How to define operational definition in your thesis or proposal

I was having a discussion with Farzin, my Master's student on how to define operational definitions for his proposal. Herewith the three-step approach I suggested and demonstrated to him. We agreed to share this approach with all other master's and PhD students.

Step 1: juxtapose the meanings gathered from third parties.

In this case, we have chosen the first and second meanings of the word "feedback" from Oxford Dictionaries (http://www.oxforddictionaries.com/definition/english/feedback). The third meaning was rejected as it is related to devices instead of human beings. 

First meaning: Information about reactions to a product, a (player) person’s performance of (solving puzzles in a mobile game)a task, etc. which is used as a basis for improvement.

Second meaning: The modification or control of (learning) a process or system by (improving the) its results (of solving puzzles in a mobile game)or effects, for example in a biochemical pathway or behavioural response. See also negative feedback, positive feedback.

Step 2: contextualize the meaning for your research.

We edited the original meanings one-by-one, and then suited the meanings for his research title. Herewith the contextualized meanings: 

1. Feedback is the information of reactions to a player’s performance of solving puzzles in a mobile game, which is used as a basis for improvement.

2. Feedback is the modification of learning process by improving a player’s performance of solving puzzles in a mobile game.

Step 3: synthesis

We synthesized both the meanings into one definition which is suitable for this research title and context.

Feedback is the modification of learning process by improving a player’s performance of solving puzzles in a mobile game, based on the information of the player’s reactions. 

Reflection of my Master's study in 2004

Herewith my reflection in the first week after starting my Master degree with MMU in April 2004.

以前，我只知道死记硬背，不问出处，但求对所有事物都有其诠释。在上了两天课后，我自觉对一些事物和概念的了解极弱。

我觉得Instructional System Design (ISD)课值回学费，讲师的权威、专业、博学和务实，让我感到满意，并引以为豪。

上Principles of Multimedia in Education Technologies课让我觉得浪费金钱。无论如何，我可以学习讲师的教学flow & style。基本上就是：lecture > demo > hands on > revision.

至于Learning Theories课，由于我完全没有教育学的背景和基础理解，故对learning和conditioning的定义，以及谁是教育学界的专家不甚了解。我得复习讲师所教导的，并预习即将会学习的。

How to write a good essay?

Prerequisite:

- understanding certain amount of vocabulary. (Broad and deep)

- mastering basic application and techniques of grammar.

- mastering sentence construction techniques. (Sentence construction = mix application of vocabulary and grammar)

- understanding what is essay writing and various types of essay

Components of essay:

INTRODUCTION:

Informing WHAT you want to write

Should be catchy and interesting

Should make readers feel that you are outstanding 

BODY TEXT

Informing WHO, WHEN, WHERE and WHY

Should be persuasive and impressive

Can be enhanced through massive reading and listening to news, newspaper and magazines

At least four main points

CONCLUSION

Concluding the essay.

Include your views

Include what you expect readers to react upon your essay.

Types of essay:

1. 记述文

2. 叙述文

3. 描写文 （抒情文）

4. 说明文

5. 议论文

6. 综合文体

应用文的种类：

书信（公函，私函）

通告

启事

日记、周记

便条

第三章：快速读书术

1. 重点阅读法

• 在阅读时，读者们应该将“废话”删除，只取重点资讯阅读。
• 忽略叙述和描写事理的语句，仔细研读关键字库，这样就能获取最低限度的必要资讯。
• “快速读书术"的目标即在于抓住最低限度的必要资讯。
• 在很多图书中，关键字词都是以专门术语的形式出现的。
• 只要能迅速地抽出重要词汇并加以理解、重组，就能够高效率地了解书籍的内容。

2. 读报纸是重点阅读法的最好训练方法

• 同样一份报纸，天天都在看，对于其版数多少，每一版上各自登载哪一种类的消息，读者自然心中有数。

3. 精读十分钟，胜过浏览两小时

• 由于阅读目的的差异，阅读的页数也有多少之别
• 如果在二、三十分钟的时间里已获得了足够的资讯，就没有必要继续在这本书上浪费时间了。
• 阅读的数量和速度不应是首要考虑的问题；在读书活动中，读者是主人，书籍是仆人，读什么内容、读多少页，应由读者掌握，此关系不能颠倒。
• 读者应具备明确的目的和择取精华的能力：
• 清楚地知道自己想要阅读什么，到哪里才能找到该内容。
• 经过审慎的挑选之后，要果断地舍弃不必阅读的部分。

4. 目录里蕴藏着玄机

• 目录是作者思维模式的呈现，以目录为线索，读者可以迅速地找到自己想要阅读的内容。(Essential for proposal & report)

5. 用前言、目录尽快到达目的地

• 前言、目录、各章各节的大小标题是阅读活动的中继站、目的地等固定点，具有和地图、罗盘一样的指示作用；而正文则相当于连接这些固定点的线条，帮助读者由一点向另一点转移。

6. 杂志的聚焦阅读法

• 杂志出版发行的特点：数量庞大，门类齐备。
• 其发行周期介于书籍和报纸之间，故在内容的选择和安排上较报纸审慎，不如书籍更具有系统性。
• 要让自己的眼睛成为摄影机的镜头，以便随时聚焦，敏锐地捕捉到转瞬即逝的玄妙美景。
• 阅读杂志前，勾画出有必要一读的文章，并注明其重要性的等级。
• 读完一篇文章后，用10到20字概括出其内容，并记录在目录里相关的标题下。
• 保存目录，丢掉正文。

7. ”嵌入式“读书法

• 授课偏离主题的讲师：上课没做准备/不足。
• 不按教材上课，“插入式”授课法
• 在需要中断正在进行的阅读，嵌入新的课题/转向研读另一本书时：
• 转换阅读的目的何在？
• 如何实现这种转换？
• 首先应从哪一本书读起？

8. 先将疑难问题整理、集中，然后翻查百科全书

• 当遇到阅读障碍时，不要忙于克服它，可暂时将它搁置（画线的摘录），继续阅读下去。等到这一部分内容都阅读完后，再回过头来审视一下。

9. 掌握书籍的整体面目，有助于提高阅读速度

• 书的整体印象 = 内容（即作品本身的状况) + 读者的印象
• 必须阅读眼光比自己高的作者的书。

10. 培养发掘重要资讯的能力

• 在略读的基础上，还应该在主题意识的融会贯通上多花一点时间。

Output is not outcome

R&D should give impact to national development.

The Rules of Strong Problem Solver: If you want to win, know problem from within

Strong Problem Solver:

1. Carefully studies problem description. Every word may provide a hint or an illusion.

2. Doesn't stop searching for ideas after first suitable one is found.

3. Uses every mistake as a step in advancing self.

4. Wrong idea -- think harder. Can't solve a problem -- it's a challenge.

5. Critiques own ideas and looks for better ones.

6. Understands that the knowledge in his head is more helpful than on the Internet.

Weak Problem Solver:

1. Rashes into "a battle" without understanding the situation.

2. First and foremost he wants to impress with some kind of idea.

3. Stops searching for ideas as soon as he finds a first acceptable one.

4. Is very distressed if his idea is found to be wrong. His mood is spoiled and his energy is sapped.

5. Any of his ideas appears to be the best possible.

6. Expects help from the Internet.

SOURCE: Education for a New Era: Think. Learn. Succeed. 

Creative Teacher: A perspective from TRIZ

Characteristics of creative teachers:

1. Never stop own development.

2. Can see and solve open problems.

3. Is not embarrassed asking questions, is not afraid to show lack of his / her knowledge.

4. Can support his opinion with arguments rather than oppress his students with authority.

5. Use open questions, open tasks, tasks based dialog.

6. Generously shares his creative skills.

SOURCE: Education for a New Era: Think. Learn. Succeed.