Cs1 m3 22.5.12
Upcoming SlideShare
Loading in...5
×
 

Cs1 m3 22.5.12

on

  • 476 views

 

Statistics

Views

Total Views
476
Views on SlideShare
254
Embed Views
222

Actions

Likes
0
Downloads
0
Comments
0

5 Embeds 222

http://paulanottingham.blogspot.co.uk 205
http://paulanottingham.blogspot.com 12
http://paulanottingham.blogspot.de 3
http://paulanottingham.blogspot.it 1
http://paulanottingham.blogspot.in 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Cs1 m3 22.5.12 Cs1 m3 22.5.12 Presentation Transcript

  • Module 3 WBS3760Campus Session 122nd February 2013
  • What do you want to get out of the session?
  • Three points to get out of the sessionAn idea about An idea of An idea aboutwhat a how to plan what youprofessional for Module 3 need to do ininquiry is about work terms of analysis View slide
  • What is an inquiry? View slide
  • Simple InquiryFinding out about your topic area. http://www.indiana.edu/~irap/phase1/intro1.html
  • Kolb Cycle Finding out about your experience.http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.phphttp://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/kolb_flash.htm
  • Professional Inquiry 7aWhat is your definition of a Professional Inquiry?Spend 3 minutes thinking up and jotting key words of yourown definition. You might use a picture to help you dothis (in the campus session there are some images on hand).I think that a professional inquiry is…
  • Discussion
  • Professional Inquiry Drafting and editing Structure your thinking Make your points Explain your thinking Cross the finishing line!A process of preparation,scheduling, doing, evaluating,putting back into practice, andreflecting on the process with othersin mind… http://www.london2012.com/news/articles/double-gold-delight-for-farah.html
  • Professional Inquiry 7aPaula’s attempt at a definition…The professional inquiry is a learning approach that developsknowledge and understanding about a topic area that iscontextualised by your experience and your professional practice.This process uses steps and stages to allow inquiry questions toevolve responses or solutions & develop valuable expertise in particularsubject areas. The process uses literature and through practitionerresearch to gather information & data, and allows you to think aboutthe meaning of these issues and interventions that interface withyour work. The artefact demonstrates some of this understanding.It involves a professional and a personal dimension. There is aprogression in the ability to think through issues and problems usinganalysis and interpretation, academic argument (convincingsomeone of your point of view using evidence) and critical reflection.
  • Professional Inquiry stages and stepsWhere are you now in your process? You could be in several places at once now!
  • Working to your plan Sometimes people can feel manic in this final module because things seems to be standing still even though they are very busy! So it is good to find ways and peers to help you manage the stress levels. This bbc video (click on link) is about stress is for when you need it…http://www.youtube.com/watch?v=hnpQrMqDoqE
  • http://blog.iqmatrix.com/stress-less
  • AdviceUpdate your adviser is a way of organising thinking about yourinquiryContinue to blog as a way of communication with the BAPP(Arts) network/SIGsCommunicate with your adviser in a meaningful way – use theformative feedback throughout the study periodBegin the drafting process by verbally explaining your inquiryand using the update to start the writing process
  • Look at feedback and discussLocate where you are in an update – identify milestones and actions.
  • Formative Feedback(p. 12, Module 3 Handbook)Week 1: Formative feedbackAfter looking at your adviser feedback from Module 2 -students send a 1 page summary to your adviser withyour inquiry title, your research/inquiry questions andideas, ethical issues, literature review up to this point,changes to your plan, ideas for your artefact, and anyquestions or issues that might have arisen for themodule after reading the Module 3 Handbook.
  • 1st Group Exercise Reviewing your plan… 5 minutes each way Where are you now? Use KEY WORDS Discuss with the others in your group: 1) Your topic area & inquiry questions 2) Ethical issues that are involved in the inquiry 3) What you have done so far in terms of researching literature 4) What you have done so far in terms of gathering dataREMEMBER you can use diagrams to and concept mapping to do this.
  • 2nd Group ExerciseUpdating your planning… 5 minutesUsing the earlier discussion, spend some timeclarifying with others what you need to do now, andestablish some action points that can be discussedwith your adviser (write them down). Action: Action: Action:
  • Module 3 Assessment – 3 main partsPart 1: The Critical ReviewIt is primarily written but can contain visual or audio visualelements showing the process of investigating a topic(practitioner research) with analysis that has implications foryour practice.Part 2: The Professional Artefacta product or a work in progress that is created - it can be adocument, an event, or an activity - it can be something thatinforms others in your community of practice or workplace -the artefact should emerge from the inquiryPart 3: The Oral Presentationan in person/ audio-visual demonstration that shows that youhave progressed in your ability to show knowledge andunderstanding that is based on your ‘inquiry’
  • Formative Feedback AnalysisWeek 4: Send adviser 1-2 paragraphs as a sample of your inquiryanalysis. Formative feedback will be given on the structure, thequality of the arguments and the quality of the supportingevidence discussed.Analysis of practitioner Analysis of inquiryresearch and literature activity and critical(what have you found reflection (how do yourout and what does it findings relate to yourmean?) larger inquiry question and your work?
  • Using ideas for analysisLiterature can to ground your understanding in the expertise of others.Literature can help you analyse what people have said to you throughyour practitioner research (your findings). Literature about your Literature that informs topic area - to review your inquiry process – expertise and earlier theory from the analyse where your Readers (e.g. research fits in with networking theories) the knowledge and or books about experience of others research (e.g.Bell)
  • Do your have a literature review that you willinform your inquiry?
  • How do you carry out a literature review?The literature review for the inquiry is more comprehensive thanModule 2 - which showed you how to find and review individualpieces of literature – look at Reader 7.Carry out a literature review for your topic and discusshow the literature and professional sources haveprovided theories and concepts that inform the inquiryyou have undertaken.Remember digital resources are available under theReading Lists tab on Libguidehttp://readinglists.mdx.ac.uk/lists/1CBC3E89-922A-1358-5E5B-E27149E704B8.html
  • How do you carry out a literature review?Jo and Ahmet and Paula suggest criteria:1. Relevance2. Time and place written (currency)3. Level and expertise
  • How do you analyse practitioner research?Observation, survey, interview, focus group, literature (includesdocuments that you find during your practitioner research)Review Reader 6 ToolsQualitative Mixed QuantitativeFindings are the result of your ‘coding’ the data (the evidence fromwhat people said) to find common or ‘significant’ themes. Whatwere you trying to find out? What did your participants say inresponse to your questions? This is your interpretation andanalysis of the findings.
  • Group exerciseDiscuss one of your emerging findingsfrom your inquiry practitioner researchand discuss what it means and how itrelates to your practice.What did your How does this findingparticipant say and relate to your largerhow does this inquiry question and yourcompare to your work?expectations orliterature?
  • Discussion
  • Blog topics p. 8-9 Module Handbook• Updates on inquiry progress and sharing discoveries• Reviews of campus sessions• Commentary on discussions with your peers and SIGs• Reflections on working collaboratively• A conversation with professional externals to the BAPP (Arts) network – put up their thoughts or have them comment• Thoughts about your artefact – what is it and who is your audience – is it a product or a work in progress? …
  • Points to take away from this sessionA good sense of A good sense of A good sense ofdirection for what to do and the analysis and howyou need feeling that the to use others to job is achievable. enhance critical thinking.
  • Next Campus session…More on writing More on the More on workingup the Critical Professional with othersReview Artefact about your ideas