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Review of Analysis and Learning
    For the Critical Review

         Module 3
      Campus Session 3


        Paula Nottingham 23/3/11
Introduction
• This is the 7th week of the semester (12 weeks total)
• Easter break is 2 weeks – staff might be on annual leave
• 1 or 2 paragraphs of sample analysis to Adviser?
• Drafts of first two sections of your Critical Review and
  outlines of your Professional Artefact should be ready for
  your adviser around now (before Easter) let advisers know
  if you will be sending these in later for formative feedback..
  The second two sections will be due in Week 10.
• The due date for the Critical Review and the Professional
  Artefact are the 14th May (two months away).
• The 4th Campus Session when???
• Presentations will be the 28th May - you can state a
  preference now for these dates in am/pm slots.
1 or 2 paragraphs analysis
• This is an exercise to guide you to see how you are going to
  analyse the findings form your gathered data. It is about
  applying the ideas about analysis to your particular situation.

• Think about one example of what you found out and what it
  means – compare that to what the experts said in the
  literature, your expectations of what you thought you would
  find out, and (if you can at this point) to other data that you
  gathered (is it different? or similar?). How does this example
  affect how you think about what you do?

• Use this same strategy when analysing more of the findings.
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
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.
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 inquiry has been a way to gather data
about something, a phenomenon or event or development or
change. Often the findings are of great interest because they
relate to how things actually are in your work environment.

The inquiry tools that you used should have provided you
with the evidence that you need for your inquiry. If not… why
not?
Analysis of Findings: possible points to consider

How do your findings relate to your literature i.e. earlier
perceptions of the topic or critical arguments about the
topic/issues/phenomenon? Use examples from your
literature.

Did the activities/events/interventions relate to your findings?

Conclusion of this stage - what implications/benefits/impact
did your inquiry have to your professional practice? Your
workplace? Your community of practice?

What additional knowledge and understanding do you have
about your professional practice? Possible further inquiry
topics?
Tools that were used for the Professional Inquiry
Make sure to thoroughly discuss the one you used in your
analysis.

Literature
Observation
Survey
Interview
Focus Groups

Don’t forget other gathering data tools like participant observation from
your private journals, the gathering of documents while doing interviews,
workshops, etc. You may have gathered visual or audio-visual materials
that you need to consider for anonymity (this depends on the consent
issues you agreed with your participants).
Analysing Observations (revisited)
The data is gathered and displayed as descriptions, quotes,
diagrams to show relationships, quantitative charts/displays
to show quantitative data, audio, audio-visual, and
photographic evidence, etc.

Your observations record what has happened sensitively
and appropriately to issues of ethics, permission and
confidentiality.

You need to report an understanding of the context for the
event or meeting that was observed in order to draw
conclusions 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 the
coding process (Survey Monkey can export this data):

1. Develop the coding frame for both pre-coded (closed) and open
questions.
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 the
data).

Interpretation involves identifying significant results, trends, patterns,
similarities and differences and offering an explanation for them. This
can be expressed in the form of numbers or words in your findings.
Analysing interviews (revisited)

The analysis of data collected from interviews can be
complex. It has been collected within a certain context or a
variety of different ones and must be analysed with that in
mind.
The qualitative researcher can categorise (code) data that
has emerged into themes. Quotes can be selected
because they typify the data (common responses) or there
might be some statements that are significant though only
said once (significant).

The data is organised so that comparisons, contrasts and
evaluations can be made with the aim of finding the
meaning of the evidence presented.
Managing data from interviews/focus groups (revisited)

 • Generally the interview data is transcribed into written
   findings but it can be in an audio of audio-visual format
   (depending on what has been agreed).
 • Quotes should be written as they are spoken, and you
   can add in non-verbal responses to the text like pauses.
 • Ethically, this data is kept in a secure place that you
   describe in your writing up, and is only viewed by the
   original researcher although in some cases academic
   advisors may need to check this process.
 • In this case, transcriptions and tapes should be kept until
   the end of the programme.
Harvard citation and bibliography
The use of citation for words and images – any ideas that are
quoted or paraphrased – you must reference these in a
Bibliography,

Review university guidelines on copyright.

Use Harvard referencing – WORDS and PICTURES

Advice on Harvard Referencing is in the Programme Handbook
and under the Writing Tab for the BAPP Libguide
Supporting Evidence as 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.
Critical Reflection
Critical Reflection - a critical self-analysis of the learning journey based
   on your learning journal

Have your acquired new knowledge and understanding about yourself?
  Your job? Your workplace? Your community of practice?
  What is it? explain by

Your 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?
Q&A from Module 3 BAPP
1. 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.
Q&A from Module 3 BAPP
2. 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.
Q&A from Module 3 BAPP
3. 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.
Q&A from Module 3 BAPP
4. 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.
Q&A from Module 3 BAPP
5. 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 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 activity is integrated into the inquiry process.
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. As Adesola has pointed out, it is not the
   next step but represents an output that has a professional focus.

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Final 23.3.12 cs3 mod 3 review of analysis and learning 3760

  • 1. Review of Analysis and Learning For the Critical Review Module 3 Campus Session 3 Paula Nottingham 23/3/11
  • 2. Introduction • This is the 7th week of the semester (12 weeks total) • Easter break is 2 weeks – staff might be on annual leave • 1 or 2 paragraphs of sample analysis to Adviser? • Drafts of first two sections of your Critical Review and outlines of your Professional Artefact should be ready for your adviser around now (before Easter) let advisers know if you will be sending these in later for formative feedback.. The second two sections will be due in Week 10. • The due date for the Critical Review and the Professional Artefact are the 14th May (two months away). • The 4th Campus Session when??? • Presentations will be the 28th May - you can state a preference now for these dates in am/pm slots.
  • 3. 1 or 2 paragraphs analysis • This is an exercise to guide you to see how you are going to analyse the findings form your gathered data. It is about applying the ideas about analysis to your particular situation. • Think about one example of what you found out and what it means – compare that to what the experts said in the literature, your expectations of what you thought you would find out, and (if you can at this point) to other data that you gathered (is it different? or similar?). How does this example affect how you think about what you do? • Use this same strategy when analysing more of the findings.
  • 4. 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
  • 5. 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.
  • 6. 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 inquiry has been a way to gather data about something, a phenomenon or event or development or change. Often the findings are of great interest because they relate to how things actually are in your work environment. The inquiry tools that you used should have provided you with the evidence that you need for your inquiry. If not… why not?
  • 7. Analysis of Findings: possible points to consider How do your findings relate to your literature i.e. earlier perceptions of the topic or critical arguments about the topic/issues/phenomenon? Use examples from your literature. Did the activities/events/interventions relate to your findings? Conclusion of this stage - what implications/benefits/impact did your inquiry have to your professional practice? Your workplace? Your community of practice? What additional knowledge and understanding do you have about your professional practice? Possible further inquiry topics?
  • 8. Tools that were used for the Professional Inquiry Make sure to thoroughly discuss the one you used in your analysis. Literature Observation Survey Interview Focus Groups Don’t forget other gathering data tools like participant observation from your private journals, the gathering of documents while doing interviews, workshops, etc. You may have gathered visual or audio-visual materials that you need to consider for anonymity (this depends on the consent issues you agreed with your participants).
  • 9. Analysing Observations (revisited) The data is gathered and displayed as descriptions, quotes, diagrams to show relationships, quantitative charts/displays to show quantitative data, audio, audio-visual, and photographic evidence, etc. Your observations record what has happened sensitively and appropriately to issues of ethics, permission and confidentiality. You need to report an understanding of the context for the event or meeting that was observed in order to draw conclusions from the data.
  • 10. 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 the coding process (Survey Monkey can export this data): 1. Develop the coding frame for both pre-coded (closed) and open questions. 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 the data). Interpretation involves identifying significant results, trends, patterns, similarities and differences and offering an explanation for them. This can be expressed in the form of numbers or words in your findings.
  • 11. Analysing interviews (revisited) The analysis of data collected from interviews can be complex. It has been collected within a certain context or a variety of different ones and must be analysed with that in mind. The qualitative researcher can categorise (code) data that has emerged into themes. Quotes can be selected because they typify the data (common responses) or there might be some statements that are significant though only said once (significant). The data is organised so that comparisons, contrasts and evaluations can be made with the aim of finding the meaning of the evidence presented.
  • 12. Managing data from interviews/focus groups (revisited) • Generally the interview data is transcribed into written findings but it can be in an audio of audio-visual format (depending on what has been agreed). • Quotes should be written as they are spoken, and you can add in non-verbal responses to the text like pauses. • Ethically, this data is kept in a secure place that you describe in your writing up, and is only viewed by the original researcher although in some cases academic advisors may need to check this process. • In this case, transcriptions and tapes should be kept until the end of the programme.
  • 13. Harvard citation and bibliography The use of citation for words and images – any ideas that are quoted or paraphrased – you must reference these in a Bibliography, Review university guidelines on copyright. Use Harvard referencing – WORDS and PICTURES Advice on Harvard Referencing is in the Programme Handbook and under the Writing Tab for the BAPP Libguide
  • 14. Supporting Evidence as 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.
  • 15. Critical Reflection Critical Reflection - a critical self-analysis of the learning journey based on your learning journal Have your acquired new knowledge and understanding about yourself? Your job? Your workplace? Your community of practice? What is it? explain by Your 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?
  • 16. Q&A from Module 3 BAPP 1. 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.
  • 17. Q&A from Module 3 BAPP 2. 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.
  • 18. Q&A from Module 3 BAPP 3. 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.
  • 19. Q&A from Module 3 BAPP 4. 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.
  • 20. Q&A from Module 3 BAPP 5. 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 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 activity is integrated into the inquiry process. 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. As Adesola has pointed out, it is not the next step but represents an output that has a professional focus.