Final 19.10.11 2nd campus session  module 3 wbs3760
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Final 19.10.11 2nd campus session  module 3 wbs3760 Final 19.10.11 2nd campus session module 3 wbs3760 Presentation Transcript

  • Campus Session 2BAPP WBS3760 The Final Module 19th October 2011 Paula Nottingham Adesola Akinleye Rosemary McGuinness Alan Durrant
  • AgendaIntroductionReviewing questions about the InquiryProfessional ArtefactBreakWriting up the Critical Review Group exercisesPlenaryTime for individual questions with Advisers
  • Introduction• This is the 4th week of the semester (12 weeks total) - schedule the work for BAPP (Arts) and work with your adviser in the drafting process, it should be challenging….• Some staff may be away for part of next week (half term for schools) – they will let you know• Engagement and negotiating the time and resources at work needed to complete the coursework – this is part of the learning process that you can talk about in your reflection• Student Reps – we have had 2 volunteers
  • Reviewing questions about the InquiryHow can your adviser discussions help you see whereyou are in the process? Going over the process helps.How does your inquiry relate to your inquiry plan? Thereshould be some relationship – there could be changes –explain them in your writingDeadlines for drafts what are they and when are they?(differing dates for different advisers?) Please contactyour adviserBlogging – why aren’t people blogging? Getting feedbackfrom your peers by blogging about your inquiry process.Suggestions… see the next slide…
  • Suggestions for blogs or SIG activitySuggestions for blog titles:• Commentary on discussions with your peers on the BAPP (Arts) programme• 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 is a product or a work in progress?• Summary of your main project findings in 100 words or less, what do you think is the main benefit of your findings• Reflections on working collaboratively using social media• Critical reflection on your learning across the BAPP (Arts) course.• Thoughts and plans for your oral presentation
  • Stages and steps to completing module This may not be in this exact order but see where you are…
  • Final Module 3 AssessmentPart 1: The Critical Reviewprimarily written (with illustrations if appropriate)the process you have used to explore a topic usingsocial science and sector based approachesthink about conventions and vocabulary
  • Writing with style and purposeThe Elements of Style (1959) Strunk and WhiteChapter II Elementary Principles of Compositions A basic structural design underlies every kind of writing. The writer will in part follow this design, in part deviate from it, according to his (sic) skills, his (sic) needs, and the unexpected events that accompany the act of composition. Writing to be effective, must follow closely the thoughts of the writer, but not necessarily in the order in which those thoughts occur.Shaping the writing according to your needs.
  • Effective Writing ExerciseRead out a sample of writing from BergerDiscussionHints for effective writing from summer workshopDiscussion about drafting the ‘thinking’ that you have done for your inquiry
  • Effective Writing ExerciseJohn Berger (1977) Ways of Seeing, British Broadcasting Service, p. 10.Images were first made to conjure up the appearances of something that wasabsent. Gradually it became evident that an image could outlast what itrepresented; it then showed how something or somebody had once looked – andthus by implication how the subject had been seen by other people. Later still thespecific vision of the image-maker was also recognised as part of the records. Animage became a record of how X had seen Y. This was the result of anincreasing consciousness of individuality, accompanying and increasingawareness of history. It would be rash to try to date this last developmentprecisely. But certainly in Europe such consciousness has existed since thebeginning of the Renaissance.No other kind of relic or text from the past can offer such direct testimony aboutthe work which surrounded other people at other times. In this respect imagesare more precise and richer than literature. To say this is not to deny theexpressive or imaginative quality of art, treating it as mere documentaryevidence; the more imaginative the work, the more profoundly it allows us toshare the artist’s experience of the visible.
  • Effective Writing ExerciseReading aloud what has been written is a good way tounderstand it. This can be done with your own writing…Berger’s argument is quite specific… what is it?Ideas about this do not always come out in an orderlyfashion – but your job is to reorder them (like Strunk andWhite suggest) to make sense of the argument.In you own drafting and editing processes – reordering and‘shaping’ the text strives to make it more meaningful andmore concise.
  • Effective WritingStrunkand White example on the issue of wordiness (1959, p. 19)Macbeth was very ambitious. This led him to wish to become king ofScotland. The witches told him that this wish of his would come true. Thekind of Scotland at this time was Duncan. Encouraged by hiswife, Macbeth murdered Duncan. He was thus enabled to succeedDuncan. He was thus enabled to succeed Duncan as king, (51 words)Encouraged by his wife, Macbeth achieved his ambition and realized theprediction of the witches by murdering Duncan and becoming king ofScotland in his place, (26 words)
  • Part 1: A Critical Review• Introduction - relevant to the context of the inquiry and how it relates to your workplace orcommunity of practice• Evaluation of the Inquiry Process - practitioner research tools used (observation, surveys,interviews, focus groups), the literature review, the ethical implications and other activitiesundertaken as a part of the process (e.g. performances, workshops, trying out newstrategies, etc.)• 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…• Critical Reflection - a critical self-analysis of thelearning journey based on your learning journal
  • Thinking it through group exercises• In groups of two – listen to your partner’s accounts of their Introduction to their Critical Review• Write down what your partner is saying – concentrating on the main points and the aspects of what they say that are significant• In groups of two (different partners)– listen to your partner’s accounts of their Evaluation of the Inquiry Process to their Critical Review• Write down what your partner is saying – concentrating on the main points and the aspects of what they say that are significant• Doing this oral exercise will mean that you have started to draft your critical review through an oral process.
  • The Critical Review structure• Title Page• Introduction – 500 words Indicative• Evaluation of the Inquiry Process – 2500 words• Analysis of the Findings – 2500 words• Critical Reflection – 500 words• Bibliography and Appendices• Supporting Evidence could consist of appendices including: blog texts, visualevidence, blank consent form, blank questionnaires, interview questions, observation grids, etc. Please note: each appendix should be cited (e.g. Appendix 1) inthe Critical Review. Any online materials must be accessible (compatible format) or available for download (dated prior to submission date). A digital version of this document should besent to the WBL Administrator, with your Academic Adviser cc’d.
  • Date for submitting this semesterSubmission by 9th Jan 2012 – paper copy posted to Avni and a digital version sent to the new BAPPThis is for the Critical Review and Professional Artefact as the Oral Presentations will be due the 30th and 31st January 2012 with morning and/or afternoon sessions to be attended by advisers and BAPP (Arts) peers(if this is not possible – you need to discuss this with your academic adviser so that theycan help you decide on the best course of action)Digital Submissions: back-up versions of your work. Refer to the modulehandbooks for any specific assessment criteriaTHIS YEAR SENT TO: BAPP@mdx.ac.ukPlease label these with your name and module code when sent as attachments. Alsomake sure these are in a readable format (like Word).
  • PlenaryList of main points that we learned from today’s session.Blogging is part of the assessment for the course and the learningstrategies you are developing through your interaction with the BAPP (Arts)network. The act of sharing, receiving and giving, discussion commentarywith your peers is important. It is great if you are also using the BAPPcontacts in other feedback sessions etc. as well.See Adesola’sand others blogs about the artefact– it is not an add on butan integral part of what you have learned about during the degree.The critical review is a more formal and conventional reporting of theprofessional inquiry, but it should be written to present a lively criticalargument about your topic and point of view. Because it is reporting onprimary ‘research’ or inquiry, it has certain conventions that are spelled outin the handbook. See Paula’s blog for more hints about effective writing.
  • TIME WITH ADVISERS