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Dear Samantha, All,
My colleague Tom Burns and I decided to introduce our first year Education Studies students to real qualitative research - inviting them to pick an area of learning, teaching or assessment that interested them - and to conduct a small piece of research using a creative research method - basically anything BUT a questionnaire.
We scaffolded this first with many playful and creative multimodal practices - which we later returned to - and revealed that as we had used them to get them talking and thinking - they might also constitute powerful research methods that would gather rich data for analysis.
So wwe started by using some of those very potential creative research methods as ways of getting the students to bond and belong as a cohort - that is - we spent a lot of time getting them to be with and talk with each other.So - in the first class we had them coming up with good questions to ask us about the module.We used Topic- and Image Mediated Dialogue to seed discussion (see also Palus & Drath: http://www.ccl-explorer.org/wp-content/uploads/2012/01/Mediated_dialogue_Palus-and-Drath1.pdf) in successive classes...
We then moved on to more visual practices (http://about.brighton.ac.uk/visuallearning/ and http://about.brighton.ac.uk/visuallearning/visual-research-methods/)We asked the students to make individual collages in week four - reflecting on their early student experiences - and then to free write *to* their own collages...We asked students to represent their participant observation work (week five - exploring the university's formal and informal learning spaces) - as multimodal artefacts (animation, video, poetry, knitting, 3D models etc) - which were displayed in an Exhibition (week 7) ...We asked for Rich Pictures (http://systems.open.ac.uk/materials/T552/) when we started a new topic.And we asked students to Develop a Digital Me - which we *showcased* rather than assessed (https://epacks.londonmet.ac.uk/posters-digital2/).
We also analysed poetry, 3D models and videos over several weeks - as a way into practising the analysis of the rich data that might be gathered...
See also Pauline Ridley and Angela Rogers (2010) Drawing to learn: http://about.brighton.ac.uk/visuallearning/drawing/
best,Sandra & Tom
On 19 March 2018 at 15:11, Hosseini, Dustin <[log in to unmask]> wrote:
Hi,
I’d like to second this question, especially in terms of using technology-enhanced learning and teaching as we are looking at ways of creating a fully online research methods course.
Thank you.
Best wishes,
Dustin Hosseini, BA MA FHEA
Digital Education Facilitator / Senior Teaching Associate
Lancaster University Management School
B83, Lancaster, LA1 4YX
T: +44 (0)1524 510395<image001.png> @DustinAcEd
<image002.png> @dustinofglasgow
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From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Buxton S.L.
Sent: 19 March 2018 13:41
To: [log in to unmask]
Subject: Making research methods for business more interactive and current
Dear Colleagues,
I was hoping to pick your brains about research methods?
I am looking at making it more interactive and current for business management students. I was just wondering if anyone had any experiences they would be willing to share.
Many thanks.
Best wishes,
Sam
Dr Samantha L. Buxton
Lecturer in Business Analytics
School of Management
Swansea University
Singleton Park, Swansea, SA2 8PP, UK
Dr Samantha L. Buxton
Darlithydd mewn Dadansoddeg Busnes
Ysgol Rheolaeth
Prifysgol Abertawe
Parc Singleton, Abertawe, SA2 8PP, DU
School of Management, Swansea University … a different kind of business school
Yr Ysgol Rheolaeth, Prifysgol Abertawe... math gwahanol o ysgol fusnes
--
Sandra Sinfield
University Teaching Fellow
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