Final cs1 m3 2.10.13
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  • 1. (mainly) Module 3 WBS3760 Campus Session 1 2nd October 2013
  • 2. Ideas for the session…
  • 3. Three points to get out of the session An idea about what you need to do in terms of planning, and analysis An idea about what a professional inquiry is about An idea of how to plan Module 3 work
  • 4. What is an inquiry?
  • 5. Professional Inquiry 7a What is your definition of a Professional Inquiry? Spend 3 minutes thinking up and jotting key words of your own definition. You might use a picture to help you do this (in the campus session there are some images on hand). I think that a professional inquiry is…
  • 6. Examples and discussion
  • 7. Professional Inquiry A process of preparation, scheduling, doing, evalu ating, putting back into practice, and reflecting on the process with others in mind… http://www.london2012.com/news/articles/double-gold-delight-for-farah.html Drafting and editing Structure your thinking Cross the finishing line! Make your points Explain your thinking
  • 8. Professional Inquiry 7a Paula’s attempt at a definition… The professional inquiry is a learning approach that develops knowledge and understanding about a topic area that is contextualised by your experience and your professional practice. This process uses steps and stages to allow inquiry questions to evolve responses or solutions & develop valuable expertise in particular subject areas. The process uses literature and through practitioner research to gather information & data, and allows you to think about the meaning of these issues and interventions that interface with your work. The artefact demonstrates some of this understanding. It involves a professional and a personal dimension. There is a progression in the ability to think through issues and problems using analysis and interpretation, academic argument (convincing someone of your point of view using evidence) and critical reflection.
  • 9. Professional Inquiry stages and steps Where are you now in your process? You could be in several places at once now!
  • 10. 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 Working to your plan
  • 11. http://blog.iqmatrix.com/stress-less
  • 12. Advice Update your adviser is a way of organising thinking about your inquiry Continue to blog as a way of communication with the BAPP (Arts) network/SIGs Communicate with your adviser in a meaningful way – use the formative feedback throughout the study period Begin the drafting process by verbally explaining your inquiry and using the update to start the writing process
  • 13. Look at feedback and discuss Locate where you are in an update – identify milestones and actions.
  • 14. Formative Feedback Week 1: Task for &a After looking at your adviser feedback from Module 2 - students send a 1 page summary to your adviser with your inquiry title, your research/inquiry questions and ideas, ethical issues, literature review up to this point, changes to your plan, ideas for your artefact, and any questions or issues that might have arisen for the module after reading the Module 3 Handbook.
  • 15. 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 data REMEMBER you can use diagrams to and concept mapping to do this.
  • 16. Something to do for you update… Action: Action: Action: Updating your planning… 5 minutes Using the earlier discussion, spend some time clarifying what you need to do, and establish some action points that can be discussed with your adviser (write them down).
  • 17. Module 3 Assessment – 3 main parts Part 1: The Critical Review It is primarily written but can contain visual or audio visual elements showing the process of investigating a topic (practitioner research) with analysis that has implications for your practice. Part 2: The Professional Artefact a product or a work in progress that is created - it can be a document, an event, or an activity - it can be something that informs others in your community of practice or workplace - the artefact should emerge from the inquiry Part 3: The Oral Presentation an in person/ audio-visual demonstration that shows that you have progressed in your ability to show knowledge and understanding that is based on your ‘inquiry’
  • 18. Formative Feedback Analysis Week 4: Send adviser 1-2 paragraphs as a sample of your inquiry analysis. Formative feedback will be given on the structure, the quality of the arguments and the quality of the supporting evidence discussed. Analysis of practitioner research and literature (what have you found out and what does it mean?) Analysis of inquiry activity and critical reflection (how do your findings relate to your larger inquiry question and your work?
  • 19. Using ideas for analysis Literature can to ground your understanding in the expertise of others. Literature can help you analyse what people have said to you through your practitioner research (your findings). Literature about your topic area - to review expertise and analyse where your research fits in with the knowledge and experience of others Literature that informs your inquiry process – earlier theory from the Readers (e.g. networking theories) or books about research (e.g.Bell)
  • 20. How do you carry out a literature review? The literature review for the inquiry is more comprehensive than Module 2 - which showed you how to find and review individual pieces of literature – look at Reader 7. Carry out a literature review for your topic and discuss how the literature and professional sources have provided theories and concepts that inform the inquiry you have undertaken. Remember digital resources are available under the Reading Lists tab on Libguide http://readinglists.mdx.ac.uk/index.html
  • 21. How do you carry out a literature review? Jo and Ahmet and Paula suggest criteria: 1. Relevance 2. Time and place written (currency) 3. Level and expertise
  • 22. How do you analyse practitioner research? Observation, survey, interview, focus group, literature (includes documents that you find during your practitioner research) Review Reader 6 Tools Qualitative QuantitativeMixed Findings are the result of your ‘coding’ the data (the evidence from what people said) to find common or ‘significant’ themes. What were you trying to find out? What did your participants say in response to your questions? This is your interpretation and analysis of the findings.
  • 23. A good exercise for your SIG Discuss one of your emerging findings from your inquiry practitioner research and discuss what it means and how it relates to your practice. What did your participant say and how does this compare to your expectations or literature? How does this finding relate to your larger inquiry question and your work?
  • 24. Blog topics • 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? …
  • 25. Points to take away from this session A good sense of analysis and how to use others to enhance critical thinking. A good sense of direction for what you need A good sense of to do and the feeling that the job is achievable.
  • 26. Next campus sessions… More on writing up the Critical Review More on the Professional Artefact More on working with others about your ideas