The document provides guidance for students on their Module 3 professional inquiry project. It discusses defining a professional inquiry, conducting ethical research, reviewing literature, developing action plans, and timelines. Key points covered include stages of inquiry, practitioner research permissions, informing participants, drafting the critical review and artefact, and presenting findings. Students are encouraged to communicate with advisors, document their process, and submit their work by specified dates.

1. BAPP Arts Module 3 WBS3760
Online Session 1 25/2/16
Paula Nottingham

2. Ideas for the session…
Questions or points that you need covered in the session?

3. Professional Inquiry stages and steps – from the Handbook

4. Three points to get out of the session
An idea about
what a
professional
inquiry is
about
Proceeding
with your
inquiry after
feedback
Practitioner
research
and
permissions

5. What is an inquiry?
What are your ideas about what a professional inquiry are
After reading the Handbook and Reader 7?

6. 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…
Note: the reportage style of communicates with explanation and examples.

7. Paula’s attempt at a definition in words…
The professional inquiry is a learning approach that develops knowledge
and understanding about an arts-related area of practice that is
contextualised by your experience.
The inquiry uses steps and stages to allow inquiry questions to evolve
responses or solutions & develop valuable expertise in particular subject
areas. It informs your thinking using your experience, appropriate
literature and data from practitioner research; the process allows you to
think about the meaning of what you do.
The critical review explains what you have done in more formal terms.
The professional artefact demonstrates that you can communicate your
new knowledge within your professional setting.
The inquiry involves professional and personal dimensions that are
reflexive. 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.

8. In pictures – the professional
inquiry process
A process of preparation, scheduling, doing,
evaluating, putting back into practice, and
reflecting on the process with others in
mind… be creative - you know how!
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

9. To review your plan for your professional inquiry -
look at feedback from your Module 2 plan and
discuss with your tutor and peers

10. Formative Feedback
Week 1: Task for 7a
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.

11. 1st Exercise
(use the oral process to develop your thinking)
Reviewing your plan… talk with someone over Skype or
phone to pinpoint what you need to do… tell this to your
partner and they write it down for you…
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
5) Have your partner write this down for you and give/send
it to you – it is a great way to get started and to clarify
what your are doing.

12. Action:
Action:
Action:
Updating your planning… write down action points.
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).
LOOK AT BAPPMDX YouTube
http://youtu.be/nYQ08zKIf2Q for some exemplar questions
and answers…
2nd Exercise
(develop your own action points)

13. 2nd Exercise
(develop your own action points)
Action:
I need to review my
literature and complete
this by adding sources
that will inform my
analysis of my topic –
maybe that have
academic arguments
that are not in
agreement with each
other
Action:
I need to send
my information
sheet to my
participants
and schedule
my interviews
Action:
I need to
do my
interviews
Action:
I need to get
permission from the
Gatekeeper at my
workplace
Action: I need to
transcribe quotes
that I intend to
use as evidence
Action:
I need to talk to
others on the
course about
my inquiry – on
the blogs of
Skype

14. Follow the process form your Ethics Release From agreed with your
tutor – and any additional conditions sent by the university.
Your tutor will work closely with your to monitor your ethics. Keep in
touch with them.
Use the informed consent form provided.
You can check your invitation to participant and information sheet
(sometimes sent as an email or posted online) used to invite and
inform participants before the practitioner research with your tutor
before you send these out (if you have any questions).
Put your informed consent forms and any additional
Employer/Professional forms in your appendices when you submit…
Ethical Consideration

15. Literature and Research Literature
It is now time to be looking for more literature about your topic to
find expertise and ideas to inform your thinking.
Within the library on MyUnihub you can use Summon, the Library
Guides, go directly to ebooks and journals. Remember that Sconol
http://www.sconul.ac.uk
You have a Reading list on the My Learning WBS3760 site and the
library for what we call research literature – so books etc. that talk
about how to do the practitioner research e.g Bell, Costley et al.
Blaxter Huges and Tight, Fox et al., Gray etc.
Remember you can use Cite Them Right for Harvard referencing –
we also have guides. Take care to cite your sources.

16. Reviewing the Literature
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.
Start to accumulate sources that will inform your thinking.
Use the Middlesex library (under the MyUniHub) to help
you find academic sources as well as Google and Google
Scholar (books, audiovisual, audio sources).
Use key words to look up sources using the Summon tab
and look at the advice on the Libguides. Refer to Paula’s
blog about searching for love
http://paulanottingham.blogspot.co.uk/2014/02/campus-
session-1-continued-what-we-did.html

17. How do you carry out a literature review?
There is information about reviewing literature in Reader 7 – it will become
summarised in your Critical Review but you can also do a fuller review and put
into your appendices.
Things to consider:
1. Relevance
2. Time and place written (currency)
3. Level and expertise from earlier discussion with Jo and Ahmet
Remember digital resources are available under the Reading
Lists tab on Libguide http://readinglists.mdx.ac.uk/index.html
Your literature should come from the areas that you are finding out about
for your research and work-based activities and should show the
expertise in the various fields (disciplinary) or workplace
(transdisciplinary) where you are focusing your inquiry.

18. Continue to blog as a way of
communication with the BAPP Arts
network/SIGs your peer groups
Communicate with your tutor in a meaningful
way and 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 (e.g. update)
Advice for the next few weeks

19. The 3 main parts of the final assessment for
Module 3 WBS3760
Part 1: The Critical Review
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 (submitted later)
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’

20. Paula’s explanation in pictures…

21. Dates for submitting this semester
Submission for the Critical Review and Professional Artefact by 10th
May 2016 on you’re my Leaning.
Audio- visual artefacts need to be under 500 mb to submit to
MyLearning – or we can do WeTransfer.
The Oral Presentations will be have been scheduled for the 16th and 17th
of May 2015 with morning and/or afternoon sessions to be attended
by advisers and BAPP Arts peers
If completing the module is not possible this term, you need to discuss this with your tutor
so that they can help you decide on the best course of action.

22. Points to take away from this session
A good sense of
what you need to
do for the ethical
procedures based
on your form.
A good sense of
direction for what
the inquiry is
about in Module 3
A good sense of
to do and the
feeling that the
job is achievable.

23. Campus Session 1
Timeline illustration

24. Next campus sessions…
More on writing
up the Critical
Review
More on the
Professional
Artefact
More on working
with others
about your ideas
Please check out people’s blogs who attended the 25/2/16 session!