Final cs3 m3 21.11.12


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Campus Session 3 Module 3 21/11/12

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Final cs3 m3 21.11.12

  1. 1. Campus Session 3 Module 3 BAPP WBS3760 21st November 2012 Review of Analysis and Learning For the Critical Review Hendon CampusSchool of Media and Performing Arts
  2. 2. Welcome – Rome was not built in a day… Please use these slides to help with your work.
  3. 3. Where are you now? Evaluate…Where are you now in your process? You could be in several places at once now!
  4. 4. CS3 Review of the Critical Review structure• Title Page see example on the Libguide1. Introduction – Indicative 500 words – talked about this CS22. Evaluation of the Inquiry Process – Indicative 2500 words - talked about this CS2 – 1 slide in this presentation3. Analysis of the Findings – Indicative 2500 words4. Critical Reflection – Indicative 500 words• Bibliography (Harvard style) and Appendices• Supporting Evidence – explained later
  5. 5. Section 2 Review: Evaluation of the Inquiry Process relates 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).
  6. 6. 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.
  7. 7. Analysis of Findings: possible points to consider What did the data indicate about your topic, research question or hypothesis? What did you find out?The professional inquiryhas been a way to Findings are interestinggather data about a because they relate tophenomenon e.g. how things actually are inan event your work environment.a developmenta change. The inquiry tools that you used should have provided you with the evidence that you need for your inquiry. If not… why not?
  8. 8. Think of analysis as a triangle of data to develop meaning that you can tell others using your own point of view Data – findings from your inquiry (evidence) Literature – Experience – expertise from relating your others and from a insider-researcher collected body of understanding knowledge in your field and beyond (Adesola with Paula added)
  9. 9. Analysis of Findings: critical argumentsHow do your findings relate Conclusion of this section -to your literature i.e. earlier whatperceptions of the topic or implications/benefits/impactcritical arguments about the did your inquiry have to yourtopic/issues/phenomenon? professional practice? YourUse examples from your workplace? Your communityliterature. of practice?How did your own What additional knowledgeprofessional and understanding do youactivities/events/interventi have about your professionalons relate to the findings practice? Possible furtherfrom your inquiry? inquiry topics?
  10. 10. 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.
  11. 11. 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.
  12. 12. 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.
  13. 13. Group Exercises for Analysis Using the Critical Review as Next a structure for discussion 1.Tell the group your main findings and points of On pieces blank piece of A4 analysis – 5 minute exercise elected member of the group can act as scribe for 1.Review your introduction you while you are talking and using 3 main bullet points give you the notes 2.Review your evaluation 3.Reflect on responses and using 5 main bullet points questions from the group and write a blog about yourNote: guidelines for these sections are in analysis processModule Handbook if you need to review them. Please do this at home if you are not in the campus session!
  14. 14. Section 4 - Critical ReflectionCritical Reflection - a critical self-analysis of the learning journey based on 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 of the course and 2. this module… what has changed? How has the work you have done on the BA (Hons) affected your performance and progression? How has your professional practice been affected?
  15. 15. Group Exercises for the Critical Reflection Mindmap your critical reflection using 1 A4 piece of paper Critical reflection Critical reflection Module 3 Module 3 BAPP Arts BAPP Arts Discuss this with the group in order to explain in further depth the things that you have learned – scan mindmap and put on your blogPlease do this at home if you are not in the campus session!
  16. 16. Supporting Evidence as AppendicesSupporting Evidence blog texts, Questions:visual evidence, blank consent form,blank questionnaires, interviewquestions, observation grids, etc. Each Should images ofappendix should be cited (e.g. your work be put inAppendix 1) in the Critical Review and the text of thebe relevant to what you have said. Critical Review?These are a way that you can more How are you usingclearly show what you have images toaccomplished – and relate to thethinking and actual activities of the communicate ininquiry… your Artefact?
  17. 17. 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
  18. 18. 1. Q&A from Module 3 BAPP1. The questions that you ask in the interview survey, should you comment on each answer? (i.e. the Interview has 14 questions and the 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 to focus on the most significant findings and the ones that most participants used (more common) – in some cases these might be the same BUT in the interviews only a few might have brought up important issues that you want to talk about. You can use your appendices to show findings that you were unable to spend much time on in your analysis and refer the reader when needed.Put in the number of graphs (data) or quotes (data) that relate to your main points of analysis.
  19. 19. 2. Q&A from Module 3 BAPP2. Does it matter if the information you’ve gathered is rubbish as long as you comment that it is rubbish?Difficult one… in this process you try to ask the right interview/survey etc. questions to gather the data that you need to address your research questions or hypothesis. However, there might be some of the questions that did not lead to data that you expected or that was useful as findings. In this case, you rely on the data that has been useful and comment within the evaluation and perhaps in the critical learning sections about the process BUT some unexpected data is genuine so should be reported as a part of the inquiry.Think this through – if your inquiry process has not allowed you to explore the specific issues in your inquiry topic using primary evidence from other people and literature, you need to discuss this with your adviser.
  20. 20. 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 people and theories examined as knowledge and understanding mainly from written sources BUT also videos, audio tapes, etc. Investigating your topic by looking at what others have said about it allows you and the reader to understand the context of your inquiry.You can quote and paraphrase from your literature to describe this context and theorise your findings in your analysis – to compare the findings to the debates in your field, back up certain findings, use larger data sets that discuss your indicative findings, give a historical setting, etc.
  21. 21. 4. Q&A from Module 3 BAPP4. How much do we mention the Professional Artefact in the Critical Review?Yes, it is appropriate to mention the Professional Artefact in your Critical 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 in CDs to show what they are about and give credits.The final ‘shape’ of the artefact and how it is explained is up to you, but it would make sense to cover this explanation somewhere in the work you submit.
  22. 22. 5. Q&A from Module 3 BAPP5. What is the difference between the inquiry and the professional artefact?The inquiry is the process you have used for exploring a research question or hypothesis – the topic area that you have focused on during the module. Your inquiry includes your practitioner research and might include a workshop or teaching intervention, but the process of questioning and exploring the topic would have informed your practice in order for you to do that activity.The professional artefact exhibits the knowledge and understanding from the inquiry findings, like the critical review, but will be some type of product or ‘work in progress’ you have made for a professional audience.
  23. 23. 6. Q&A from Module 3 BAPP5. What is the difference between an ‘opinion’ and an ‘interpretation’?This explanation comes from Paula’s work based learning but be aware that in different academic cultures (arts and humanities) the term ‘opinion’ might represent something else.It might be helpful to think of an opinion as a personally held belief that could be used in your critical reflection and an interpretation as an analysis based on evidence – evidence that comes from the data you have gathered through your practitioner research and inquiry work (both the literature and the ‘tool’ like interview or survey) – so in your analysis section you will be interpreting your findings using critical thinking that relies on judgement e.g. what did you find out and what did it mean? based on evidence form your inquiry.
  24. 24. Feedback from peers and tutorsWeek 8: (19/11/12) Campus Session 3 you should be draftingyour Critical Review now + have you sent a brief summary to youradviser? What about working with your special interest groups orcolleagues on BAPP Arts or in the workplace?Week 9: (26/11/12): Send to adviser draft sections of your CriticalReview (Introduction, Evaluation, Analysis and Critical Reflection)for written feedback. Get in touch with your adviser to negotiatethis feedback and when you will be sending this in…The due date for the Critical Review and the Professional Artefactare the 7th of January 2013.Presentations will be the 23rd and 24th January – please RSVP nowfor these dates in am/pm slots (contact Paula).
  25. 25. Aims – objectives – realisation.