Triads, Posters and Postgrads: inquiry-based learning, research methods and dissertation support Ana Vasconcelos, Jamie Wood Kendra Albright, Bob Petrulis (Information Studies; CILASS)

Content of the presentation Rationale The IBL approach The context of the module Discussion triads Poster session Evaluation data Reflection, discussion

Rationale

The IBL approach

The context of the module

Discussion triads

Poster session

Evaluation data

Reflection, discussion

Rationale DIS student body displays a huge diversity of research interests, experiences, and levels of understanding Results in different levels of understanding regarding research Previous student evaluations emphasized the need to build in more detailed support for research preparation in smaller groups Focus group discussions Lack of exposure to research Choosing a topic How to scope Choosing an appropriate methodology Access to organisations

DIS student body displays a huge diversity of research interests, experiences, and levels of understanding

Results in different levels of understanding regarding research

Previous student evaluations emphasized the need to build in more detailed support for research preparation in smaller groups

Focus group discussions

Lack of exposure to research

Choosing a topic

How to scope

Choosing an appropriate methodology

Access to organisations

CILASS context Phase 1 project, Inquiry in Information Management , L1 UG module In small groups, students choose research question and then undertake and report an original investigation. Inquiry process supported by workshops and online resources. Phase 4 projects to develop L3 UG and PGT research skills in research methods modules So, a key idea was to build progression in IBL into the Information Studies curriculum

Phase 1 project, Inquiry in Information Management , L1 UG module

In small groups, students choose research question and then undertake and report an original investigation. Inquiry process supported by workshops and online resources.

Phase 4 projects to develop L3 UG and PGT research skills in research methods modules

So, a key idea was to build progression in IBL into the Information Studies curriculum

The IBL approach "Modelling the process of research within the student learning experience“ (CILASS website) IBL: “self-directed inquiry or research. Students conduct small or large-scale inquiries that enable them to engage actively and creatively with the questions and problems of their discipline, often in collaboration with others.” (CILASS website)

"Modelling the process of research within the student learning experience“ (CILASS website)

IBL: “self-directed inquiry or research. Students conduct small or large-scale inquiries that enable them to engage actively and creatively with the questions and problems of their discipline, often in collaboration with others.” (CILASS website)

Research methods in DIS appeared to be an ideal area for the application of IBL as both are about Supporting research process Understanding research process Developing research skills/ methods Connected to disciplinary research/ inquiry IBL and research methods

Research methods in DIS appeared to be an ideal area for the application of IBL as both are about

Supporting research process

Understanding research process

Developing research skills/ methods

Connected to disciplinary research/ inquiry

Objectives Reconceptualise the module to develop relevant research skills and support students through research process (e.g. Conrad, 2003; Cryer, 1998); Establish link between IBL conceptual design and research practice that culminates in a successful dissertation experience; Provide opportunities for research evaluation and critique among the students by providing each other with research feedback during discussion triads and a poster session; Increase awareness of and opportunities for DIS to partner with businesses within the Sheffield community.

Reconceptualise the module to develop relevant research skills and support students through research process (e.g. Conrad, 2003; Cryer, 1998);

Establish link between IBL conceptual design and research practice that culminates in a successful dissertation experience;

Provide opportunities for research evaluation and critique among the students by providing each other with research feedback during discussion triads and a poster session;

Increase awareness of and opportunities for DIS to partner with businesses within the Sheffield community.

The context of the module Re-design of the module into: A common block introducing key and basic concepts and principles (first part of semester); IBL seminars exploring in greater depth more specific aspects of qualitative and quantitative research (second part of semester); Two key events geared towards informal but relatively structured feedback: discussion triads (week 6) and poster session (week 12). Assessment of the module was maintained: dissertation critique and research proposal + literature review.

Re-design of the module into:

A common block introducing key and basic concepts and principles (first part of semester);

IBL seminars exploring in greater depth more specific aspects of qualitative and quantitative research (second part of semester);

Two key events geared towards informal but relatively structured feedback: discussion triads (week 6) and poster session (week 12).

Assessment of the module was maintained: dissertation critique and research proposal + literature review.

Discussion triads A structured approach to brainstorming; Some prior preparation – an A4/flipchart/poster on: what the research is about (objectives) why it should be undertaken (rationale) how you are going to undertake it (methodological approach) Roles: The subject discusses his/ her project in order to deepen the understanding of the scope of the research. The interviewer deploys interviewing skills to probe the why, what and how questions - to try to sensitise the subject to any hidden and blind areas. The monitor observes the process, but must NOT intervene. Will provide feedback to both the subject and the interviewer. Key points: falling into role and group dynamics; socialisation and learning in interaction; seeing through multiple lenses; deliverables; transferability; time efficiency.

A structured approach to brainstorming;

Some prior preparation – an A4/flipchart/poster on:

what the research is about (objectives)

why it should be undertaken (rationale)

how you are going to undertake it (methodological approach)

Roles:

The subject discusses his/ her project in order to deepen the understanding of the scope of the research.

The interviewer deploys interviewing skills to probe the why, what and how questions - to try to sensitise the subject to any hidden and blind areas.

The monitor observes the process, but must NOT intervene. Will provide feedback to both the subject and the interviewer.

Key points: falling into role and group dynamics; socialisation and learning in interaction; seeing through multiple lenses; deliverables; transferability; time efficiency.

Poster session ‘Champagne & dessert’ end of year event Development of posters with the extended ‘what, why and how’ of the research; Posters were displayed at a session open to both the University community as well as the Sheffield business community; Display arrangements deliberately mixed students from different cohorts and using different approaches; Informal discussion groups; Enhancement of the visibility of the work of individual students and of the department.

Development of posters with the extended ‘what, why and how’ of the research;

Posters were displayed at a session open to both the University community as well as the Sheffield business community;

Display arrangements deliberately mixed students from different cohorts and using different approaches;

Informal discussion groups;

Enhancement of the visibility of the work of individual students and of the department.

Evaluation

Evaluation (cont.)

Some comments from participating students “ A good opportunity to gain feedback and opinions about my research topic, methodology and literature review.” “ It’s the best poster session I’ve ever had!!! Thank you very much. It was a good experience.” “ Great!” “ In the grand scheme of things, the timing of the event was not ideal (in terms of dissertation development) but it was nonetheless good.” “ I hope events like that will be open to me/us as alumni in the future.” “ Really good – found loads of useful resources for other people that I had not discovered. Thanks. “ “ It would be nice say in 2 years to come to one of these to say hi. I’d pay too (say £2).”

“ A good opportunity to gain feedback and opinions about my research topic, methodology and literature review.”

“ It’s the best poster session I’ve ever had!!! Thank you very much.

It was a good experience.”

“ Great!”

“ In the grand scheme of things, the timing of the event was not ideal (in terms of dissertation development) but it was nonetheless good.”

“ I hope events like that will be open to me/us as alumni in the future.”

“ Really good – found loads of useful resources for other people that I had not discovered. Thanks. “

“ It would be nice say in 2 years to come to one of these to say hi. I’d pay too (say £2).”

Key learning points Learning in interaction and aspects of socialisation; Establishing clear links to concrete deliverables; Transferability of approach; Overcoming logistic challenges.

Learning in interaction and aspects of socialisation;

Establishing clear links to concrete deliverables;

Transferability of approach;

Overcoming logistic challenges.

References Conrad, L. (2003). ‘ Five ways of enhancing the postgraduate community: Student perceptions of effective supervision and support’. Learning for an Unknown Future: 26th Annual HERDSA Conference. Available online at: http://surveys.canterbury.ac.nz/herdsa03/pdfsref/Y1033.pdf ; accessed 23/10/2008. Cryer, P. (1998). ‘Improving the Experience of Postgraduate Research: a survey of the UK support provision for staff and students’. Journal of Further and Higher Education , 22 (3), 267-274.

Conrad, L. (2003). ‘ Five ways of enhancing the postgraduate community: Student perceptions of effective supervision and support’. Learning for an Unknown Future: 26th Annual HERDSA Conference. Available online at: http://surveys.canterbury.ac.nz/herdsa03/pdfsref/Y1033.pdf ; accessed 23/10/2008.

Cryer, P. (1998). ‘Improving the Experience of Postgraduate Research: a survey of the UK support provision for staff and students’. Journal of Further and Higher Education , 22 (3), 267-274.