Final 18.4.13 cs3 m3
- 1. Campus Session 3 Module 3 BAPP WBS3760 18th April 2013 Review of Analysis and Learning For the Critical Review Hendon Campus School of Media and Performing Arts
- 2. Where are you now? Evaluate… Where are you now in your process? You could be in several places at once now!
- 5. CS3 Review of the Critical Review structure • Title Page see example on the Libguide 1. Introduction – Indicative 500 words – talked about this CS2 2. Evaluation of the Inquiry Process – Indicative 2500 words - talked about this CS2 – 1 slide in this presentation 3. Analysis of the Findings – Indicative 2500 words 4. Critical Reflection – Indicative 500 words • Bibliography (Harvard style) and Appendices • Supporting Evidence – explained later
- 6. Section 2 Review: Evaluation of the Inquiry Process relates to the Analysis Tools that were used Describe these in your evaluation but make sure to be clear about the ones you used in your analysis. Literature Observation Survey Interview Focus Groups Don’t forget other gathering data tools like participant observation from your private journals, the gathering of documents while doing interviews, workshops, etc. You may have gathered visual or audio-visual materials that you need to consider for anonymity (this depends on the consent issues you agreed with your participants).
- 7. Section 3 Analysis of Findings Analysis: your findings (what you found out from the data you gathered) and your analysis of the findings compared to your literature and earlier perceptions of the topic, conclusion of this stage. What implications/benefits/impact did your inquiry have? Did you conduct any activities/events/interventions that used what you found out in your practice? and possible further inquiry topics.
- 8. Analysis of Findings: possible points to consider The professional inquiry has been a way to gather data about a phenomenon e.g. an event a development a change. What did the data indicate about your topic, research question or hypothesis? What did you find out? The inquiry tools that you used should have provided you with the evidence that you need for your inquiry. If not… why not? Findings are interesting because they relate to how things actually are in your work environment.
- 9. Data – findings from your inquiry (evidence) Experience – relating your insider-researcher understanding Literature – expertise from others and from a collected body of knowledge in your field and beyond Think of analysis as a triangle of data to develop meaning that you can tell others using your own point of view (Adesola with Paula added)
- 10. Analysis of Findings: critical arguments How do your findings relate to your literature i.e. earlier perceptions of the topic or critical arguments about the topic/issues/phenomenon? Use examples from your literature. Conclusion of this section - what implications/benefits/impact did your inquiry have to your professional practice? Your workplace? Your community of practice? What additional knowledge and understanding do you have about your professional practice? Possible further inquiry topics? How did your own professional activities/events/interventi ons relate to the findings from your inquiry?
- 11. Analysing Observations (revisited from Reader 6) The data is gathered and displayed as descriptions, quotes, diagrams to show relationships, quantitative charts/displays to show quantitative data, audio, audio-visual, and photographic evidence, etc. Your observations record what has happened sensitively and appropriately to issues of ethics, permission and confidentiality. You need to report an understanding of the context for the event or meeting that was observed in order to draw conclusions from the data.
- 12. Analysing the survey/questionnaire data (revisited) The framework for data analysis of replies determined in advance. Coding your questionnaire: There are five steps involved in the coding process (Survey Monkey can export this data): 1. Develop the coding frame for both pre-coded (closed) and open questions. 2. Create a codebook and coding instructions. 3. Code the questionnaires. 4. Transfer the values to a computer (as in an Excel spreadsheet). 5. Check and clean the data (you can make simple graphs with the data). Interpretation involves identifying significant results, trends, patterns, similarities and differences and offering an explanation for them. This can be expressed in the form of numbers or words in your findings.
- 13. Analysing interviews and focus groups (revisited) The analysis of data collected from interviews can be complex. It has been collected within a certain context and must be analysed with that in mind. The qualitative researcher can categorise (code) data that has emerged into themes. Quotes can be selected because they typify the data (common responses) or there might be some statements that are significant though only said once (significant). The data is organised so that comparisons, contrasts and insights can be made with the aim of finding the meaning of the evidence presented.
- 15. Group Exercises for Analysis Next 1.Tell the group your main findings and points of analysis 2.an elected member of the group can act as scribe for you while you are talking and give you the notes 3.Reflect on responses and questions from the group and write a blog about your analysis process Using the Critical Review as a structure for discussion On pieces blank piece of A4 – 5 minute exercise 1.Review your introduction using 3 main bullet points 2.Review your evaluation using 5 main bullet points Please do this at home if you are not in the campus session! Note: guidelines for these sections are in Module Handbook if you need to review them.
- 16. Section 4 - Critical Reflection Critical Reflection - a critical self-analysis of the learning journey based on your learning journal Have your acquired new knowledge and understanding about yourself? Your job? Your workplace? Your community of practice? What is it? explain by Your learning journey has been continuous since the 1. beginning of the course and 2. this module… what has changed? How has the work you have done on the BA (Hons) affected your performance and progression? How has your professional practice been affected?
- 17. Group Exercises for the Critical Reflection Mindmap your critical reflection using 1 A4 piece of paper Critical reflection Module 3 BAPP Arts Critical reflection Module 3 BAPP Arts Discuss this with the group in order to explain in further depth the things that you have learned – scan mindmap and put on your blog Please do this at home if you are not in the campus session!
- 18. Group Exercises for the Critical Reflection Bryan Cunningham in Exploring Professionalism (2008) says to consider the effects of ‘critical incidents’ which might be useful to think about: First – a critical incident for one person may not be the same for all involved as “significant events in our professional lives do have on occasion an unfortunate propensity to be coincident with major upheavals in the realm of the personal” Second: Often the criticality occurs after the event with reflection Third - a critical incident could be seen as a series of events Fourth – you could also consider the things that occurred before the event
- 19. Supporting Evidence as Appendices Supporting Evidence blog texts, visual evidence, blank consent form, blank questionnaires, interview questions, observation grids, etc. Each appendix should be cited (e.g. Appendix 1) in the Critical Review and be relevant to what you have said. These are a way that you can more clearly show what you have accomplished – and relate to the thinking and actual activities of the inquiry… Questions: Should images of your work be put in the text of the Critical Review? How are you using images to communicate in your Artefact?
- 20. Harvard citation and bibliography The use of citation for words and images – any ideas that are quoted or paraphrased – you must reference these in a Bibliography, Review university guidelines on copyright. Use Harvard referencing – WORDS and PICTURES Advice on Harvard Referencing is in the Programme Handbook and under the Writing Tab for the BAPP Libguide
- 21. 1. Q&A from Module 3 BAPP 1. The questions that you ask in the interview survey, should you comment on each answer? (i.e. the Interview has 14 questions and the Survey has 24 questions). How many graphs do you put in? Often there is not space to look at every response, so you may want to focus on the most significant findings and the ones that most participants used (more common) – in some cases these might be the same BUT in the interviews only a few might have brought up important issues that you want to talk about. You can use your appendices to show findings that you were unable to spend much time on in your analysis and refer the reader when needed. Put in the number of graphs (data) or quotes (data) that relate to your main points of analysis.
- 22. 2. Q&A from Module 3 BAPP 2. Does it matter if the information you’ve gathered is rubbish as long as you comment that it is rubbish? Difficult one… in this process you try to ask the right interview/survey etc. questions to gather the data that you need to address your research questions or hypothesis. However, there might be some of the questions that did not lead to data that you expected or that was useful as findings. In this case, you rely on the data that has been useful and comment within the evaluation and perhaps in the critical learning sections about the process BUT some unexpected data is genuine so should be reported as a part of the inquiry. Think this through – if your inquiry process has not allowed you to explore the specific issues in your inquiry topic using primary evidence from other people and literature, you need to discuss this with your adviser.
- 23. 3. Q&A from Module 3 BAPP 3. What does the literature review in the Evaluation section cite? The literature review covers the sources you have used, the people and theories examined as knowledge and understanding mainly from written sources BUT also videos, audio tapes, etc. Investigating your topic by looking at what others have said about it allows you and the reader to understand the context of your inquiry. You can quote and paraphrase from your literature to describe this context and theorise your findings in your analysis – to compare the findings to the debates in your field, back up certain findings, use larger data sets that discuss your indicative findings, give a historical setting, etc.
- 24. 4. Q&A from Module 3 BAPP 4. How much do we mention the Professional Artefact in the Critical Review? Yes, it is appropriate to mention the Professional Artefact in your Critical Review, especially in your analysis or critical reflection. You might also consider an explanatory section to your artefact– we discussed the addition of a cover or written insert often found in CDs to show what they are about and give credits. The final ‘shape’ of the artefact and how it is explained is up to you, but it would make sense to cover this explanation somewhere in the work you submit.
- 25. 5. Q&A from Module 3 BAPP 5. What is the difference between the inquiry and the professional artefact? The inquiry is the process you have used for exploring a research question or hypothesis – the topic area that you have focused on during the module. Your inquiry includes your practitioner research and might include a workshop or teaching intervention, but the process of questioning and exploring the topic would have informed your practice in order for you to do that activity. The professional artefact exhibits the knowledge and understanding from the inquiry findings, like the critical review, but will be some type of product or ‘work in progress’ you have made for a professional audience.
- 26. 6. Q&A from Module 3 BAPP 5. What is the difference between an ‘opinion’ and an ‘interpretation’? This comes from Paula’s work based learning and the ‘interpretevistic’ and ‘constructivist’ vocabulary, however be aware that in different academic cultures (arts and humanities) the term ‘opinion’ might represent something else. It might be helpful to think of an opinion as a personally held belief that could be used in your critical reflection and an interpretation as an analysis based on evidence – evidence that comes from the data you have gathered through your practitioner research and inquiry work (both the literature and the ‘tool’ like interview or survey) – so in your analysis section you will be interpreting your findings using critical thinking that relies on judgement. What did you find out and what did it mean?
- 27. Week 8: Campus Session 3 you should be drafting your Critical Review now + have you sent a brief summary to your adviser? What about working with your special interest groups or colleagues on BAPP Arts or in the workplace? Week 9: Send to adviser draft sections of your Critical Review (Introduction, Evaluation, Analysis and Critical Reflection) for written feedback. Get in touch with your adviser to negotiate this feedback and when you will be sending this in… The due date for the Critical Review and the Professional Artefact are the 20th of May 2013. Digital submission are sent to BAPP@mdx.ac.uk by midnight on the 20th May – paper submissions are sent recorded to Paula Nottingham, Middlesex University, G145, The Burroughs, London, NW4 4BT. Presentations will be the 3rd and 4th June – please RSVP now for these dates in am/pm slots (contact Paula). Feedback from peers and tutors
- 28. The Oral Presentation This will be on the 3rd and 4th of June this year – you can talk to your adviser about it after you submit your first two parts of the coursework. If you cannot come on the days above, get in touch with your adviser to negotiate a time. There will be more advice about the presentations up on the blogs – but search this as key words on tutor blogs for suggestions.