Final 1.3.12 cs 2 module 3 wbs3760


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!st March Campus Session 2 for Module 3

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Final 1.3.12 cs 2 module 3 wbs3760

  1. 1. Campus Session 2BAPP WBS3760 Module 3 1st March 2012 Paula Nottingham
  2. 2. AgendaIntroductionReviewing questions about the InquiryProfessional ArtefactBreakWriting up the Critical Review Group exercisesIndividual advice for Inquiry
  3. 3. Introduction• This is the 4th week of the semester (12 weeks total) - schedule the work for BAPP (Arts)• 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• Use the blogs and SIGs – it is part of the assessment
  4. 4. Reviewing questions about the InquiryGoing over the process with your adviser helps clarifywhat you need to do.How does your inquiry relate to your inquiry plan? Thereshould be some relationship – there could be changes –explain them in your writing.Getting feedback from your peers by sharing in SIGs andblogging about your inquiry process. THIS IS IN THEASSESSMENT FOR MODULE 3. Suggestions… see thenext slide…Deadlines for drafts – look at the Addendum Page.Feedback will help you prepare your thinking throughissues in the inquiry
  5. 5. BLOG AND SIG activitySuggestions for blog titles blog through out the semester:• 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
  6. 6. The professional artefact is a product or a work in progress that relates towhat you found out during your inquiry. It is not an add on but an integralpart of what you have learned about during the degree.Look at the blogs from earlier Module 3 BAPP students to give you anidea for the type of thing you might consider. Ideas for the type of artefactinclude posters, PowerPoints (with still and/or movingimages), books, DVDs.You may want to write a summary explanation to accompany theartefact as this will spell out the purpose and function of this pieceof work and clearly identify the audience.
  7. 7. Natalie produced a book thatexplained her the approach thatshe was taking to a new taster tapefor a presenting career pathway.The audience was other BAPPstudents/performers – she alsopresented the new taster tape.
  8. 8. At this point, it might be good to identify the professionalaudience for whom you want to produce the artefact.Who is taking part in your inquiry? How can you share yourknowledge with them in terms of an object?How will you share or disseminate your object – is there a digitalversion that can be shared through social media?What can you show that might benefit your career progression orbring other people a better understanding of what you do in yourprofessional practice?
  9. 9. Try an exercise – take a sheet of A4 paper and draw outwho your audience might be… The artefact should bedesigned with them in mind. You may have severaloptions when you apply this to the context of your owninquiry. How can you share your practice in yourworkplace or with you community of practice?
  10. 10. Final Module 3 AssessmentPart 1: The Critical ReviewIt is primarily written (with illustrations if appropriate) using the 4main Headings provided in the Module 3 HandbookThe writing style is one of reportage with some essay elements.In the critical review, you need to explain what ideas you haveexplored in the context of your inquiry (your practitioner research)and activities such as workshops or professional engagements.The ideas from your literature, concepts that you haveused, should also be defined so that others can follow your point ofview. The ‘writing’ will be similar to how you would verbally explainyour inquiry ‘project’ work to others…Think about conventions from your profession and vocabulary –get your tacit knowledge of what you do into the written language.
  11. 11. Writing with style and purposeShaping the writing according to your needs will be important in explaining the knowledge you have gained from doing your inquiry…Chapter 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.Strunk and White (1959) The Elements of Style
  12. 12. Effective Writing ExerciseDiscussion points – the writing in the critical review is similar to reportage so should explain all the key points using detail and examplesMake the writing interesting for others to read. If your practice is something you are passionate about, your descriptions and analysis of the thinking and events should show this.Discuss drafting the ‘thinking’ or ‘theoretical’ points that you have explored for your inquiry with others via your blog. You will be sending off a written draft to your adviser – it may take several drafts before you have said what you want/need to say.Use ideas and theories from your literature to underpin your arguments or explain your findings.
  13. 13. Effective Writing ExerciseJohn Berger (1977) Ways of Seeing, British Broadcasting Service, p. 10.Read this sample of writing from Berger out loud to yourself…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…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.
  14. 14. Effective Writing ExerciseBerger’s argument is quite specific… what is it? Whatmain points is he bringing out? That images areimportant to communication?Reading aloud what has been written is a good way to understand it.This can be done with your own writing…Ideas about this do not always come out in an orderly fashion – but yourjob is to reorder them (like Strunk and White suggest) to make sense ofthe argument.In you own drafting and editing processes – reordering and‘shaping’ the text strives to make it more meaningful and moreconcise.
  15. 15. Effective WritingStrunk and 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)
  16. 16. Part 1: A Critical Review• Introduction - relevant to the context of the inquiry and how it relates to your workplace or community of practice• Evaluation of the Inquiry Process - practitioner research tools used (observation, surveys, interviews, focus groups), the literature review, the ethical implications and other activities undertaken as a part of the process (e.g. performances, workshops, trying out new strategies, 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 the learning journey based on your learning journal
  17. 17. Thinking it through group exercises• In groups - listen to the accounts of someone’s Introduction and Evaluation of the Inquiry.• Take notes that concentrate on key words about what the person is saying - help them decide what elements of their explanation are significant. Key words are also good when considering literature and analysis as subject knowledge (i.e. dance or graphic design) and key words like ‘confidence’ or ‘inclusive’ need to be defined.• Doing this oral exercise will mean that you have started to draft your critical review through an oral process.
  18. 18. 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, visual evidence, blank consent form, blank questionnaires, interview questions, observation grids, etc. Please note: each appendix should be cited (e.g. Appendix 1) in the 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 be sent to the WBL Administrator, with your Academic Adviser cc’d.
  19. 19. Date for submitting this semesterSubmission by 14th May 2012 – paper copy posted to Avni Shah at the Trent Park campus and a digital version sent to the new address. DO NOT SEND TO AVNI.This is for the Critical Review and Professional Artefact as the Oral Presentations will be due the 28th May 2012 to be attended by advisers and BAPP (Arts) peers – you can ask for an am or pm slot(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: Refer to the module handbooks and/or Addendum sheetfor any specific assessment criteria – send by midnight on the 14th May.Please label these with your name and module code when sent as attachments.Also make sure these are in a readable format (like Word).
  20. 20. PlenaryFinal points…Blogging and using SIGs are a part of the assessment for the course andthe learning strategies you are developing through your interaction with theBAPP (Arts) network. The act of sharing, receiving and giving, discussioncommentary with your peers is important.See Adesola’s Oct 2011 blog about the artefact.A 4th Campus Session has been requested for after Easter - date TBCThe critical review is a more structured reporting of the professionalinquiry, but it should be written to present a lively critical argument aboutyour topic and point of view. Because it is reporting on primary ‘research’or inquiry, it has certain conventions that are spelled out in the handbook.