Campus Session 3Module 3 BAPP WBS376018thApril 2013Review of Analysis and LearningFor the Critical ReviewHendon CampusSchool of Media and Performing Arts
Where are you now? Evaluate…Where are you now in your process? You could be in several places at once now!
http://www.youtube.com/watch?v=l-gQLqv9f4oVideo about perserverence…
CS3 Review of the Critical Review structure• Title Page see example on the Libguide1. Introduction – Indicative 500 words – talked aboutthis CS22. Evaluation of the Inquiry Process – Indicative2500 words - talked about this CS2 – 1 slide inthis presentation3. Analysis of the Findings – Indicative 2500words4. Critical Reflection – Indicative 500 words• Bibliography (Harvard style) and Appendices• Supporting Evidence – explained later
Section 2 Review: Evaluation of the Inquiry Processrelates to the Analysis Tools that were usedDescribe these in your evaluation but make sure to be clear about theones you used in your analysis.LiteratureObservationSurveyInterviewFocus GroupsDon’t forget other gathering data tools like participant observation fromyour private journals, the gathering of documents while doing interviews,workshops, etc.You may have gathered visual or audio-visual materials that you need toconsider for anonymity (this depends on the consent issues you agreedwith your participants).
Section 3 Analysis of FindingsAnalysis: your findings (what you found out from the datayou gathered) and your analysis of the findings compared toyour literature and earlier perceptions of the topic, conclusionof this stage.What implications/benefits/impact did your inquiry have?Did you conduct any activities/events/interventions that usedwhat you found out in your practice? and possible furtherinquiry topics.
Analysis of Findings: possible points to considerThe professional inquiryhas been a way togather data about aphenomenon e.g.an eventa developmenta change.What did the data indicate about your topic, researchquestion or hypothesis? What did you find out?The inquiry tools that you usedshould have provided you withthe evidence that you need foryour inquiry. If not… why not?Findings are interestingbecause they relate tohow things actually are inyour work environment.
Data – findings from yourinquiry (evidence)Experience –relating yourinsider-researcherunderstandingLiterature –expertise fromothers and from acollected body ofknowledge in yourfield and beyondThink of analysis as a triangle of data to develop meaning thatyou can tell others using your own point of view(Adesola with Paula added)
Analysis of Findings: critical argumentsHow do your findings relateto your literature i.e. earlierperceptions of the topic orcritical arguments about thetopic/issues/phenomenon?Use examples from yourliterature.Conclusion of this section -whatimplications/benefits/impactdid your inquiry have to yourprofessional practice? Yourworkplace? Your communityof practice?What additional knowledgeand understanding do youhave about your professionalpractice? Possible furtherinquiry topics?How did your ownprofessionalactivities/events/interventions relate to the findingsfrom your inquiry?
Analysing Observations (revisited from Reader 6)The data is gathered and displayed as descriptions, quotes,diagrams to show relationships, quantitative charts/displaysto show quantitative data, audio, audio-visual, andphotographic evidence, etc.Your observations record what has happened sensitivelyand appropriately to issues of ethics, permission andconfidentiality.You need to report an understanding of the context for theevent or meeting that was observed in order to drawconclusions from the data.
Analysing the survey/questionnaire data (revisited)The framework for data analysis of replies determined in advance.Coding your questionnaire: There are five steps involved in thecoding process (Survey Monkey can export this data):1. Develop the coding frame for both pre-coded (closed) and openquestions.2. Create a codebook and coding instructions.3. Code the questionnaires.4. Transfer the values to a computer (as in an Excel spreadsheet).5. Check and clean the data (you can make simple graphs with thedata).Interpretation involves identifying significant results, trends, patterns,similarities and differences and offering an explanation for them. Thiscan be expressed in the form of numbers or words in your findings.
Analysing interviews and focus groups (revisited)The analysis of data collected from interviews can becomplex. It has been collected within a certain contextand must be analysed with that in mind.The qualitative researcher can categorise (code) datathat has emerged into themes. Quotes can be selectedbecause they typify the data (common responses) or theremight be some statements that are significant though onlysaid once (significant).The data is organised so that comparisons, contrasts andinsights can be made with the aim of finding themeaning of the evidence presented.
Group Exercises for AnalysisNext1.Tell the group your mainfindings and points ofanalysis2.an elected member of thegroup can act as scribe foryou while you are talking andgive you the notes3.Reflect on responses andquestions from the groupand write a blog about youranalysis processUsing the Critical Review asa structure for discussionOn pieces blank piece of A4– 5 minute exercise1.Review your introductionusing 3 main bullet points2.Review your evaluationusing 5 main bullet pointsPlease do this at home if you are not in the campus session!Note: guidelines for these sections are inModule Handbook if you need to review them.
Section 4 - Critical ReflectionCritical Reflection - a critical self-analysis of the learning journey basedon your learning journalHave your acquired new knowledge and understanding about yourself?Your job? Your workplace? Your community of practice?What is it? explain byYour learning journey has been continuous since the 1. beginning ofthe course and 2. this module… what has changed? How has thework you have done on the BA (Hons) affected your performanceand progression? How has your professional practice beenaffected?
Group Exercises for the Critical ReflectionMindmap your criticalreflection using 1 A4 pieceof paperCritical reflectionModule 3BAPP ArtsCritical reflectionModule 3BAPP ArtsDiscuss this with the group in order toexplain in further depth the things that youhave learned – scan mindmap and put onyour blogPlease do this at home if you are not in the campus session!
Group Exercises for the Critical ReflectionBryan Cunningham in Exploring Professionalism (2008) says to considerthe effects of ‘critical incidents’ which might be useful to think about:First – a critical incident for one person may not be thesame for all involved as “significant events in ourprofessional lives do have on occasion an unfortunatepropensity to be coincident with major upheavals in therealm of the personal”Second: Often the criticality occurs afterthe event with reflectionThird - a critical incident could be seen asa series of eventsFourth – you could also consider the thingsthat occurred before the event
Supporting Evidence as AppendicesSupporting Evidence blog texts,visual evidence, blank consent form,blank questionnaires, interviewquestions, observation grids, etc. Eachappendix should be cited (e.g.Appendix 1) in the Critical Review andbe relevant to what you have said.These are a way that you can moreclearly show what you haveaccomplished – and relate to thethinking and actual activities of theinquiry…Questions:Should images ofyour work be put inthe text of theCritical Review?How are you usingimages tocommunicate inyour Artefact?
Harvard citation and bibliographyThe use of citation for words and images – any ideasthat are quoted or paraphrased – you must referencethese in a Bibliography,Review university guidelines on copyright.Use Harvard referencing – WORDS and PICTURESAdvice on Harvard Referencing is in the ProgrammeHandbook and under the Writing Tab for the BAPPLibguide
1. Q&A from Module 3 BAPP1. The questions that you ask in the interview survey, should youcomment on each answer? (i.e. the Interview has 14 questions andthe Survey has 24 questions). How many graphs do you put in?Often there is not space to look at every response, so you may want tofocus on the most significant findings and the ones that mostparticipants used (more common) – in some cases these might bethe same BUT in the interviews only a few might have brought upimportant issues that you want to talk about. You can use yourappendices to show findings that you were unable to spend muchtime on in your analysis and refer the reader when needed.Put in the number of graphs (data) or quotes (data) that relate to yourmain points of analysis.
2. Q&A from Module 3 BAPP2. Does it matter if the information you’ve gathered is rubbish as longas you comment that it is rubbish?Difficult one… in this process you try to ask the right interview/surveyetc. questions to gather the data that you need to address yourresearch questions or hypothesis. However, there might be someof the questions that did not lead to data that you expected or thatwas useful as findings. In this case, you rely on the data that hasbeen useful and comment within the evaluation and perhaps in thecritical learning sections about the process BUT some unexpecteddata is genuine so should be reported as a part of the inquiry.Think this through – if your inquiry process has not allowed you toexplore the specific issues in your inquiry topic using primaryevidence from other people and literature, you need to discuss thiswith your adviser.
3. Q&A from Module 3 BAPP3. What does the literature review in the Evaluation section cite?The literature review covers the sources you have used, the peopleand theories examined as knowledge and understanding mainlyfrom written sources BUT also videos, audio tapes, etc.Investigating your topic by looking at what others have said about itallows you and the reader to understand the context of yourinquiry.You can quote and paraphrase from your literature to describe thiscontext and theorise your findings in your analysis – to comparethe findings to the debates in your field, back up certain findings,use larger data sets that discuss your indicative findings, give ahistorical setting, etc.
4. Q&A from Module 3 BAPP4. How much do we mention the Professional Artefact in the CriticalReview?Yes, it is appropriate to mention the Professional Artefact in yourCritical Review, especially in your analysis or critical reflection.You might also consider an explanatory section to your artefact–we discussed the addition of a cover or written insert often found inCDs to show what they are about and give credits.The final ‘shape’ of the artefact and how it is explained is up to you, butit would make sense to cover this explanation somewhere in thework you submit.
5. Q&A from Module 3 BAPP5. What is the difference between the inquiry and the professionalartefact?The inquiry is the process you have used for exploring a researchquestion or hypothesis – the topic area that you have focused onduring the module. Your inquiry includes your practitioner researchand might include a workshop or teaching intervention, but theprocess of questioning and exploring the topic would haveinformed your practice in order for you to do that activity.The professional artefact exhibits the knowledge and understandingfrom the inquiry findings, like the critical review, but will be sometype of product or ‘work in progress’ you have made for aprofessional audience.
6. Q&A from Module 3 BAPP5. What is the difference between an ‘opinion’ and an ‘interpretation’?This comes from Paula’s work based learning and the ‘interpretevistic’and ‘constructivist’ vocabulary, however be aware that in differentacademic cultures (arts and humanities) the term ‘opinion’ mightrepresent something else. It might be helpful to think of an opinionas a personally held belief that could be used in your criticalreflection and an interpretation as an analysis based on evidence –evidence that comes from the data you have gathered through yourpractitioner research and inquiry work (both the literature and the‘tool’ like interview or survey) – so in your analysis section you willbe interpreting your findings using critical thinking that relies onjudgement. What did you find out and what did it mean?
Week 8: Campus Session 3 you should be drafting your Critical Reviewnow + have you sent a brief summary to your adviser? What aboutworking with your special interest groups or colleagues on BAPP Arts orin the workplace?Week 9: Send to adviser draft sections of your Critical Review(Introduction, Evaluation, Analysis and Critical Reflection) for writtenfeedback. Get in touch with your adviser to negotiate this feedback andwhen you will be sending this in…The due date for the Critical Review and the Professional Artefact are the20thof May 2013. Digital submission are sent to BAPP@mdx.ac.uk bymidnight on the 20thMay – paper submissions are sent recorded to PaulaNottingham, Middlesex University, G145, The Burroughs, London,NW4 4BT.Presentations will be the 3rd and 4thJune – please RSVP now for thesedates in am/pm slots (contact Paula).Feedback from peers and tutors
The Oral PresentationThis will be on the 3rdand 4thof June this year – you cantalk to your adviser about it after you submit your first twoparts of the coursework. If you cannot come on the daysabove, get in touch with your adviser to negotiate a time.There will be more advice about the presentations up onthe blogs – but search this as key words on tutor blogs forsuggestions.