Network studies follow an explicit form, from framing questions and gathering data, to processing those data and drawing conclusions. And data processing leads to new questions, leading to new data and so forth. Network studies follow a repeating lifecycle. Yet along the way, many different choices will confront the researcher, who must be mindful of the choices they are making with their data and the choices of tools and techniques they are using to study their data. In this chapter, we describe how studies of networks begin and proceed, the life-cycle of a network study

This chapter is dissected into distinct and clear learning tasks. These tasks are then examined within the context of a self-regulated learning cycle and points for instruction and assessment are emphasized. The tasks are reassembled into two case studies – one positive and one negative – to demonstrate how the learning tasks can be used by students. Teacher educators may be interested in the first three parts of each chapter, although they could also use the fourth part to inspire action research projects. Educational researchers may be interested in all four bullet points in order to understand the concepts and variables in the research project design.

If dyslexic learners have phonological difficulties combined with deficits in short term / working memory, this causes anxieties around any form of public speaking, such as delivering presentations, verbally contributing to seminar discussion and debate, and attending interviews. That is because these deficits impair the acquisition and production of spoken language and manifest word finding difficulties. Therefore, students that present with these problems would benefit from techniques used by their peers that help to deal with the anxiety connected to providing ideas verbally and would also help with combating any issues around speech production. As such, key techniques students with dyslexia say they use to deal with these obstacles, presented in the chapter, include preparation by using brief notes written in an ordered structure to guide verbalisation, using the method of asking questions to demonstrate critical thinking and to develop debate, using the multisensory method of hearing ideas spoken aloud during preparation stage, capturing these on a recording device, playing them back to hear, then jotting down keywords from the recording to take along to the seminar or interview to act as visual memory joggers.