t#]l,f.**j?-tl

e s*-ir.l *
og
il*df
fu ,r*"w+S,
A-rr4flr*r+s1r *;rr*ir e,F{c$tr&.'fiEe of Trrn
fi-1
I**
,d1,F.+.
' \li
[]
4
,'
g - I: on d a n
ili*f*irtw
.:i
\q.r@
tti"L"g:t';.'-qTi
fr4,*t"s*$e4ss-t$f
JFrij,ra+
l**
Ir''
/ *4rui,i rit *i
201212763 p:urJl
No:
Date:
2012lBl24:eJull
,
p;ir"Jt aretlilt'*t!>l*Jtj r:Li-rll 6-,;ltl ptc ;.r.0 q;,Jl
,',-'+ll
g3/.
qus le
{Fl
4#L
;:;ii^il l.{jl'tiilJ k+_py"+:iJi;L r';:+-r+ll c-rL;,\1
JJ*=X b:*+ a.+t'+
.--,Y;+ ,jlc'
4.'!1-all
i-G-iJl
}^l-J
.q-. -*i'Jl &l:Jl: a*L- Ji\r-,,1. JiSi k--* .*,-,4.-rL-t+
;*
,iSJl
l+i dr^slJi ,-9;-i taa' J^ apr.JJJI Lltll yJ 4.6;. rJ^ nt^lill
,J^.ltl
,ra C^
e^
d).= .x_l
;LiLIl -1:=i-14-llJl nYJ+ill L:,1* ,j+d-l dr!" d_r=.s-eJl-, &1 )+-ll
itjl *1. ,tfU+: i-l+ u"j3d e.iJJl ,,'l\,f,i1 dJ'-= 93r gJJ'-r,rjJl 6 ursll c--:lriiJl 9^;:-13 gH3
.ol-2 *i(ril ,",-l gr_2.; alli(, ,' jlll ir-i,S" ., '\iLll a! ru
6:c cuo .lo;.l JJ$ 4-.1J *']3Yl Lrlr;-l o1+l r-r
.b_,_:t*:t
.r--F-r ,.--U-r:ll dr+: L*-,
*t
,J-..*.:l
.1^ +,Sa
L"r:
,.-,-!l .:rLi
yi ,r*t-lt
; *;lt
L'-1-,-I
'1:r,
'+.l:iJl o:a .rJc ,,,lijl1
"lJJlSil d-'=. Ji
_\rL,+l^X
ill--1 g3;*;,!LS ajES,J:-
c-,:cl :*i!
]l_{11;
-1
'i*A:*"::4,i.1J1
e">tt ,,'lltll e;t "++:isll hl;.Jr 619 r,lsi dK"l _fu:::d*Ciil .J:J. Jl 4.L:"l
.4-iliill .:-r1 ^. ^iill .,-i olJJisil Cr.-:J f :,r* O-f J e;\:6 4-r=;l3 ,.j-EJl +-+Jtll
3r +
',s
.'b k*;
.uJc.
J'Li.il
.i,,r=)l
Jl +sL;l i.,i-Lil a€-jlJL'i .l 13L,.1i ;:ll a,Jtll JSI 4+rlslYl e-,3llJl .& UL*t!
d n^ j1+; *, JJr cx t{l LJ i.rlLll C++ J:L,r+ ,tFil .;_r_,KYl 4+tlJl ij
.:.L*1
!l .,l ! JJFJI _ro L^S r:.r. ll
l' ''
i :
t:a .rr
;a:;11 iltX
rL;:,;Yly
e*Jl frij
!
-,:
g.ll-ri-rJl .r.oi
Orrl -
cplillt ;ti",*cll 6jk-r
2012t8/24
^+: Fr J11,s; i t:-";-,j ii-t-
._rfrl
.;,i&r .- o)ci
.p;:
y t)lt)\
1,*
-i :i+-i;- j':,jii* :l'.:d_t^jt
,J;iiJ
:,Jlt*
.. ,r,,_il1 \.i "ll
,.
ii<
a:;
. .
;flS t#]l,f.**j?-tl
r:L
.JJ*JI
;:l
4J"
{iLJ aLll
.J
e:Jl +il3
;
):
.i-
.
^\l
\i u,\j*?jl .
;1
:
.
. .
20121824
l5-02-2012 Vert
l4 -
l-5 Childs Place, Earls Court, l-ondon SW5 9RX
u""vlv. i raqicui tural attache. org. uk
Tel: 020 1310 2940 Fax: 020 1314 2941
Emai I : otfi [email protected]
|
'i'''
How to write a Dissertation or PhD Thesis Proposal
Research proposal is an outline ofthe proposed project to define the research problem, scope, hypothesis and your
ctrntribution to lhe project.
It. is inlpofiant to talk to the supervisor to find out what are the department or university requirernents for writing
proposai.But the usually the general requirements fbr writing a proposal are:
.
a
The proposal is allvays written in the present and future tense u,hile the Thesis or Dissertation is written in thc past
tcnSc.
'
o
.
1-hc
.
Generally,it is around 3000 words
Title: Its can bc chartged later on but it should include all the inrpotant key rvords ofthe project.
lt is alrvays the betler proposal, the better chance to be accepted.
major parts of the proposal:
INTRODUCTION:
It should be interesting for the reader. It includes sutrmary of the research objcctivcs, and the ma-jor questions and
problerns behind this rescarch. lt should give an idca for the reader about what is researcher attentpting to achicvc,
how this research does add value to the subject and what are the differences this research will malce.
I
PROBLBM STATENlENT:
Describe the research problem in depth and background research atrout the proposal rnajor questions and problems.
Convince the reader how the problem is inrportant by giving ihree main reasons at least and two concrete examples
of
thc current problern.
r
LITERATURE REVIEW:
This section should address thc scopes and goals ofthis study, thc current studics and theories related to tlre research
plobleltr include altemative approaches to the problem and how do those studies link to yollr rvork. Arrd state the
expected results olthe rcsearch
.
METHODOLOGY;
Describe the research methods should be provided during the project to reach project scopes within tlre timcfranre and
rvhv you plan to do thern and horv are you going to do thenr including all the details ofthe lesearch methods ifyou are
using existing thcolics or a lrew approach or rnethods. List thc nrain stages ofthe project and what would you be
expecting to do in each year.
e
BIBLOGRAPHYT
List ofall the source rnatcrials, key refercnces and other related materials to yoLrr project proposal.
References:
l'aryadi, Q. (2012) Horv to Write Your PhD Proposal: A Step-By-Step Cuide. Available from:
htt
p://u,rvrv.aij crnet.corn/j ournals/Vol -.2_No_4_.Apri l_20 l 2/ 1 2.pdf
Mitchell, A. (20 I I ) Writing a Oood PhD Proposal - Some Guidelines. Available from:
http:// I 00thousatrdwords.'"vordpress.corn/20 i I /03/04/writing-a-good-phd-proposal-%E2ot'o80o/s93-some-guidelines-by-dr
audra-mitchel l-university-of-york/
Willits, D. (2004) Horv to Write a Succcssful PhD Dissertation Proposal .is available frorn:
http:i/lvwr.v.bae.ncsu.ed
u/grad/pagesiPh D,Research Proposal.pdf
I
Draft Proposal for PhD Research
o
".jsl Zl
o*.r
Paul Catherall 2003
p.catheral l@new i.ac. uk
(Working) Title
An analysis of accessibility support denrands in elech'onic icanring sysrems in the context of Fligher Educatiorr
ln Ibrrnation Services.
Your reasons and purposes for undertaking this project
This programrne of study continues personal research and professional practice in the field of Information Science,
particularly within the area of end-user systems accessibility.
Within I-tigher Education, there is evidence of constant innovation and changing approaches to provision of
online services; however, the wide ranging and long ternt issue of user accessibility has clearly become a secondarv
consideration. My PhD research shoutd underpin improved provision of accessible systellls lor aduit learners who arc
disabled (as defined by the Disability Discrimination Act and amendments).
r rescir rch pro.icct
Most recentlv, the VLE (Virtual Learning Environment) has become an inlportant feature of electronic service clelivery
r.vithin the HE Infonnatian Services sector, demanding close attcntion to issues of functionality, sustainability and
usability. Whilst sonre research has begun to exantine the functionality of e-learning systems, little attention has been
paid to usabiiity issues, in particular to the accessibility of cornplex Web based interfaces for disabled users. Stanclards
fbr achieving accessibility via technical spccifications and interface design have been established for thc conventionai
We b, however, it remains to be seen how far e-learning systems ar-e confbrrning to these standards, and where the
conflicts nright be between educational features and usability. lnstitutions need to meet recenr accessiLrility legislation
and lulfil governntent targets to delivcr rvidening access to Higher Education, and this can only be achievcd by
evaluating e-learning systenr usability and identifying continuing accessibility needs.
You
Research Aims
At baseline, the research project will examine the current leveis of accessibility in e-learning systetns (Virtual l,earning
Environrnents) and assess the difficulties laced by disabled users acccssing system leatures, including interactive
content, textr-ral resources, navigation features and communication tools. Other,activities may also include senristrLlctured irrtervietvs rvith educational suppofl stafl. including lecturers and Infbrmation Serviccs staff supporting
disabled users (e.g. e-learning support, disability support staff).
For the empirical research with learners, around three to four university sites will be selected, to assess more fully
practices and policics in accessibility supporl rvithin different e-learning systclns, with practical invcstigation (c.g. via
sYStem testing using industry standard specifications) and research activities to gain user perspectives on systeut
usability (e.g. via questionnaires or intetviews); universities will be chosen to reflect lcading VLE systems used across
the t{E sector, including I}lackboard, WebCT and Learnwise.
Institutions need to know which features should be avoided, or used with care to enable disabled students to access
e-learning systetnsr and rvhich leatures, which are educationally valuable, can be supported,'vith additional training or
other support for disabled learncrs.
Questions for research may include the following:
The research question will be refined aftcr the literature revierv and baseline study, fi'onr the lollowing:
l. What are the main obstacle and opportunities faced by students when undcrtaking learning in an online context?
(Particularly considering the emergence of ubiquitous student-managed and non-contact based approaches to online
le
2.
3.
tl.
-5.
N4
arning).
What are the accessibility and usability issues in e-learning systems?
What are the training nccds of disabled users in facilitating online learning (including motor, visual, cognitive and
other fornts of disability)?
llow can access and usabiiity issues be practically resolved?
What are the implications of industry-standard developments (e.g. ll/eh Accessibiliq" Initiative) and legal legislation
on onlinc learning accessibility and usability?
ethodology
It is envisaged the research rvill include a practical research element to investigate questions raised in the study,
primarily targeted at e-learning systeln users across selected Higher Education institutions.
Core
Issues
for investigation ntay include:
'
r
The experience ofdisabled students in accessing e-learning systems, including particular system features, elearning interface, resource retrieval and other aspects ofinformation acccss.
Cttrrent trends in providing accessible e-learning systems amongst system deve lopers.
Othcr Related issues that may arise:
r
e
Levels of functionality pl'ovided by assistive technology for accessing e-learning systems (e.g. tlraille readers,
screen readers.)
Ctlidelines lor the inrplementation ole-learning systems for disabled users by support staff (irrchrcling disability
support stall'.)
'
Dcntands for user training in the contcxt ofassistive technology developments and accessibility fcatures.
Reseorch methods may include:
Usc of questionnaires bascd on a standard forrnat (e.g. Likert scale model) to obtain mainly qualitative responscs l'r-orn
users. complemented by interviews and focus groups. Transaction logs may be inspected to see how disabled students
lrave used an e-lcarning system, and compared with the logs of non-disabled students. As far as possible validatecl
questionnaircs will be used e.g. to assess students' perception olthe quality ofthe learning experiencc using, lor
example, the Course Evaluation Questionnaire developed by thc OU and the Revised Approac-hes to Studying lnventory
(RASI)- Any survey tooldevcloped will be piloted before using in the main phase of the study. Student needi will vary
according to level of disability and type of disability, and this will need to be considered when selecting the sample foi
detaiied study, Demographic factors (age, educational experience. gender, home supporl) also need to be considered.
AualJtsis anrt Evaluative nrclhods nn1.t ittclude:
Standard statistical packages (SPSS) ivill be used to examine any cross-tabulation, or associations, or grouping which
cnlcrges (e.g. through factor analysis). For the qualitative data, a qualitative data analysis software package will be used
to assist coding, and derivation ofthernes, from the interview data.
() u tco nres
'l'he intended final outcontes
of the research will be:
evidence for the development of guicielines for disability support ofllcers working within inlbrmation serviccs,
and e-learning suppoft staff in higher and further education institutions
r
'
Itt ftt rnt
guidelines for disabled students to enable tlrenr to nrake inlbnrred choiccs aboirt their approach to Iearrring
aliott
So u rces
The tbllowing range of infbrmation sources will be consulted:
'
.
.
."
'
.
Printcd Journals (e.g. Update Program, Library Trends, and Library Review.)
Online Gateways and Darabases (e.g. OCLC, BIDS, OMNI, BUBL.)
Standard-Making and Regulatory Bodies (e.g. UKOLN, W3C, lSO, JISC.)
Online Journals (e.g. Ar.iadne, Bibiio-'l'ech Review.)
Governrt'rent and other regulatory body publications (e.g. HESA, HEFCE, RNIB.)
Books in the context of Iibrary maragement, trends in Higher Education and online leaming.
Reference texts, e.g. ONS pubtications.
Training and preparation
I have worked for the past three years in the deptoyment of online learning with a Highel Education provider; I provide
online learning systems training and support, including suppolt for individuals with disabilities. I also implernent
accessibility and lelated technical standards in the provision of r.veb-based services, including implernentation of World
Wide Web "WAI'(Web Accessibility lnitiative) standards, the US 508 (Rehabilitation Act) recommcndations and other
intclt'ace design standards...l have recently writtcn a 50,000 word book on e-learning issues lol thc library and
infbrmation science publisher, Chandos, includingdiscussion on e-learningaccessibilityand related legal, technical and
trser support issues. The title of this text is Delivering E-l.eurning./br In/brmation Services in I{igher Edttcation (ISBN
l-84334-095-X),'l'he preparation for this text comprises some six months preparatory research including e-learning
usability and accessibiliry issues.
Proposed development
s
+
a
a
Year one: research training, litelature review, to help refine research question. Continue to make contacts with
disability suppofl staff, e-learning srafi'in other institutions.
Ycar tno: Piloting of tools to be used, development of research techniques
Year three: Main empirical phase
Year four: Analysis, supplementary litcrature reviov
Year five: Complete wriring up
ef*
1-
Un
ds,-!
ol_$5.r.!1
,1,\ ltiS 4*l$ gil_f trU+_x
drl4-rtr.l qi.JJj$l"L+l*p_l
iversity of York: http://www,fi ndapld.corn/student/sludy/study-3 3.asp
)- The U n ivers ity of Manchester: htlp://www.socialsciences.manchestet.a
f
Uni versity of Southampton
:
research dcqree proposal.page?
4- University of Liverpool:http://www.liv..ac.LrUenelish/pdflC_uideiines_for_phD_prpposal.pclf
5- Lancaster University:
University of oxford: http,//ru**.ggog.u*.u..uugrudrut"lupply/."r"ur"h_proporul.ht,rl
6-
The University of Noningharn:
8- BirkBeck University of l-ondon
9-
University of Sussex: http://www.sussex.ac.uk/afihistor-y/psstudy/researchpropos4l
1"0- U
niversity of Leicester
L1-Robert Gordon University Aberdeen: http://www.comp.rsu.ac.uk/stafflsw/researchproposal.hfir
12-University of Exeter
i
ng%2Ovour%20PhD%20Proposal.
pdf
13-Queen Mary Univelsity of London: http://rvww.law.qrnul.ac.uk/docs/ResearchPropGuide.ndf
14-Sample 2 of a student's PhD proposal: http://www2.lrull.ac.uk/hubs/PDF/cmol_research_proposal.pdf