 Tervetuloa minun YouTube-channelman. Minulla ei oikeastaan ole mitään videossa, koska haluan videossa olla nondrandiivista, jotta he voivat olla käyttäneet eri kontekstit. Mutta, kun tämän kanavalle on erittäin hyviä ympäristöjä, ajattelin, että se olisi hyvä idea sanoa vähän minulle ja miten tämän kanavalle tulee ja miten minulla tehdään nämä videot ja miten minulla tehdään. Joten katsotaan minulle. Minulla on Mikko Rönkö. Minulla on erittäin alkuuntajien ja ympäristötel¡a Suomesta Oulun ja piirinoisessa. Minulla on edesjausiltaidon nöpölyä ja ympäristöjärjestelä on erä- ja ympäristöjärjestelä. Minulla ei ole vielä mukaan periaatteessa. Tämä kanavalle on erä- ja ympäristöjärjestelä. Minulla ei ole järjestelä. Minulla on erä- ja psykologiikärjestelä. Olen myös puhuttu, että metodot in various business journals, esimerkiksi journal of operations management, and MIS quarterly, to give you examples, and I do lots of reviewing for different business journals, and some other social science journals as well. I'm on the editor of also of organizational research methods, which is academic management research methods division journal, and I also do a service for entrepreneurs with theory and practice. I'm a department editor at journal of operations management, managing the empirical research methods in operations management department. In that role I pre-screen a number of manuscripts per year, and I make all the decisions about methodological papers that are submitted to that journal. So I'm mostly known for being a method specialist, and I also teach research methods in a few different universities in Finland, and I've also given courses in other universities outside Finland as well. So that's briefly about myself. How did I learn research methods, and what are the important things that you need to know about myself, and whether you can trust what I say on this channel? Generally you shouldn't trust people based on what they say, but based on what they demonstrate and prove, and whenever I make a claim, I tend to have a citation here at the bottom of the slide supporting the claim. But about my background, I have an engineering degree in industrial management. I had a major in strategy and entrepreneurship, and a minor in computer science, and the computer science minor was very useful because being able to program computers is a very useful skill when you do actual empirical research, and it's pretty much required if you want to do any work where you study methods by simulating data sets. So I have this programming background. I also have a strong background in math. I took extended math in both high school and the university, and for that reason most of the things that I read that might seem a bit complicated to most social science researchers is a bit easier for me. However, I'm not a statistician, so if someone gives me a statistics book, that's mostly Greek to me. I understand matrices now. I know derivatives. I know partial derivatives. I know what integration means and that kind of things. It is helpful, but I'm by no means an expert in actual computational statistics or statistics. I focus on how these techniques are applied in social sciences and apply them myself as well. When I was doing my doctorate, I of course did the research methods courses offered by my school, the Alder University Department of Industrial Engineering and Management. Those were pretty good, but I think that what really made the difference for me was two courses that I took at the psychology department. So in a typical business school, we don't have as much methodological training as they have in psychology programs, and then going and listening to an international expert in a psychology department really helped me to understand some of the basics in structural legacy modeling, and then I started developing my understanding of other techniques based on that understanding of structural legacy modeling. After that, I was basically self-thought, so I read good books, quite a few books. I started with Cohen's book. I don't think that the Cohen's Regress and Correlation book is that good, but I started with that. It contains some math. I tried to understand it. It was difficult. I read first three chapters, and I decided that this is going to take a lot more time than I have at my hands now. That was maybe eight years ago. I put the book away, and I returned it later, and then I realized that, well, that book has some good material, but it's not the best book. I started looking at other books. Recently I've read lots of bull-reads, the introductory book first, and now I'm working through the panel data analysis, and generally you look at who is the big name, who has published a lot about this technique, you find their book, and then you just start reading it, and learning happens. Also what I think has been important in my learning is being able to simulate data sets on a computer. If I can simulate a data set, and then apply a technique to the simulated data set to check if I get the correct answer, then I know for sure that I applied the technique correctly. So it comes back to the engineering background. It helps you to do these learning opportunities for yourself. And I actually wrote my dissertation about methods, too. My PhD is in industry engineering management. My major is strategy and entrepreneurship, but I wrote a dissertation about the misuse of statistical techniques in management research. Why did I take such a turn? It happened that I published a paper in Organizational Research Methods during my PhD studies, and my actual research had stalled, and then I decided, well, I have this one paper, now published another one in the pipeline, and I was preparing another one for an applied journal, so that is three papers, and three papers is what is required for a dissertation. I eventually ended up writing two other papers to that dissertation to make it a five, because then it does a more coherent package than just three, and that's my dissertation. Since then, I've been asked to teach research methods, and I've also published some articles about methodological issues in, for example, Organizational Research Methods and Psychological Methods. In the background, that's how I learned methods. Let's take a look at this channel then. So what is this channel about? This channel is not a statistics channel. This is not a maths channel. It's applied research methods channel. So I teach applied research methods. I don't teach how regression works, how you invert and multiply matrices to get the betas. That's for others to do. Of course I know how that works, because I must, because I teach this stuff. But I don't think that is the most important thing for an applied research. So I'm teaching how these techniques are applied and why under which conditions can we trust the results that the techniques provide under which conditions we should use other techniques. This is mostly about quantitative research. I have a few videos about qualitative research, mostly for master's level students. I focus on management as social sciences, because management is my field, and generally social sciences, research methods in social sciences, work quite similar regardless of whether you're working in sociology, psychology or management or some other subfield of social sciences. So they are all the same methodologically, so that's why I call this a social science focused channel. The videos on the channel can be viewed in a few different ways. So I have about 150 to 200 videos at the moment, and you can of course view individual videos here, but I also like to organize these as playlists. And the playlists are organized around the topic, and that might be a topic that I often have to tell authors when, in the role of being an editor, or a topic might be a paper that I'm working on, or the topic might be something that I discuss in a seminar for PhD students or master's students, and then I have these videos arranged under these playlists, under the topics, and I want to produce more of these playlists, so this list of playlists is probably going to be a lot bigger sometime in the future. Now, so that is the channel. Why do I publish these videos? Well, why do I do the videos in the first place? The videos are primarily done for purposes other than this channel. So most of the videos on the channel are something that I have taught or something that I will teach to an actual class where I see students in person. And I like to do blended learning nowadays, where I pre-record all the lecture content, and then the seminars with the PhD students are 100% about discussing the materials. So I don't lecture when I see students. I think it's a lot more efficient that they watch the lecture content on their own pace when they're at home, and then when we are together, that's quality time where we talk about things. They ask questions, they challenge me sometimes, which I find very interesting in a positive way because then I really get to evaluate my own assumptions with an actual myself, understood the technique correctly, and those are good for learning for both ways. Sometimes a student spots a mistake, then I'll fix it and I'll fix the video on the channel as well. Another reason why I do these videos is that I like to publish about methods. And sometimes when you publish about methods, for example in organiser research methods, the papers themselves tend to become complicated and long. And for some people understanding is easier if they see the same thing explained in video form. So for the last couple of things that I've worked on, I have actually prepared a playlist and that playlist is provided as an online supplement and a material for the article. I'll show you an example on the next slide. And the third reason why I do videos is that in my role as a journal editor I reject papers or I ask authors to revise papers quite often for the same reasons. So there may be like five reasons why I ask authors to revise that cover 80 to 90% of the cases of a revised thesis. So this is a methodological problem. So instead of writing, just providing the written explanation of the problem and how it could be addressed, I provide the written explanation, citations and also provide a playlist of my videos of how I think the problem that the authors are facing should be addressed using modern techniques. So that's the third thing that I use the videos for. Now the second question is why do I publish the videos that I've made for other purposes on this YouTube channel? Well, why not? It's simple to do. These videos originally, when I record them, they go to a university server and I have a script that automatically goes to my folder and synchronizes all the new content to the channel. So there's really no cost for me for uploading new stuff. And I think it's useful for the research community to have this kind of material. Quite often when I need to teach something new, I start to look at, okay, so how have others taught this material? Or if I need to learn a new concept, I need to do some reading or I might go to YouTube and search for a video. For example, when I was doing videos or study material for RLN-Bond Dynamic Panel Model Estimator last spring, I couldn't really find a good explanation on YouTube. So I thought that if I upload my video, then there's at least one, in my opinion, good explanation of what that technique is about. And people have liked the video and it has actually received some views already. This hopefully makes me famous in the long run. But it will not make me rich. So this video, this channel will be strictly non-commercial. No advertisements. I get paid by the university to produce learning content and teaching content. And this is just sharing what I have paid to produce anyway. So there is no financial interest involved. Let's take a look at a couple of examples of where I use the videos. This is a paper published by John Antonakis, Nikola Vastardos and myself. We talk about random effects models and random effects assumption. You can read the actual paper if you want. Or you can go to this video where John and I explain the paper. This was shot in Lausanne when I was visiting there with John. Or you can go to this playlist that contains about 10 or so smaller videos where I break down the key concepts of that paper starting from what is unobsert heterogeneity. So I tend to do these kind of things that when I explain something in a paper then I do a simpler version in a video. So if you like the videos, you learn something from the video then please cite the paper because that's of course the original source for the things that I talk about in the videos. It's just me talking about this research and this is the research that informs us and it's just me explaining it to you. Then I use these videos on my teaching. I have two courses on PhD level. I teach the first course in Aalto. I used to teach that when I was working in Aalto and they wanted me to continue and I also brought the course here. I used to work for the information systems department. That's the TJ code and now the code in the middle is for the business school where I work now at the strategy and entrepreneurship research group. So this is for postgraduate students. I take students from these different universities, different study programs together and then we learn the basics about how to do quantitative research on a PhD level. Then I also have an advanced course that I developed in the fall 2019 spring 2020 and this talks about econometric structurally because I'm modeling advanced measurement that kind of concepts. So it's kind of like if I look back and I think what would I have liked to know when I started studying research methods then I put all that stuff in the course. Also if I think I sent lots of articles to reviewers for being methods checked and this course contains things that I wish all the reviewers that I use would know to evaluate papers better. So these are the two courses and they're hosted on Aalto. I worked at the University of Uvaskyla but I initially developed this course for Aalto and I decided to just keep it there because I will have Aalto students there anyway instead of moving it to our own model. It's open access so this model instance allows guest access so if you type the TU codes there you will find the latest instance of my course. You can check for example the syllabi. What are the materials that I give my students to read? What is the context where I use individual videos? Because these are structured as units each unit has like 10-15 videos and then readings, assignments and so on for the students to work on. It's not a full online course but both of these could be developed to be fully online. I expect to teach the first course actually online next spring because of the COVID-19 pandemic. We'll see what happens. What is my teaching about and what are some of the principles in my teaching? These are excerpts from the advanced course syllabus gives us some ideas. First, I'm not the kind of guy who tells you that under situation X apply a technique Y so there are lots of books that tell you these kind of rules of thumb and I don't teach it that way because I don't think that it is generally true always true that X always implies a technique Y and even if it did, it's useful for a researcher to understand the tools that they apply because sometimes they have a situation that is not fully covered by their if X then Y rules but they really have to understand the trade-offs of different choices between different research designs and different analysis methods and they need to understand how to interpret the results. So instead of focusing on this kind of when X then do Y I'll focus on explaining how and why certain techniques are used and what are the principles these techniques are based on. For example, in the recursion analysis I make the big point about linearity which is really the most important thing in recursion analysis. If you think that your XY relationship is linear then you can pretty much always apply normal recursion analysis regardless of any other considerations except of course if X is affected by measurement error or there's endogeneity but these are our special cases. So instead of saying that okay when dependent variable is 1s and 0s you must use logistic recursion analysis we'll focus on the principles. In the recursion analysis there is principles in linearity. Linearity does not imply that the dependent variable can be 0 and 1. You can use recursion analysis with the binary dependent variable just to give you an example. My teaching and my examples generally come from management journals so this is a list of management journals where I take my examples and when I think what do I need to teach my students I go through these journals and I look at so what are the techniques and designs that are applied in these journals and that is the stuff that I put on my courses. Basic course, basic recursion analysis factor analysis, advanced course anything else goes there. I use STATA and R as my software. Those are also the software that I apply in empirical work and I also use M-plus for both empirical research and some of the papers about methods. The examples on this channel are mostly done with R. The reason is that I've taught research methods in some places where STATA was not available and if my examples were all in STATA then I couldn't really do much. So R is always available anyone can download it from the internet and I think it's actually a bit easier to generate data sets with R than STATA and I like the R's graphics a bit more than STATA's graphics which are good anyway but I like R a bit better. So most of my examples in R in R generally things that I teach are R STATA and M-plus I do teach SPSS as well I don't think that's a tool for a professional researcher for a couple of reasons. First, SPSS is still limited in capabilities that you can do with it so quite often researchers who apply SPSS need to have M-plus or some other advanced software on the side with STATA and R they are the bar for having to go to a specialized software it's a lot higher because they provide so much more functionality and the second thing is that STATA and R are a lot easier to automate than SPSS so if you write a syntax file using SPSS the syntax is horrible STATA and R are a lot easier to use from the syntax and that's the more efficient way of using a statistical software not point and click. But I do teach SPSS I teach it because some people have good reasons for using SPSS they have for example very simple thing that they want to do and everyone around them uses SPSS so in that case it's a good choice and I support their choice by giving all the materials on my basic course also on SPSS but materials on the YouTube channel are with STATA and R because those are a lot more professional tools than SPSS How do I use these videos? In teaching I have my courses structured as units so the basic course is 8 units the advanced course is 10 units and in the beginning of the unit the students have materials including readings, the videos assignments they work on the assignments for one week then I grade them then we'll talk about the material and then we have another unit going so this is called blended learning I offer the video content, lecture content first and then we discuss it later for that advanced course it's the same except that the units are a bit longer there is more stuff for the students to do and so on so this is how I apply I use modal this is the context where I use my videos so that's from a year or two years ago I have a video player where the students can view the videos that you see on the channel and this is actually an interactive video player so it's done with 8x5p modal component and interactive video module inside 8x5p component what it allows me to do is to produce these questions or different kind of tasks that the students do in the middle of the video to keep them engaged and for example here I'm asking I'm talking about randomized experiments in the video and I have the students to pick which of these statements are true and then they submit they get a score so if I have a course that has maybe 70 videos I might have on average two tasks for each video 140 little tasks they're not all these checkboxes some of them require the students to do calculations require them to fill in the blanks in statements or link concepts by dragging and dropping and that kind of things this 8x5p is a very useful thing for online teaching and I make heavy use on it on my basic course now the final thing is how do I do the video so I've had a couple of people asking me how do you make the videos look so good well you need to have good teaching materials the first place but I don't think that's the question so people don't want to know that I use PowerPoint for preparing the slides they want to know how is the video shot here's an explanation of my setup and I also have a mobile setup but it's better to take a look at the place where I actually shoot this so when I'm recording I'm actually in a small studio and this is a self-service studio and this is what it looks like so I'm here there is this kind of like area this is lower than the surface level this small hole here I'm standing on this hole and then there is this screen curtain here and whatever the camera over there is recording the computer behind the camera will replace with my whatever is shown on my screen and I have a screen over there I can see the preview so whenever I see the content of my screen I can see myself on top of the screen and I can use the preview to guide my arm here so I can kind of take this core and pull it here and if you want to see what the room actually looks like the curtain is here I can just pull it out and this is like a normal office door here so this is my setup whatever is green is replaced with the computer and there's a preview screen this is what it looks like from the presenter's perspective so there's the camera that I'm staring at there's another preview screen behind the camera you can see I'm taking a photo using my cell phone and the camera is on so then there's my computer here there you can see the computer is showing a slide that I use for presenter positioning and then I'm shown I'm put over the slide the actual computer is behind this acoustic wall here there's a place for doing screencasts and it's actually a very simple self-service studio so when I want to present or record something I just book it like the way you would book any lecture hall or any meeting room I come here, I switch on the lights and then the computer has a touch screen there are four different modes I choose the mode the green screen studio here and then I click start it starts recording when I'm done I click stop and then I email our video guys that I did a recording and they will cut out from the beginning where I step in front of the camera and then they will cut out the end where I walk away from the camera, the computer and then they'll upload it on our media server from where I can get it myself so this is a simple easy to use studio that I apply and the idea of this studio is that the university wants to make it as simple as possible for people to do lecture content or video content for their courses so that was briefly about myself what this channel is about why I do this channel and how I do the videos I hope you find the videos entertaining and educational