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Monday, 23 March 2015

Module 1 reflective practice - a few notes on the campus session

The Part 2 session was mainly on reflective practice and referred to Reader 2.
Lisa, Irini and Tom attended so you may want to check out their blogs.

We talked about 2 related words:

reflexivity - which is about an awareness of the role of self in the making of knowledge "positionality"

and

  • reflectivity - which involves the ability to deconstruct (own) assumptions (Schon) and learn from the experience (Dewey)
  • Therefore being reflective aids awakens of self and ability be reflexive
  • the 'critical element' - recognition of the power dimensions of knowledge making and seeking to destabilise these for social practice.


(definitions from Fook's 'Reflexivity in research what it means in theory and practice' - powerpoint presentation)

We talked about keeping a journal and developing a sense of what is happening in terms of your 1. position and 2. reflecting upon people, places, things events (Paula's 'the nouns)



2 group exercises - the idea of reflection is about doing and thinking about the doing - in this exercise doing was interpreted as 'observation' looking at how others did things within a particular place (space)

1. people went to the Quad in the main building and 'observed' movement for around 5 minutes - and took notes - some photos (not of individuals) - an then fed back to the group about what the observed

the idea was to look and reflect on the experience and record some of what was observed

in this exercise the main point was to focus on movement - interesting how people interpreted movement - as groups of people - as the flow around the rom - as individual movement




2. people then went to the Quad and this time observed about the various types of 'learning' or communication taking place - so how people were connecting with learning in this space - around 70% of language in non-verbal - no other instructions were given

feedback form those who did the observations - people were alone and in groups - interacting and behaving in different ways - even the idea of looking for 'learning' might have been an interpretation -  reflecting on something brings meaning to the activity

this might also relate to social learning - also in Part 3
http://infed.org/mobi/the-socialsituational-orientation-to-learning/

Wednesday, 18 March 2015

Module 2 session 17.3.15 Part 5 - thinking about ethics and planning ahead for the professional inquiry

Happy St Patrick's day.

We had a very good discussion about Part 5 and where people are in Module 2 on campus. Here are some highlights and a bit of rambling from questions/discussions in the last week...

Ethics - there are differences between ethics and other versions of 'right and wrongs' like morals. Many practitioners already have ethical considerations in their workplace, but the tasks help make it possible to actually seek the rules and regulations out to read again. There is always more to learn about ethical practice...

2 main points to think about for ethical practice in Part 5
1. ethics for your professional practice - so the rules and regulations that you abide by in your professional roles or workplace
2. the ethical practice that is required to undertake your professional inquiry  - doing this you actually talk to members of the public (in Module 3!)

Who will you want to talk to about this experience?  In this module you are having informal trials at the different tools - so are just really trying out the various methods - like interviews - with friends or with others in your special interest groups or on BAPP Arts...

Planning involves learning about permissions in your workplace, gatekeepers, informed consent, etc. we  are pretty careful about the involvement of children under 16 - so be aware of this and look up the BERA guidelines suggested

There is a lot in Reader 5 and other articles on offer in the Reading list - scan these and read the ones that can help you with your inquiry planning.

Ethical practice DIRECTLY relates to who is is you want to talk to? and that depends on your 'research statement' - your area of interest/topic/context/issues? with your practitioner research questions - what you want to find out about the area of interest.

The plan/proposal that you design (NOTE - the outline/headings list for the plan is in the Module 2 Handbook) takes into account some type of activity/outcome that you accomplish using the practitioner research - what you found out. This is where the aims/objectives come in about the outcomes.

Think about planning other things like a trip..



An aim might be to go on holiday to Brittany - so an objective would be to learn to drive so that you can drive to the holiday. You might do some practitioner research - what is the surest way to learn to drive so that you can pass a driving test? you ask driving instructors and drivers who recently took the test and passed - and you take these findings and use some of the techniques to pass your driving test and then drive yourself to the holiday.

What permissions would you need to talk to driving instructors?
What permissions (informed consent) would you need to talk to learner drivers who passed the test?
How would you find the 'sample' (that represent greater number of people) of people - you can't talk to everyone who has passed their test in England! How you choose the people you talk to is important - that is also where the ethics form explains exactly who you want to talk to and why. The criteria you use - e.g. being a AA driving instructor - to choose your participants is a part of the ethical procedures.

The rule of thumb with research is not to bother people if research about your topic is already available -not usually the case but also look for other data-sets that might inform your inquiry - for example

for salary information:
https://nationalcareersservice.direct.gov.uk/advice/planning/jobprofiles/Pages/dancer.aspx
This relates back to the 'sample' literature you have looked at to inform your planning.

There are also a number of good books online about research REFER TO THE Module 2 Reading List - go to the MyLearning site - or you can go directly to the Middlesex Library after you go into the MYUniHub.
Doing your research project: a guide for first-time researchers in education, health and social science - Judith Bell 2010  - EASY TO READ - SCAN FOR TOOLS/METHODS
How to research - Loraine BlaxterChristina HughesMalcolm Tight2010GOOD EXPLANATIONS
Doing work based research: approaches to enquiry for insider-researchers - Carol CostleyGeoffrey ElliottPaul Gibbs c2010 (electronic resource) GOOD FOR INSIDER RESEARCH ADVICE
Doing practitioner research - Mark FoxGill GreenPeter J. Martin 2007 (electronic resource)
Book  - GOOD FOR PROFESSIONAL VALUES - ANOTHER TAKE ON ETHICAL PRACTICE - LOOK THIS UP ON THE LIBRARY CATALIGUE - FOR SOME REASON THIS WAS NOT ON THE LIST - BUT WILL SOON BE (NEXT WEEK) SO TO GET THIS NOW GO DIRECTLY TO THE LIBRARY 


It would be god to scan these - and go back to them if there are points about the practitioner  research that you want to understand more or to plan better...

Some advice about what put on your action list...
http://youtu.be/-xcJOLcaEFQ

Resources from Module 3 Part 7 Organising and analysing data 16.3.15

We had a great session
I hope these slides will help with issues that come up around this time...


Review for Session 2 Module 3 16.3.15 from Paula Nottingham

and here are a few words of advice for this stage:

http://youtu.be/fv4CauHI9_E

I will work on the sound quality... of this when I get home from Edinburgh!

Tuesday, 10 March 2015

Reminder about campus and online Sessions for all Modules - PLEASE RSVP

Reminder about campus and online Sessions for all Modules 

PLEASE RSVP Paula for campus sessions on this blog  AND  directly to Adesola's blog  for online...


5th WEEK 16th of March

Campus Sessions (please RSVP to Paula for attendance)          

M3: Campus Session 2: Monday 16th of March 10am -12pm Room: S110  Shepperd Library
Part 7 Organising and analysing data.

M2: Campus Session 2:  Tuesday 17th of March 10am-12pm Room: CG45 College House
Part 5 Planning ethical practice.

M1: Campus Session 2: Tuesday 17th of March 2pm-4pm Room: CG03 College House
Part 2 Using reflective practice.


Online Sessions that follow same themed discussions. 
PLEASE GO TO ADESOLA'S BLOG TO RSVP
Skype - ADESOLA
(send Adesola a contact request at aonthephone - send 2 days before)

M3: Online Session 2:  Monday 16th of March - Part 7   6-7pm ADESOLA

M2: Online Session 2: Tuesday 17th of March - Part 5   6-7pm  ADESOLA



M1: Online Session 2: Wednesday 18th of  March - Part 2  7-8 pm ADESOLA

Reminder about BAPP Arts blog addresses

Remember the blog addresses are on my blog (search blog addresses) http://paulanottingham.blogspot.co.uk/2015/02/bapp-arts-blogs-spring-2015.html

You could always  cut and paste them into a document for easy access in a file on your computer so the hyperinks are active!!

OR on the main MyUniHub - MyLearning  - main site for BA Professional Practice 135B99X site - these are all updated now.

OR use Feedly as an organiser http://feedly.com - or google Feedly - it is free.

Good conversations about Module 2 areas of interests/deciding on topics - to be added to...

There are some good conversations going on now about areas of interest and topics

Emma mentioned a few and we are talking about how ideas/literature act to underpin and inform the inquiry - others are joining in
http://emmasfirstblogheregoes.blogspot.co.uk/2015/03/crossroads-wording-my-inquiry-title.html?showComment=1425987727842#c6271465092123812194

Emma mentioned creativity in education so I am just passing on a link to the Huffington press that also mentions Ken Robinson's new book (to update what he has said in the past about his issue).

http://www.huffingtonpost.co.uk/mark-aabear/creativity-in-education-a_b_4156960.html