#becomingeducational W15: TMD this- analyse that

There’s something in the air… STRESS!!

In response to the strain that we saw and felt – we asked you to find and LIKE our #studychat FaceBook page: https://www.facebook.com/LondonMetStudyChat/ – we post study tips and advice there – all designed to help you study better – lose your stress – get those grades… For example:

STRUGGLING TO KEEP UP? TRY THE SWISS CHEESE METHOD:
https://www.youtube.com/watch?v=tEyRuTe3A-0

Sometimes you have to forget those weeks where you did not do it all – do not go back there and try to catch up – you will feel like you’re downing – you will feel like you can never succeed – so just STOP!!

Catch up with THIS week – and NEXT week… and if you do have some time – choose which sessions that you have missed to catch up with… Start managing your studies TODAY – – stop drowning – start smiling – form that study group!!

Pixton6

Quick re-cap – we’re preparing for your RESEARCH REPORT

So we are spending a few weeks on DATA ANALYSIS. Analysing your data well makes all the difference to your final report – and to the final grade that you get. Every one of these analysis weeks is important! So – make sure you pick up the analytical tools that you need to do well. Last week we looked at analysing data collected from Topic Mediated Dialogue (TMD) – and this is ALSO HOW YOU WOULD APPROACH ANALYSING ANY WRITTEN DATA.

Collecting data from TMD

  • Record and transcribe the discussion
  • Make notes whilst listening to the discussion
  • Transcripts from digital discussions (such as via email or whatsapp)
  • Ask the participants to summarise their discussion in some way – in writing… E.g. write a paragraph, write a poem…

Analysing written data:

  • As you would a poem …
  • SLOWLY – spend time with it…
  • Hi-lite key words and phrases
  • Look for themes and motifs
  • Check your analysis with participants.

Last week’s TMD included the prompts

  • How does the notion of ‘cheating’ help you think about and understand assessment: the what, the why and the how? 
  • What does the notion of ‘cheating’ say to you about learning – and about teaching?
  • What does ‘cheating’ say to you about the relationship between students, teachers and the university – and about the purpose of higher education?

We then asked you to produce your own POEM – these become the written data that we will analyse PLEASE BRING YOUR POEMS TO W16 CLASS (Weds 3rd Feb – back in our usual classroom)? BUT FIRST – we explored a poem written by Kevin Hodgson.

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Steal this poem

STEAL THIS POEM: http://dogtrax.edublogs.org/2014/01/16/rhizo14-steal-this-poem/  was written by someone else in response to the same sort of prompts as you… And we asked you to:

  • Read on your own – hi-lighting key words and phrases
  • Discuss in pairs and small groups:
  • What is it saying overall?
  • What is it saying in each line?
  • What themes or motifs are emerging?
  • What does it say about teaching, learning and education?

And finally – to consider: If these were your data – how would you write up your Report: Findings; Discussion; Conclusion; Recommendations?

Bye bye Mentors

After a lively discussion – we prepared to say good bye to the Mentors – but first – we were asked to bring in an OBJECT that represented the Mentor relationship to you… Can you see this as another QUALITATIVE RESEARCH METHOD? I can…

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