The n vivo-teachers-guide

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Page 1 The NVivo Teacher’s Guide

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Table of Contents

Table of Contents ................................................................................................................................ 1

Background.......................................................................................................................................... 2

Introduction .......................................................................................................................................... 3

The Modules ........................................................................................................................................ 5

A note about coding ............................................................................................................................. 8

NVivo-based concepts ..................................................................................................................... 9

A note about merging .......................................................................................................................... 9

Module 1: Working with PDFs ........................................................................................................... 11

Teacher’s Guide ............................................................................................................................ 11

Student’s Guide ............................................................................................................................. 14

Module 2: Working with Interviews – Emergent ................................................................................ 16

Teacher’s Guide ............................................................................................................................ 16

Student’s Guide ............................................................................................................................. 19

Module 3: Working with Interviews – A Priori .................................................................................... 21

Teacher’s Guide ............................................................................................................................ 21

Student’s Guide ............................................................................................................................. 24

Module 4: Working with Images ........................................................................................................ 26

Teacher’s Guide ............................................................................................................................ 26

Student’s Guide ............................................................................................................................. 29

Module 5: Working with Audio Visual Data ....................................................................................... 31

Teacher’s Guide ............................................................................................................................ 31

Student’s Guide ............................................................................................................................. 34

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Background

The NVivo Teacher’s Guide has been designed as a tool to assist educators in providing students with learning experiences incorporating the powerful tools found in NVivo. Respecting the various styles in use in classrooms the package has been designed with flexibility so that each instructor can use the components that best match her or his style. Working from research done by Dr. Anuja Cabraal, studying a collection of descriptions of how instructors were currently using NVivo is their research courses, components of this program were created to integrate with these methods while retaining the flexibility to evolve with current techniques. A small introductory beta package was tested with a variety of University and College professors. Their feedback was incorporated into this new version as part of a continuous improvement process.



Introduction

Technology has had an impact on just about everything we do and research is no exception. As Bazeley and Jackson (2013)1 point out, “Nonetheless, the development of software tools (and technology in general) has a significant impact on how research is done.”(p.6) As the next generation of researchers is being prepared, the preparation cannot ignore that they will be working in a landscape different from what has been seen in the past. This is not without precedence, “Historically, the widespread use of tape recorders in interpretive research changed both the level and kind of detail available in the raw material for analysis, and as video recording became more common, data method changed again.” (Bazeley & Jackson, p. 6) With the recent and consistent rise of social networking there is sure to be a level of influence on social research and method. (Bazeley & Jackson)

As paradigms shift, there is often a concern that the fundamental tenants of the current system will be lost in the advent of the new. Those key mindsets and methodological choices are not being eliminated by qualitative data analysis software such as NVivo, the ability to employ them even more meaningfully is gained. John Creswell (2013)2 highlighted some advantages of computer programs:

• A computer program provides an organized storage file system so the researcher can quickly and easily locate material and store it in one place.

• A computer program helps a researcher locate material easily whether this material is an idea, a statement, a phrase, or a word.

• A computer program encourages a researcher to look closely at the data, even line by line, and think about the meaning of each sentence and idea. Sometimes, without a program, the researcher is likely to casually read through the text files or transcripts and not analyze each idea carefully.

• The concept-mapping feature of computer programs enables the researcher to visualize the relationship among codes and themes by drawing a visual model

• A computer program allows the researcher to easily retrieve memos associated with codes, themes, or documents.

NVivo can help keep the student close to their data since their data can be no more than a mouse click or two away.

Students want to know that the skills they are learning can be used for more than one class or task. Regardless of the route they choose for their thesis or dissertation there will always be components of what they do that require them to be able to work with unstructured, non-numeric data. Illustrated in Figure 1 are potential places were NVivo can have a role in the doctoral program.

1 Bazeley, P., & Jackson, K. (2013). Qualitative data analysis with NVIVO (2nd ed.). Thousand Oaks, CA: Sage Publications.

2 Creswell, J. W. (2013). Qualitative inquiry and research design : choosing among five approaches (3rd ed.). Los Angeles: SAGE Publications.



Figure 1- For those in a doctoral program, NVivo could be there from the very beginning to help organize information from coursework, to be able to prepare for qualifying exams or papers through literature reviews, dissertation proposals and, of course, research and analysis. The software will ultimately help keep information organized and available as students move from the doctoral process into postgraduate work and publishing.

Students who may go on to do mixed methods research can incorporate the NVivo skills they learn into their future research also. There are tools in NVivo designed to assist when working with mixed methods research as shown in Figure 2.

Figure 2 – Using NVivo you can import or export from Excel, text or database files, work with open-ended and fixed-response questions, explore within and between group analysis of coding, text analysis, and the Kappa coefficient is part of our coding comparison query.



The Modules

Because teaching academics organize their courses in a variety of ways, we have created a number of modules that can be blended into your curriculum based on a specific skill or methodological focus.

Module Skill(s) Methodological / Research Process Areas

Data Types

1. Working with PDFs Importing PDFs

Coding Text-based Data

Creating Memos

Literature Review PDFs

2. Working with Interviews – Emergent

Importing Documents

Emergent Coding Techniques

Creating Memos

Grounded Theory and other emergent methodologies

Documents

3. Working with Interviews – A Priori

Importing Documents

Creating Nodes

Creating Memos

Word Frequency Query

Text Search Query

A priori or partial a priori methodologies

Evaluation

Documents

4. Working with Images

Importing Images

Using the Photo Log

Coding a Region

Working with Handwritten data

Various qualitative methodologies

Pictures

Drawings

Hand-written Data

Livescribe

5. Working with Audio Visual Data

Importing Video Files

Importing Audio Files

Coding A/V Files

Transcribing

Various qualitative methodologies

Video Files

Audio Files



6. Working with Survey Data

*coming soon

Importing a Data Set

Auto Coding a Data Set

Mixed-methods Spreadsheets

SurveyMonkey

7. Working with Social Media

*coming soon

Importing Web Pages

Importing Social Media

Working with YouTube

Various qualitative methodologies and mixed-methods

Web Pages

Twitter

Facebook

LinkedIn

YouTube

8. Classifications and Attributes

*coming soon

Creating Case Nodes

Creating Classifications and Attributes

Classifying Nodes from a Data Set

Various qualitative methodologies and mixed-methods

Documents

Spreadsheets

9. Tools for Mixed-Methods Research

*coming soon

Importing a Data Set

Word Frequency Query

Matrix Coding Query

Cluster Analysis

Coding Comparison Query

Mixed-methods PDFs

Documents

Spreadsheets

SurveyMonkey

Twitter

Facebook

LinkedIn



Some modules have a natural connection to others, while some can be used independently of all others. The model below illustrates the natural connection points as well as the more independent modules.

Figure 3 – This figure illustrates points of interconnection between a number of modules as well as more independent modules.



A note about coding

Coding is a systematic way in which to condense data sets into smaller analyzable units through the creation of categories and concepts derived from the data. It is a fundamental task in most qualitative projects.

Approaches to coding can be influenced by:

• the methodology used

• time available

• the amount and types of data

Why code?

• To make sense of and analyze your data

• For qualitative studies, it can help generate a general theory

• “Coding facilitates the organization, retrieval and interpretation of data and leads to conclusions on the basis of that interpretation.3”

Deductive versus Inductive coding

If you are testing a hypothesis (deductive), categories and codes can be developed before data is collected. However, when generating a theory (inductive), categories and codes are generated after examining the collected data.

Levels of coding4

3 Lockyer, Sharon. "Coding Qualitative Data." In The Sage Encyclopedia of Social Science Research Methods, Edited by Michael S. Lewis-Beck, Alan Bryman, and Timothy Futing Liao, v. 1, 137-138. Thousand Oaks, Calif.: Sage, 2004

4 Strauss, A. and J. Corbin. Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage, 1990 as cited in Lockyer, S., 2004.



NVivo-based concepts

• In NVivo you code your sources to gather material about a topic and store it in a container called a node. As you explore sources, you select content and code it at a node.

• You can code content based on themes, and to represent the subjects of your research, such as people or places.

A note about merging

If your students will be working with more than one of the module projects, there may come a point when they would like to be able to combine the multiple projects, or sections of the projects, into one project for more efficient use. Below are some options that they can follow to successfully achieve this goal.

Import an entire project into my open project

If you are working in a standalone project, it is a good idea to make a backup copy of the project before importing.

To back up an entire project:

• Click the File tab, point to Manage, and then click Copy Project.

• The Copy to Project File dialog box opens.

• Select where you want save the copied project—do one of the following:

• To save as a standalone project, select NVivo Projects (*.nvp ) from the Save as type list, and then enter a name for the copied project in the File name box.

• Click Save. A copy of your open project is saved at the selected location.

To import an entire project:

• Open the NVivo project that you want to import into.

• On the External Data tab, in the Import group, click Project.

• The Import Project dialog box opens.

• Click the Browse button and select the project you want to import.

• Select NVivo Projects (*.nvp ) from the Files of type list, and then select the project you want to import.

• Click Open.

• Under Select the project items to import, select All (including content).



• Under For duplicate items, choose whether you want to merge the duplicates or create new project items. Refer to How duplicate project items are handled during import (http://help-nv10.qsrinternational.com/desktop/deep_concepts/how_duplicate_project_items_are_handled_during_import.htm) for more information.

• Click Import.

• The import may take a few minutes—you can monitor the progress of your import in the Status bar at the bottom of the NVivo window.

• When the import has finished, the Import Project Report is displayed.

• (Optional) Print the report for your records—you cannot access this report once it is closed.

NOTE

Where a project item is not a duplicate, but has the same name and location, the item is imported and renamed with an appended number—for example, Environment Report would be imported as Environment Report (2).

If the imported project contains folders that do not exist in your project, the folders and any hierarchical folder structures will be created.

http://help-nv10.qsrinternational.com/desktop/deep_concepts/how_duplicate_project_items_are_handled_during_import.htm

錯誤! 使用 [常用] 索引標籤將 Heading 2 套用到您想要在此處顯示的文字。 Teacher’s Guide


Module 1: Working with PDFs

Teacher’s Guide

Goal

Identify main ideas and key points in content area articles

Objectives

The students will

• Import a PDF into an NVivo project

• Identify important ideas and key points contained in the article

• Create a system for organizing potentially important idea and key point for review later

Preparation

• Students will need access to NVivo 10 software

• Make the Working with PDFs NVivo project available to your students

• Select an article pertinent to your subject area and available in a PDF format with readable text

• Provide your students with access to an electronic version of the article, as well as your expectations for the finished product.

Sample companion activity and rubric

Here is a basic example of an activity you may like to use to consolidate learning.

Have the student write a reflective paper on the article they have used for the lesson. In the paper the student can identify and discuss the key issues presented by the author or authors and reflect on how this impacts their understanding of this concept.



Sample Rubric

Proficient Partially Proficient Emerging

Understanding of topic

Demonstrates understanding and interconnections; makes links that suggest discovering of new information or new ways of relaying information.

Identifies key concepts presented as well as some rudimentary awareness of potential interconnections between and among some concepts.

Identifies some key concepts and/or identifies some concepts of minor importance; provides little or no evidence of interconnectedness between and among concepts.

Relates relevance of material to personal understanding of the concept

Demonstrates an understanding of the material by linking information in the article to personal learning experiences beyond the classroom.

Demonstrates a partial understanding of the material by linking information in the article to personal learning experiences that are minimally similar and/or do not go beyond the classroom experience.

Demonstrates minimal understanding of the material though a limited ability to link the information in the article to personal learning experiences.

[Presents a relevant response to key points]

[Presents a meaningful response to key points contained in the article and supports their assertions with thoughtful explanations]

[Presents responses that are appropriate to the key points contained in the article but assertions lack thoughtful explanations]

[No responses are presented or, if present, are not strongly linked to the key point of the article; and/or responses lack supporting explanations.]

Organization and development of paper

Effective organization contributes to full development of written presentation

Connects ideas within document and to other sources. Points are logically developed and flow logically from one idea to the next.

Inconsistent/inadequate organization and development

Mechanics Readability enhanced by facility in language use, range of diction and syntactic variety. No spelling errors.

Uses correct grammar, sentence structure and spelling throughout paper. Occasional errors which do not detract from the reader’s understanding.

Multiple errors in grammar, sentence structure or spelling.



Links to additional Resources

• Tutorial: Work with interviews, articles and other documents

• Tutorial: Get up and running with NVivo 10

• How-to video: Create a new project

• How-to video: Importing PDFs

• How-to video: Creating nodes

• How-to video: Coding PDFs

Tutorials and how-to videos are available on QSR’s YouTube channel: http://www.youtube.com/qsrinternational

http://www.youtube.com/watch?v=HDMxcHpMSOs

http://www.youtube.com/watch?v=oelXFnJ-7Ms

http://www.youtube.com/watch?v=UgtK9shfT-A&list=PL6C2007BD8AAF9E50

http://www.youtube.com/watch?v=fXzl5BqxEhs&list=PL6C2007BD8AAF9E50&index=6

http://www.youtube.com/watch?v=EYlOaxCs1FA&list=PL6C2007BD8AAF9E50&index=8

http://www.youtube.com/watch?v=tsbNo9SxLMY&list=PL6C2007BD8AAF9E50&index=13

http://www.youtube.com/qsrinternational

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Student’s Guide

This guide will help you learn how you can use NVivo software to analyze information found in documents.

Purpose

In many roles we are required to collect, manage and analyze information housed in a variety of documents, like PDFs. Developing the skills to manage document based data in a robust manner is critical for students to learn for the classroom and beyond.

Goal

Identify main ideas and key points embedded in text-based data.

Objectives

You will:

• Import a PDF into an NVivo project

• Identify potentially important ideas or points

• Create a system for organizing the identified ideas or points

Steps to take

1. Your teacher will instruct you how to access the Working with PDFs NVivo Project

2. Depending on what your instructor has assigned you, do one of the following:

(1) Download the assigned PDF(s), or

(2) Have your selected PDF(s) available for import into NVivo

3. Open the Working with PDFs NVivo project in NVivo 10 and review the ‘Read me First’ internal document

4. Watch each of the instructional videos and follow the steps modeled



Additional Resources




• How-to video: Importing PDFs


• How-to video: Coding PDFs





http://www.youtube.com/watch?v=fXzl5BqxEhs&list=PL6C2007BD8AAF9E50&index=6


http://www.youtube.com/watch?v=tsbNo9SxLMY&list=PL6C2007BD8AAF9E50&index=13




Module 2: Working with Interviews – Emergent

Teacher’s Guide

Goal

Identify embedded concepts, themes, or ideas in text-based data such as interviews or focus groups as they emerge through the review of documents.

Objectives

The students will

• Import text-based data into an NVivo project

• Identify potentially important concepts, themes, or ideas in text-based data

• Create a system for organizing potentially important concepts, themes, or ideas as they emerge from a review of the data

Preparation


• Make the Working with Interviews - Emergent project available to your students

• Assign an interview project for the students to complete

• Have the students transcribe the interview in a Word, rich text, or text format ready for importing into an NVivo Project



One possible follow-up activity is to have the student write a reflective paper on potential themes they saw emerging from the data. In the paper the student can discuss the metacognitive piece of the coding process.



Sample Rubric


Recognition of embedded themes, concepts, or ideas

Demonstrates understanding and interconnections; makes links that suggest discovering of emerging themes, concepts, or ideas.

Identifies key concepts presented as well as some rudimentary awareness of potential interconnections between and among some themes, concepts, or ideas.

Identifies some key themes, concepts, or ideas; and/or identifies some themes, concepts, or ideas of minor importance; provides little or no evidence of interconnectedness between and among themes, concepts, or ideas.

Relates relevance of material to understanding of emerging concepts

Demonstrates an understanding of the material by linking information in the document to potentially higher level concepts and/or themes.

Demonstrates a partial understanding of the material by linking information in the document to some potentially higher level concepts and/or themes.

Demonstrates minimal understanding of the material though a limited ability to link the information in the document to few, if any, potentially higher level concepts and/or themes.













• How to-video: Create a new project

• How to-video: Importing Documents

• How to-video: Creating nodes





http://www.youtube.com/watch?v=rAb4hgqFmOE





Student’s Guide

This guide will help you learn how you can use NVivo software to analyze information found in interviews using an emergent process.

Purpose

Qualitative researchers are often tasked with engaging in an iterative process, interacting with their data in an effort to discover possible patterns or trends embedded within. NVivo’s ability to assist you in collecting and organizing potential pieces of these patterns or trends and, later, being able to group them, when appropriate, can enhance the skills needed to conduct meaningful research.

Goal

Identify embedded concepts, themes, or ideas in text-based data such as interviews or focus groups as they emerge through the review of documents.

Objectives

You will:


• Identify potentially important concepts, themes, or ideas in text-based data

• Create a system for organizing potentially important concepts, themes, or ideas as they emerge from a review of the data

Steps to take

1. Your teacher will instruct you how to access the Working with Interviews - Emergent NVivo Project

2. Have the transcribed version of your interview readily available

3. Open the Working with Interviews - Emergent NVivo project in NVivo 10 and review the ‘Read me First’ internal document



















Module 3: Working with Interviews – A Priori

Teacher’s Guide

Goal

Use an a priori framework to identify and organize key concepts, themes, or ideas found in text-based data such as interviews or focus groups.

Objectives

The students will


• Use prior knowledge to create a framework to guide the identification of key concepts, themes, or ideas in text-based data

• Identify data that appears outside of the a priori framework or in contradiction to it

• Use the populated framework to draw insight from the examined data

Preparation


• Make the Working with Interviews – A Priori NVivo project available to your students

• Assign an interview project for the students to complete

• Have students create a node structure based on expected outcomes from prior knowledge or research

• Have the students transcribe the interview in a Word, rich text, or text format ready for importing into an NVivo Project



One possible follow-up activity is to have the student write a reflective paper on insights gained from the coding process, as well as reviewing the populated framework. In the paper the student can discuss the metacognitive piece of the coding process.



Sample Rubric


Recognition of identified themes, concepts, or ideas, as well as any present different from or in contrast to them

Identifies data that appropriately represents key themes, concepts, or ideas identified in the a priori framework; identifies appropriate data that is different from or in contrast with data from the framework

Identifies mostly data that appropriately represents key themes, concepts, or ideas identified in the a priori framework; identifies little or no data that is different from or in contrast with data from the framework

Identifies little or no data that appropriately represents key themes, concepts, or ideas identified in the a priori framework; identifies little or no data that is different from or in contrast with data from the framework

Relates relevance of material to understanding of key themes, concepts, or ideas

Demonstrates an understanding of the material by linking information in the document to potentially higher level concepts and/or themes.

Demonstrates a partial understanding of the material by linking information in the document to some potentially higher level concepts and/or themes.

Demonstrates minimal understanding of the material though a limited ability to link the information in the document to few, if any, potentially higher level concepts and/or themes.
















These tutorials and how-to videos are available on QSR’s YouTube channel: http://www.youtube.com/qsrinternational









Student’s Guide

This guide will help you learn how you can use NVivo software to analyze information found in interviews or focus groups through the application of an a priori framework.

Purpose

Qualitative researchers are sometimes tasked with using current understandings or commonly held ideas as a framework for increasing understanding from or evaluating collections of data. NVivo’s ability to assist you in collecting and organizing excerpts from your data can enhance the skills needed to conduct meaningful research.

Goal

Use an a priori framework to identify and organize key concepts, themes, or ideas found in text-based data such as interviews or focus groups.

Objectives

You will:


• Use prior knowledge to create a framework to guide the identification of key concepts, themes, or ideas in text-based data

• Identify data that appears outside of the a priori framework or in contradiction to it

• Use the populated framework to draw insight from the examined data

Steps to take

1. Your teacher will instruct you how to access the Working with Interviews – A Priori NVivo Project

2. Have the transcribed version of your interview readily available

3. Open the Working with Interviews – A Priori NVivo project in NVivo 10 and review the ‘Read me First’ internal document










These tutorials and how-to videos are available on QSR’s YouTube channel: http://www.youtube.com/qsrinternational









Module 4: Working with Images

Teacher’s Guide

Goal

Practice the basic skills necessary to identify and access data from visual sources

Objectives

The students will

• Import a picture into an NVivo project

• Identify important key aspects contained in the visual data

• Create a system for organizing potentially important ideas and key points for review later

Preparation


• Make the Working with Images NVivo project available to your students

• Provide or have students generate visual data



Have the students take digital images that they feel reflect a day in their life. To avoid potential issues, ask them to refrain from including people in their pictures. Each student can select a limited number of the images (three to five typically work well) to import into an NVivo project and make notes about the meaning they found in selected aspects of the picture. Then have the students write a short paper on how the visual data revealed aspects of a day in their life.



Sample Rubric


Selection of visual data

Selects visual representations that provide rich data from which to make meaning.

Selects visual data that provides some aspects of potentially rich data, but overall represents only a surface level view limiting the potential for meaning making.

Selects visual data that, at best, only provides a surface view of the subject matter and lacks rich data from which to make meaning.

Relates relevance of material to personal understanding

Demonstrates an understanding of the material by linking clearly identified aspects of the visual data to personal experiences at a level representing a depth of understanding and/or reflection.

Demonstrates a partial understanding of the material by linking some aspects of the visual data to personal experiences, but often at a surface level.

Demonstrates minimal understanding of the material though a limited ability to link the aspects of the visual data to personal experiences beyond a surface level.













• How-to video: Import images


• How-to video: Coding an image




http://www.youtube.com/watch?v=rWUMN1ndiNg


http://www.youtube.com/watch?v=YGQe83WOhm4




Student’s Guide

This guide will help you learn how you can use NVivo software to analyze information found in visual data.

Purpose

We often find meaning in and make meaning through visual data. Therefore, our understanding of a given situation can often be enriched by adding a visual component to our data.

Goal

Practice the basic skills necessary to identify and access data from visual sources.

Objectives

You will:

• Import a picture into an NVivo project

• Identify important key aspects contained in the visual data

• Create a system for organizing the identified ideas or points

Steps to take

5. Your teacher will instruct you how to access the Working with Images NVivo Project


(3) Download the provided visual images, or

(4) Capture visual images and import a selection into your NVivo project

7. Open the Working with Images NVivo project in NVivo 10 and review the ‘Read me First’ internal document







• How-to video: Import images


• How-to video: Coding an image




http://www.youtube.com/watch?v=rWUMN1ndiNg


http://www.youtube.com/watch?v=YGQe83WOhm4




Module 5: Working with Audio Visual Data

Teacher’s Guide

Goal

Practice the basic skills necessary to identify and access data from audio and/or visual sources

Objectives

The students will

• Import an audio or video file into an NVivo project

• Identify important key aspects contained in the audio/video data


Preparation


• Make the Working with Audio/Video NVivo project available to your students

• Provide or have students generate audio or visual data



Have the students walk around an area that is familiar to them. They can digitally record their thoughts using a digital recorder or a digital video recorder. To avoid potential issues ask them to refrain from including people in their pictures. Each student can import their recording file into an NVivo project and make notes about the meaning they found in various sections of the recording. Then have the students write a short paper on how the audio or visual data revealed insights into who they are.



Sample Rubric


Selection of audio/visual data

Selects audio/visual excerpts that provide rich data from which to make meaning.

Selects audio/visual excerpts that provides some aspects of potentially rich data, but overall represents only a surface level view limiting the potential for meaning making.

Selects audio/visual excerpts that, at best, only provide a surface view of the subject matter and lacks rich data from which to make meaning.

Relates relevance of material to personal understanding

Demonstrates an understanding of the material by linking clearly identified aspects of the audio/visual excerpts to personal experiences at a level representing a depth of understanding and/or reflection.

Demonstrates a partial understanding of the material by linking some aspects of the audio/visual excerpts to personal experiences, but often at a surface level.

Demonstrates minimal understanding of the material though a limited ability to link the aspects of the audio/visual excerpts to personal experiences beyond a surface level.













• How-to video: Importing audio files

• How-to video: Importing video files


• How-to video: Coding an audio file

• How-to video: Coding a video




http://www.youtube.com/watch?v=-hThrHPjpH0


http://www.youtube.com/watch?v=tNyYOgc9K0s


http://www.youtube.com/watch?v=eW3am4QWOUY

http://www.youtube.com/watch?v=5MKf6DeJAb0




Student’s Guide

This guide will help you learn how you can use NVivo software to analyze information found in audio/video data.

Purpose

We often find meaning in and make meaning through the narratives we share and the video images we capture and share. Therefore, our understanding of a given situation can often be enriched by adding an audio/video component to our data.

Goal

Practice the basic skills necessary to identify and access data from audio/video sources.

Objectives

You will:

• Import an audio or video file into an NVivo project

• Identify important key aspects contained in the audio/video data


Steps to take

9. Your teacher will instruct you how to access the Working with Audio/Video Data NVivo Project


(5) Download the provided audio/video, or

(6) Capture audio or video data to import into your NVivo project

11. Open the Working with Audio Visual Data NVivo project in NVivo 10 and review the ‘Read me First’ internal document







• How-to video: Importing audio files

• How-to video: Importing video files


• How-to video: Coding an audio file

• How-to video: Coding a video






http://www.youtube.com/watch?v=tNyYOgc9K0s


http://www.youtube.com/watch?v=eW3am4QWOUY

http://www.youtube.com/watch?v=5MKf6DeJAb0


Education

The n vivo-teachers-guide