Reflections on 3rd week’s session using PBL tutorials (10th October)

I have been continuing to tweak my working title for this enquiry. So far I have firmed up on these:

How do students benefit from tutorials in this age of mass intellectualisation?

How can tutorials be effective in a student’s learning process?

The most valuable thing I got out from this tutorial (with Pras and Abbie) is our expectations of a tutorial through the eyes of a student vs tutor? If I can position this enquiry starting with stating/defining what a tutorial could/should be about.

I have looked at a case study from Liverpool Hope Business school where tutorials are not effective and they have turned into mini lectures by tutors. I have also made connections of this with my own tutorials with students where they use the session as a answer to technical questions. So, is there a way to formulate a set of “rules”.  In that case study, the students were expected to read materials, write questions and participate in discussions within the tutorials

I started to think what could help me in setting up student tutorials as the large cohort can be repetitive, confusing for me and restrict my ability to spot distinct individual works.

1. Set up a tutorial form and let them know they need it before tutorial

2. Ask student to write down concise explanation of project

3. Ask student to write what have they read, researched

4. Track their individual progress in a chart, document folder.

5. I need to decide if group or individual tutorial is appropriate.

6. How about student-led discussions? Set time limit for each?

7. Can be a challenge to encourage active participation.

I have started to look into various methods and have researched more in-depth into each approach. I will need to narrow down to just a few. To use these in my enquiry, I will need to draft out a scope of work. At the same time, I am also starting to formulate (initial) questions for the survey/questionnaire.

Next steps

Consider possibilities of further defining working title and perhaps removing the word “effectiveness”. Alternatively, I could change into “uses” instead which allows my enquiry to become an understanding case study. This is what I need to firm up!

Methods so far I have discussed are:

Questionnaire

Backcasting

Behaviour mapping

Observations – tools to use within tutorials?

(I might need to research further into these.)

For my ethics and consent form, I have to include the various impact that I can foresee in using observations. My plan is to ask my peers (tutors) to conduct observations on my behalf. This method might need to have a rethink. So, need to re-iterate on my participant information sheet and consent form. I have stated my action plan but it would be good to redefine or re-iterate if my methods shift.

Reflections on 2nd week’s session on Methods of Inquiry (3rd October)

After leaving the RCA for more than 12 years, today is the day where I get a recap of all the methods used in academic research.

Yes, it’s all coming back now……..

We discussed methods as tools and methodology as approach. This is pretty good to describe what we are going to do in the next few weeks where we will be using multiple methods to do research and collect data. Our discussion includes:(my comments in brackets)

Questionnaire: Specific, intended for the masses and generate metadata study

Photovoice: Open-ended and subjective approach. (Quite like to think that this can provide some sort of grounding for my work in situating the physical context)

Interviews: Permissions from conversations, Visual cues and links for interviewers.(Need to use this to gather my primary data)

Email Interviews: Non real-time and can be done in various languages (Possibly useful for my approach to gather interests in very early stage.)

Observations: Natural Settings (I read about participant and non-participant type where i can use either to gain understanding)

Photo Elicitation: John Berger’s Ways of Seeing Book, Inspire/trigger and choice of images is important. (This can be the outcome of Photovoice and i can use this in Focus Groups later)

Focus groups: Importance of Transcripts and Participation. (Something that I need to read up)

Case studies: Various inputs and a range of data can be collected. (Most suitable/relevant method for my enquiry so far)

Ethnography: People in natural setting. (In the consultancy that I used to work in, we do this often)

Auto ethnography: Self-reflective. (Interesting read: Paris is burning.)

Practice based research: Related to discipline. Practice also means making? John Wood’s 2000 History of Writing in Art Book.

User Journey: Mapping process.

Drawing: Visualisations.

Cultural probes.

Narrative enquiry.

Action research: Problem solving to a certain extend.

My group discussions is with Jenny, Josef, Matt and Laura. We tackled

Questionnaire

and Photovoice.

At the end of the long day, I have started to rethinking my working title and the methods I might use: Photovoice and Observations has their pros and cons. I have also started to think about Sub-questions and biases that I might have during the inquiry.

Focus Groups seems quite a good way to summarise and position the data collection. This session will have to be recorded. Participants have to be informed before start of session and I have to remember to request permission to use their words. I need to come up with a Consent form.

We concluded the day with us being Insider Researchers, which does provides an empathetic perspective on our inquiry which can be challenging…