andchange. "or example, Cronbach #+1%, +1' rooted in policy analysis and education,

sees an important if limited role for evaluation in shaping policy 2at the margins2 through2piecemeal adaptations2. The role of evaluation in Cronbach2s framework is to informpolicies and programmes through the generation of knowledge that feeds into the'policy shaping community'of experts, administrators and policy!makers.

$take #+3' on the other hand, with his notion of 'responsive evaluation', sees this asa 'service' to programme stakeholders and to participants. y working with thosewho are directly involved in a programme, $take sees the evaluator as supporting theirparticipation and possibilities for initiating change. This contrasts with Cronbach2s

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position and even more strongly with that of Wholey (referred to earlier) given Stake'sscepticism about the possibilities of change at the level of large scale national (or in theUS context Federal and State) programmes and their management

Similarly! "atton! (#$$% and earlier editions) who has tended to eschew work atprogramme and national level! shares with Stake a commitment to working withstakeholders and (local) users &is concern is for 'intended use by intended users'

irtually everyone in the field recognises the political and value basis of much evaluationactivity! albeit in different ways While Stake! ronbach and Wholey may recognise theimportance of values within evaluation! the values that they recognise are variously

those of stakeholders! participants and programme managers

here is another strand within the general orientation towards evaluation and changewhich is decidedly normative his category includes &ouse! with his emphasis onevaluation for social *ustice and the emancipatory logic of Fetterman et al (#$$+) and'empowerment evaluation' Within the view of Fetterman and his colleagues!evaluation itself is not undertaken by external experts but rather is a self,help activity inwhich - because people empower themselves - the role of any external input is tosupport self,help

So! one of the main differences among those evaluators who explicitly address issues ofprogramme and societal change is in terms of the role of evaluators! be they expertswho act! facilitators and advocates! or enablers of self help

Source: http://www.cedefop.europa.eu/EN/Files/BgR1_Stern.pdf

Comments: Boring. Reading thru all these concepts and definitions on Evaluation Research.

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