The document provides an overview of a campus session for a professional inquiry module. It discusses defining a professional inquiry, stages of the inquiry process like planning and analysis, and requirements for the module assessment including a critical review, professional artefact, and oral presentation. The session focused on understanding expectations, checking progress, discussing findings from research and literature, and getting feedback to move forward with analysis and writing up different parts of the assessment.
3. Three points to get out of the session
An idea about An idea of An idea about
what a how to plan what you
professional for Module 3 need to do in
inquiry is about work terms of
analysis
6. Kolb Cycle
Finding out about your experience.
http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php
http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/kolb_flash.htm
7. Professional Inquiry 7a
What is your definition of a Professional Inquiry?
Spend 3 minutes thinking up and jotting key
words of your
own definition. You might use a picture to help you do
this (in the campus session there are some images on hand).
I think that a professional inquiry is…
9. Professional Inquiry
Drafting
and editing
Structure your thinking Make your points
Explain your thinking
Cross the finishing line!
A process of preparation,
scheduling, doing, evaluating,
putting back into practice, and
reflecting on the process with others
in mind…
http://www.london2012.com/news/articles/double-gold-delight-for-farah.html
10. Professional Inquiry 7a
Paula’s attempt at a definition…
The professional inquiry is a learning approach that develops
knowledge and understanding about a topic area that is
contextualised by your experience and your professional practice.
This process uses steps and stages to allow inquiry questions to
evolve responses or solutions & develop valuable expertise in particular
subject areas. The process uses literature and through practitioner
research to gather information & data, and allows you to think about
the meaning of these issues and interventions that interface with
your work. The artefact demonstrates some of this understanding.
It involves a professional and a personal dimension. There is a
progression in the ability to think through issues and problems using
analysis and interpretation, academic argument (convincing
someone of your point of view using evidence) and critical reflection.
11. Professional Inquiry stages and steps
Where are you now in your process? You could be in several places at once now!
12. Working to your plan
Sometimes people can feel manic in this final module
because things seems to be standing still even though
they are very busy!
So it is good to find ways and peers to help you manage
the stress levels.
This bbc video (click on link) is about stress is for when
you need it…
http://www.youtube.com/watch?v=hnpQrMqDoqE
14. Advice
Update your adviser is a way of organising thinking about your
inquiry
Continue to blog as a way of communication with the BAPP
(Arts) network/SIGs
Communicate with your adviser in a meaningful way – use the
formative feedback throughout the study period
Begin the drafting process by verbally explaining your inquiry
and using the update to start the writing process
15. Look at feedback and discuss
Locate where you are in an update – identify milestones and actions.
16. Formative Feedback
(p. 12, Module 3 Handbook)
Week 1: Formative feedback
After looking at your adviser feedback from Module 2 -
students send a 1 page summary to your adviser with
your inquiry title, your research/inquiry questions and
ideas, ethical issues, literature review up to this point,
changes to your plan, ideas for your artefact, and any
questions or issues that might have arisen for the
module after reading the Module 3 Handbook.
17. 1st Group Exercise
Reviewing your plan… 5 minutes each way
Where are you now? Use KEY WORDS
Discuss with the others in your group:
1) Your topic area & inquiry questions
2) Ethical issues that are involved in the
inquiry
3) What you have done so far in terms of
researching literature
4) What you have done so far in terms of
gathering data
REMEMBER you can use diagrams to and concept mapping to do this.
18. 2nd Group Exercise
Updating your planning… 5 minutes
Using the earlier discussion, spend some time
clarifying with others what you need to do now, and
establish some action points that can be discussed
with your adviser (write them down).
Action:
Action:
Action:
19.
20. Module 3 Assessment – 3 main parts
Part 1: The Critical Review
It is primarily written but can contain visual or audio visual
elements showing the process of investigating a topic
(practitioner research) with analysis that has implications for
your practice.
Part 2: The Professional Artefact
a product or a work in progress that is created - it can be a
document, an event, or an activity - it can be something that
informs others in your community of practice or workplace -
the artefact should emerge from the inquiry
Part 3: The Oral Presentation
an in person/ audio-visual demonstration that shows that you
have progressed in your ability to show knowledge and
understanding that is based on your ‘inquiry’
21.
22.
23. Formative Feedback Analysis
Week 4: Send adviser 1-2 paragraphs as a sample of your inquiry
analysis. Formative feedback will be given on the structure, the
quality of the arguments and the quality of the supporting
evidence discussed.
Analysis of practitioner Analysis of inquiry
research and literature activity and critical
(what have you found reflection (how do your
out and what does it findings relate to your
mean?) larger inquiry question
and your work?
24. Using ideas for analysis
Literature can to ground your understanding in the expertise of others.
Literature can help you analyse what people have said to you through
your practitioner research (your findings).
Literature about your Literature that informs
topic area - to review your inquiry process –
expertise and earlier theory from the
analyse where your Readers (e.g.
research fits in with networking theories)
the knowledge and or books about
experience of others research (e.g.Bell)
25. Do your have a literature review that you will
inform your inquiry?
26. How do you carry out a literature review?
The literature review for the inquiry is more comprehensive than
Module 2 - which showed you how to find and review individual
pieces of literature – look at Reader 7.
Carry out a literature review for your topic and discuss
how the literature and professional sources have
provided theories and concepts that inform the inquiry
you have undertaken.
Remember digital resources are available under the
Reading Lists tab on Libguide
http://readinglists.mdx.ac.uk/lists/1CBC3E89-922A-1358-5E5B-
E27149E704B8.html
27. How do you carry out a literature review?
Jo and Ahmet and Paula suggest criteria:
1. Relevance
2. Time and place written (currency)
3. Level and expertise
28. How do you analyse practitioner research?
Observation, survey, interview, focus group, literature (includes
documents that you find during your practitioner research)
Review Reader 6 Tools
Qualitative Mixed Quantitative
Findings are the result of your ‘coding’ the data (the evidence from
what people said) to find common or ‘significant’ themes. What
were you trying to find out? What did your participants say in
response to your questions? This is your interpretation and
analysis of the findings.
29. Group exercise
Discuss one of your emerging findings
from your inquiry practitioner research
and discuss what it means and how it
relates to your practice.
What did your How does this finding
participant say and relate to your larger
how does this inquiry question and your
compare to your work?
expectations or
literature?
31. Blog topics
p. 8-9 Module Handbook
• Updates on inquiry progress and sharing discoveries
• Reviews of campus sessions
• Commentary on discussions with your peers and SIGs
• Reflections on working collaboratively
• A conversation with professional externals to the BAPP
(Arts) network – put up their thoughts or have them
comment
• Thoughts about your artefact – what is it and who is your
audience – is it a product or a work in progress? …
32. Points to take away from this session
A good sense of A good sense of A good sense of
direction for what to do and the analysis and how
you need feeling that the to use others to
job is achievable. enhance critical
thinking.
33. Next Campus session…
More on writing More on the More on working
up the Critical Professional with others
Review Artefact about your ideas
