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At my workplace we reflect on different experiences that we do with children. We get children's feedback by asking them if they liked it, what they liked and what they would change. We also gather feedback by children's engagement and participation. This isn't necessarily data which we write down but we use this to inform our next planning. 

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At my workplace we reflect on different experiences that we do with children. We get children's feedback by asking them if they liked it, what they liked and what they would change. We also gather feedback by children's engagement and participation. This isn't necessarily data which we write down but we use this to inform our next planning. 

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When I was in school as a student, I had trouble leading groups. I had all the leadership knowledge and hard skills, but I could not consistently get my group members to follow my instructions. I ended up asking my peers for advice, and after talking to a few other student leaders, I noticed some trends emerging from their responses. The main themes were that I lost my temper too easily, and I was too strict and inflexible. I have been working on these weaknesses since, and I think I have become a much better leader thanks to the data.

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Working with children outside of school, the majority of soft data we collect is representative of activities they have completed through photos, paintings, and crafts. We collect it to show that we are completing our Company-goals and Session-goals, that are tied to reports we write about the activities.

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University course - collecting flower data

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University course - collecting flower data

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In an ecological course in my undergraduate about 7 years ago, I had to observe and collect data on flowers that were in the Botanic Gardens. This included soft data like colour, species, and bloom category. This was for cataloging and categorising blooming flowers at that particular time of year.

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In a previous job I was responsible for collecting client feedback, refining, and adding to a report.  The report was later read by senior stakeholders and used for decision making and informing company direction.

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In a previous job I was responsible for collecting client feedback, refining, and adding to a report.  The report was later read by senior stakeholders and used for decision making and informing company direction.

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during my last course I had placement in a local school and as a part of our course we had to find a student who were facing some learning issues and then providing remedial measure. So, I found that one girl of standard 9 was not at all responding in the class. interestingly, when I look at the assessment results(quantitative data) she was having very good results. To find out why she was not responsive in class I collected a lot of qualitative data like language spoken at home, home environment, things she was interested in, favourite support, when she speaks in class, favourite subjects and lot more and after analysing all these things i come to the conclusion that she was very shy in nature and was having problem in expressing herself even though she knew all the stuff that were asked in the class.

# data[].attributes.subject
during my last course I had placement in a local school and as a part of our course we had to find a student who were facing some learning issues and then providing remedial measure. So, I found that one girl of standard 9 was not at all responding in the class. interestingly, when I look at the assessment results(quantitative data) she was having very good results. To find out why she was not responsive in class I collected a lot of qualitative data like language spoken at home, home environment, things she was interested in, favourite support, when she speaks in class, favourite subjects and lot more and after analysing all these things i come to the conclusion that she was very shy in nature and was having problem in expressing herself even though she knew all the stuff that were asked in the class.

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Back in the 90's at what is now Droid Federation University, for a Tourism Marketing undergraduate subject, our group created a survey as part of a research project for Sovereign Hill (SH). We wanted to know if visitors to SH also new about the Eureka Stockade Memorial and diorama and whether they visited this site as well. We bundled up our soft data into an executive summary and report complete with recommendations. I think we used a program like Statistical Package for the Social Sciences or something crazy like that and there was some mad t-test data.

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Survey of what students would like to prioritise

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Survey of what students would like to prioritise

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Last year I taught a free supplementary intermediate language class. As a supplementary class, I wasn't bound by any sort of assessment or curriculum. Rather than deciding myself what I would teach, I created a survey of different language skills (listening comprehension, essay writing, impromptu speaking), vocabulary sets (medical, banking, dating, etc) and other linguistic features (character origins, slang, etc). I sent this survey to the students and used the results to determine my lesson sequence planning.

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In high school I wrote a personal interest paper in my society and culture class on happiness. As part of the paper I needed to collect some data I used my class as well as my class in Denmark for comparison. I gained both quantitive and qualitative data. To do this I used interviews and data. I also used statistics from the happiness institute. All my data was used to create a story on happiness and what contributes to happiness.

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My previous work was responsible for publishing a number of economic measures for the Australian economies. As part of this process, we had to quality assure various indsustries' performances (eg. travel, retail, mining sectors).

We would ensure that that the intiial figures presented were aligned with the narratives coming through news articles and survey responses. If there was a disrepency between the data and the prevaling narratives, further exploration would be undertaken to determine the source of the difference, including researching for conflicting narratives.

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Student Experience of Learning and Teaching surveys

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Student Experience of Learning and Teaching surveys

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At the end of each course in my previous degree, students are encouraged to participate in surveys that evaluate the course and teaching academics. Both quantitative (e.g. rate satisfaction out of 5) and qualitative (e.g. feedback on teaching staff) data are collected in the survey.

As a student, I often checked the quantitative data, such as overall satisfaction rate and workload, to compare the elective courses I wanted to take.

When I worked as a tutor for a course, I looked at the qualitative data where students provided feedback on how well I helped with their studies and suggestions for improvement.

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Not data that I have collected, but I have been surveyed each year since I was 15 as part of the LSAY (longitudinal surveys of Australian youth). The survey looks at Australians over 10 years from their mid-teens to mid-twenties.

The data gathered is on study, work, mental health and the like, so is all qualitative.

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I remembered one of my college classes including a project work.

we where analysing how people deal with left over food, and we used a survey to collect the actions taken by participants.
and then we analysed the major obstacle they faced on finishing food/ keeping left over.

for example, most of the participants that have left over because their family tend to cook a variety of dishes for children.
And one of the reason why they did not keep the left over for next meal might be only a small amount, but no small container. Or take too much space in the fridge.
Or concern about the food quality.
Or forget there is left over

As a result, our project aimed to purpose several ways to help to solve these problems. For example, we purposed a timer-containing food box, which can set a timer to remind that these food should be finished.
So that can help on the food wastage problem.

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I realised my children were struggling with their emotion regulation in the afternoons on some days, and not as much on others.

I spent the next two weeks observing their demeanor each afternoon/evening to identify any common occurrences on the days that they appeared to struggle the most.

I found that most often those days aligned with attending after-school care, so I came to the conclusion that they were becoming overwhelmed at care and this was resulting in them having difficulty regulating.

This data collection was was observation and climate-based, and it ultimately led me to an outcome. Though, I must admit, I hadn't specifically considered it 'collecting data' at the time, so this has brought a new perspective to things.

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I used to volunteer at a small non-for-profit organisation that was government funded. They were responsible for community development and community consultation in relation to all aspects of community development (for example school upgrades, bus routes and community gardens).

During my time there, I worked on a program that looked at the route a bus took through the local neighbourhood. The bus route had to be changed due to roadworks and we were able to suggest new routes and consult with the community about which route would be preferred as well as discussing any ideas or concerns relating to the bus route. During a community festival, we set up a stand and collected data. We used a combination of quantitative and qualitative data. Not only could people vote for a preferred route, they were also able to fill out a survey with open ended questions and chat with us about their ideas and concerns. After this festival we had a very good idea about the communities needs and were able to implement a solution that addressed the concerns of the community.

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During my previous degree I was in a class called 'Teaching Languages' and it was in this class that I decided to investigate the reception of direct and indirect feedback on 3 people's Japanese assignments. In this instance, I had my participants rate the 'usefullness' each piece of feedback on a scale of 0-2. 0=unhelpful, 1=partially helpful, 2=helpful. By having conversations and taking notes of our conversation to record soft data, I was then able to extend my observations to patterns I saw in their feedback ratings to find new information. By utilising soft data with other recorded information you can inform and strengthen your findings. In my case because of trying to 'quantify soft data' through the rating system, my findings suggested different types of feedback being more effective at different stages of language proficiency.

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In the very first year of art school, I collected “ultra-soft” data for a project in the course named “introduction to photography”. With my camera, I went for the same walk through the city at four different times of the day. During each of the four walks, I stopped at exactly the same points I had selected to take pictures. In the end I had four series of photographs of the same places, with four different types of light. The series revealed how the different lights on each of the walks completely changed the aspect of things. The collected data was a visual observation of something quite obvious but to which many people tend to pay very little attention. It illustrates the expression quoted by James-Ward “The last thing a fish notices is water.”

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In 2005 in Canberra, ACT I was employed at a local financial institution. We noted that requests to customers to register interest in introducing a new investment advisory service  in the organisation’s retail branches was not receiving take up or response.

We hosted a series of focus groups and when customers were asked about this, a majority said that they perceived the organisation to be primarily for savings and loans only. They did not readily asssociate maintaining their investments with this type of institution.

This interview-based data collection process encouraged us to rethink and undertake more research and ultimately, to reposition what we meant by the term ‘investment advice.’ It changed the conversation we then held with customers, away from ‘investment’ and towards ‘retirement savings’. This soft data input contributed to us establishing an investment referral service to an external financial services provider, as opposed to directly employing financial advisors in the branches.

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Not my own collection of Soft Data, but a great example I remember:

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Not my own collection of Soft Data, but a great example I remember:

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In Year 10, my Maths B teacher was struggling to see progress and development in our class during the middle of the term. He began to gather formative quantitative data in the form of mini quizzes and tests before and after each class (often the same test before as after), and it proved his theory that the class was behind compared to expectations. Although this proved his worries, it didn't tell him why or how the class was struggling.

So he dug deeper: He walked around during lunches and had conversations with his students casually as he would eat, and he noticed a lot of the class were on the oval playing sports in the Australian heat and wearing a full academic uniform. After some more conversations with students, he also found out that both PE classes for the grade were run just before his maths class. This led him to discover that for every single Maths B class that ran so far that term, their was either a lunch break or PE lesson beforehand, and students were coming into class exhausted, on edge and full of adrenaline.

He confirmed his suspicions with formative quantitative data, and then complimented his findings with qualitative data in the form of conversations and observation to come to a conclusion that he was able to work with to solve the issue for the class.

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In year 12, I created the end of year video that was shown at our graduation ceremony. Within the video, I had asked my peers to answer questions such as "Who is most likely to....", "Who is the *insert certain characteristic*?", "Who was your favourite teacher?", "What is the thing you'll miss most from your lunchbox?", etc.
I conducted it using my phone to record peoples answers and then combined all the answers for the same questions together in the same section of the video. It was a fun little end of school wrap up that gave everyone an insight to the impact they had on each other throughout our years at school together.