Module Three Focus Call
I feel that this was the most beneficial out of all the Group Skype calls I have had during the course. I think the concept and structure of the calls was quite difficult to grasp at the start, however now being on module three and having experienced these for a year we are all used to how they work and the calls seem to flow a lot more.
We started by introducing where we were with our inquiry so far and what we wanted to discuss during the call.
Here is a summary of what i took away from the call-
Key Points
Literature
Emma seemed to be quite far into the process of the inquiry (which made me slightly panic, but also reassured me) She said how the literature enabled her to put out her survey already and that it opened up different questions and ideas of interest for the inquiry. Emma has looked into other areas and cultures, which made it apparent that in the UK we are actually a lot luckier than we think we may be when it comes to arts in education. Adesola made a point of making sure we understood that just because one piece of literature says one thing, doesn't mean that it is concrete evidence.
Eleanor talked about how she has broadened her literature search, and not confined herself to just purely the area of her inquiry. This has enabled her to realise ideas surrounding her topic that she may not have thought about otherwise. She has also looked into areas of historical research.
Henry also agreed and said he had been using historical research, which can bring context to his inquiry.
Jessica discussed how her literature has meant her initial interview question ideas have changed. Questions she originally has wanted to ask had been answered within her literature. Jessica said how she could still use these questions, as other people may have a different opinion on the one voiced in the literature.
From listening to others views on literature it has made me realise I need to be a lot less restrictive with my data. I need to look outside the box. Just because literature I may fine is historical, does not make is un-relevant, as this can help to give my inquiry context.
Data collection tools (interviews, questionnaires and surveys)
It was interesting to hear Emma's experience with her surveys so far. I had been under the impression I would ask mainly closed questions and have very little opportunity for my participants to write on my surveys. O it was very interesting to hear how Emma's boxes for descriptions were generally used more than the tick boxes.
Helen said how, without realising, we are being creative ourselves when creating surveys and how, with these descriptive explanation boxes, this gives others a chance to be creative with their answers, rather than being restricted to a choice of answers that may not be suitable to that person.
It was discussed how social networking can be a great platform for posting surveys - a method I intend to use once I create my survey.
We discussed about leading questions and how it can be very difficult to avoid doing this. Also we must ensure that we do not ask question simply to try to get the response we want.
Don't let our inquiry be driven by the answers we want.
The Artefact
Henry brought up the artefact, which I am really grateful for as I had been panicking about what to do with this.
Adesola reassured us that we should not be thinking about this yet, as this would mean pre-empting the results we will get from our inquiry.
Analysing Data
Henry also brought up the issue of analysing data - specifically quantitative/qualitative. An issue I am also dealing with.
Numbers could mean we loose the essence of the inquiry.
Data in it's raw form is not helpful, so it is down to us as the researcher to join the dots and link the ideas.
We started by introducing where we were with our inquiry so far and what we wanted to discuss during the call.
Here is a summary of what i took away from the call-
Key Points
- Don't be driven by answers
- The role of interviews/ surveys/literature is not to consolidate what we know and it is not there to back up our support out opinion.
- Our inquiry isn't to affirm what we know, it is to open doors.
- Don't lead our participants in their answers.
- Think 'outside the box' with literature and don't limit ourselves.
- Don't think about The Artefact yet.
- When allaying data don't use it as a place to air our own views. We are reviewing it from our own point of view, but we are not critiquing it.
Literature
Emma seemed to be quite far into the process of the inquiry (which made me slightly panic, but also reassured me) She said how the literature enabled her to put out her survey already and that it opened up different questions and ideas of interest for the inquiry. Emma has looked into other areas and cultures, which made it apparent that in the UK we are actually a lot luckier than we think we may be when it comes to arts in education. Adesola made a point of making sure we understood that just because one piece of literature says one thing, doesn't mean that it is concrete evidence.
Eleanor talked about how she has broadened her literature search, and not confined herself to just purely the area of her inquiry. This has enabled her to realise ideas surrounding her topic that she may not have thought about otherwise. She has also looked into areas of historical research.
Henry also agreed and said he had been using historical research, which can bring context to his inquiry.
Jessica discussed how her literature has meant her initial interview question ideas have changed. Questions she originally has wanted to ask had been answered within her literature. Jessica said how she could still use these questions, as other people may have a different opinion on the one voiced in the literature.
From listening to others views on literature it has made me realise I need to be a lot less restrictive with my data. I need to look outside the box. Just because literature I may fine is historical, does not make is un-relevant, as this can help to give my inquiry context.
Data collection tools (interviews, questionnaires and surveys)
It was interesting to hear Emma's experience with her surveys so far. I had been under the impression I would ask mainly closed questions and have very little opportunity for my participants to write on my surveys. O it was very interesting to hear how Emma's boxes for descriptions were generally used more than the tick boxes.
Helen said how, without realising, we are being creative ourselves when creating surveys and how, with these descriptive explanation boxes, this gives others a chance to be creative with their answers, rather than being restricted to a choice of answers that may not be suitable to that person.
It was discussed how social networking can be a great platform for posting surveys - a method I intend to use once I create my survey.
We discussed about leading questions and how it can be very difficult to avoid doing this. Also we must ensure that we do not ask question simply to try to get the response we want.
Don't let our inquiry be driven by the answers we want.
The Artefact
Henry brought up the artefact, which I am really grateful for as I had been panicking about what to do with this.
Adesola reassured us that we should not be thinking about this yet, as this would mean pre-empting the results we will get from our inquiry.
Analysing Data
Henry also brought up the issue of analysing data - specifically quantitative/qualitative. An issue I am also dealing with.
Numbers could mean we loose the essence of the inquiry.
Data in it's raw form is not helpful, so it is down to us as the researcher to join the dots and link the ideas.
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