How to Add Existing Field in One2Many Tree View in Odoo 17
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.