niversity of British Columbi

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Slightly more interviews took place in Wisconsin

(QDR, qdr.syr.ed

Annotations

One of us (Jacobs) piloted an ATI-supported exercise u

Such exercises are somewhat akin to the reproducibility exercisescommonly used in quantitative methods instruction.

Alan M. Jacobs is Professor of Political Science at the University of British Columbia. Hisresearch and teaching focus on the fields of comparative political economy and qualitativemethodology. He served as a co-chair of the Qualitative Transparency Deliberations and isincoming president of the APSA’s Qualitative and Multi-Method Research section. He can bereached at alan.jacobs@ubc.ca

Active learning – the use of “instructional activities involving students in doing things andthinking about what they are doing” (

We highlight three overarching strategies that instructors of qualitative analyticmethods might use to integrate scholarship that has been annotated with ATI into theirteaching.5 One strategy entails students examining the analytic scaffolding that ATI reveals;a second involves them engaging in re-analysis and analytic extensions. Both of theseapproaches rely on scholarship that has been annotated using ATI, and work best when the

Active learning – the use of “instructional activities involving students in doing things andthinking about what they are doing” (Bonwell and Eison 1991, 2) – is widely considered to bean effective pedagogical technique that facilitates skills acquisition and generates studentinterest (Hmelo-Silver & Rehak, 2017; National Research Council, 2000). While activelearning techniques are often used to teach strategies for collecting qualitative data (e.g.,archival research, interviewing, and ethnography), recent research suggests that it i