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More detailed Methodology Planning sheet

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More detailed Methodology Planning sheet

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I think students could benefit from a more detailed Methodology Planning sheet with more questions and examples.

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More input and practice on Literature Review purpose and paragraph structure.

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More input and practice on Literature Review purpose and paragraph structure.

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Students often really struggle with the LR as many misunderstand the purpose of the LR  and try to answer their research question.  Perhaps one solution to this is to include materials with a few examples of sections of a LR
a/ which tried to answer the question.
b/ which gave an overview of previous studies linked to the research question.
Through seeing examples, students may have a clearer idea of what a LR entails.

Students also often struggle with paragraph structure in the LR i.e.
Claim, Support for claim, Support from sources (synthesis), Interpretation, Critique. I think there needs to be more input on this, more examples and more opportunities to practice.

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While the PPT's work mostly well in a face-to-face teaching situation, I feel they need to be adapted to an online teaching situation. They should take a flipped classroom approach, by drawing on the key points of the self-study PPT's on MOLE and using the live sessions as a review. I think this could be achieved by setting students specific tasks to prepare for each class, either individually or in a group. This would allow the classes to be more interactive and more student centred. It would also mean that tutors could focus on presenting and spending more time on areas of difficulty for a particular group which would be picked up on using the flipped classroom approach.

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Evaluating presentations is easier in recorded presentation

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Evaluating presentations is easier in recorded presentation

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When we return to f2f, maybe we shouod consider either this as an alternative and/or video recording the live presentations.

I was able to rewind and review, think and reflect on what's missing, how to better give feedback, etc.

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Show students how and where to read feedback

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Show students how and where to read feedback

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I'm not sure they are looking at the text inside the QM AND categoreis AND general comments AND audio, etc. We assume they do, but I really suspect many don't know. I think we should also sent a link to that video everytime we post new marks.

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can we please have more classess planned interactively with online tools (at least until f2f resumes)?
We can take turns preparing them

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Whilest most excercises are fabulous, well planned and effective, sometimes the prposed lesson plans are unrealistic (esp. to slow-readers) and too packed. It would also be easier if we would have all the anwers and notes in one place, instead of on x drive.

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I like the systematic approach adopted in this module. Everything is really clear and well-organised. We know where to find materials and that notes for each week's lessons will be forthcoming well in advance of the lessons. Quick marks have been a boon.

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I think students would greatly benefit from practising paragraphs structure before producing a literature review. They first have to understand how to follow the basic structure and how to ensure coherence throughout a paragraph.

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Change of Tutors - I think that the same tutor should follow the process through from start to finish. Whilst I know/ acknowledge that in some cases this may not be feasible - a change of tutor should only be in exceptional circumstances. This will be of benefit to students. Specifically, students will benefit because they will have a better sense of continuity and consistency, which I believe are very important aspects of teaching and learning. 

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Change of Tutors - I think that the same tutor should follow the process through from start to finish. Whilst I know/ acknowledge that in some cases this may not be feasible - a change of tutor should only be in exceptional circumstances. This will be of benefit to students. Specifically, students will benefit because they will have a better sense of continuity and consistency, which I believe are very important aspects of teaching and learning. 

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Thanks to PIA /API/ IAP for fab and efficient support throughout

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Thanks to PIA /API/ IAP for fab and efficient support throughout

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Some explicit practice how to address feedback ( particularly in-text) would benefit all students - but particularly the weaker ones who often ignore comments they don't understand. This would also help my sanity when I read their next draft with the same mistakes!

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Some explicit practice how to address feedback ( particularly in-text) would benefit all students - but particularly the weaker ones who often ignore comments they don't understand. This would also help my sanity when I read their next draft with the same mistakes!

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When swapping tutors between term 1 and 2 there needs to be an official handover with time allocated rather than informal arrangement as it can create issues/compromise further down the line if not properly discussed.

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Many thanks for your patience and support. Great job!

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Let AES do it. All these last minute changes plus confusion with what they are saying vs what we are saying causes so many problems.

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QuickMarks to add to sets (which I'm happy to share):
Good P.E.E. / Follow P.E.E.
_.E.E - point missing
P._.E - evidence missing
P.E._ - analysis missing
?.E.E. - inapt point
Expand&develop
Proposal, not essay/study
Transition required
Unsuitable conclusion
LR Purpose & common mistakes (explaining to bring findings of studies and map them, not write an essay)
Move from LR (either background or methodology)
method-OLOGY (i.e. bring logic of choices)
Anticipated challenges: no access/participation
2ndary data vs 2ndary sources
and more...

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Students shouls re-submit after draft with Track Changes enabled

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Reconsider repeating aim, objectives and benefits in methodology? Seems redundant to me. If it is meant to be different, clarify this in class ppts as well as to students and us

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Before submitting an entire LR, submit 1 or 2 synthesised paragraphs of 4-6 sources. Only after they can work on the paragraph level can we move to a section level.

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Given common mistakes in submissions, we must better explain & practice the follwoing differences:

1) An essay/article; a study/research; a proposal. The argument in the latter is always: I am proficient in, and can map this field fo knowledge + this is an important gap to close + my study will be watertight.

2) Between what people say and think. >> Why we can't measure positivist qs with semi structred ivs.

3) Between advising (what I recommend/they should do) and reseraching (finding out the truth)

4) In LR: focusing on studies that touch on similar variables or relationships - vs. about the same filed/case study (e.g. not only in china)

5) Likewise in proposing gaps: should propose to study and issue (a good gap is in improving/understanding/rulling out/discovering variables) vs. merely re-studying the same relationship but only in a new field/case study (e.g. already studied elsewhere, I'll do the same in Beiging) - which in most cases will be a weak gap.

6) 2ndary data is not 2ndary sources/study - you still need to do a primary study.

7) no need to sample in 2ndary data! It's already sampled.

8) Setting (in methodology) does not refer to which field (e.g. Beijing) but to immidiate location (office, street, nursery back room, etc.).

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Avoid mixed methods and secondary data for now

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Avoid mixed methods and secondary data for now

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Limit the Method to one mehtod per proposal for this module. They are not ready for mixed methods, and it is very rare in Masters. Let them master one for now.

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Introduce again what is independent study, how to work with a multitude of ideas, weigh, choose and convince.

This should include practicing:
+ Comparison between working with textbook answers and working with open ended study
+ leaving room for doubt - doubt is good
+ asking questions and erring is good
+ What to do before/during/after each session
+ What to do with feedback
+ Who is responsible for your progress
+ reflection and time management

We migh want/need to pass this on up, if we think another module should cover these, or be designed for it.

This is particularly relevant for Chinese students

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Thanks for all your hard work over the past two terms. We've sent instructions your way. Now it's your turn to direct your thoughts to us