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SL-Meeting 03

Supervision Meeting 03 (14/12/17)

The following are suggestions and action points minuted by me at the meeting that took place on Thursday afternoon, 14th December 2017 from 15:00 to 16:00 in Room 5041.  The meeting was attended by Caitríona Ní Shé (Supervisor) and myself.

Suggestions/Action Points:

(1) Identify appropriate journal(s) to submit my journal paper before Supervision Meeting 04 (on 16/01/17).

(2) Study the Marksheet and Assessment Criteria in the Applied eLearning Project Handbook for the Journal Paper (pp. 25-27).

Discussion: Literature Review of Functions and Patterns:

(1) I submitted this by email to Caitríona Ní Shé on Monday 11/12/17.  The link in the email to this literature review, titled Function: Conceptual Understanding and Connections with Patterns, is as follows:

http://gerardkilkenny.ie/index.php/year-2/02-project-development/pd3-literature-review-2/

(2) Caitríona told me that she had begun reading this piece of writing on Thursday 14/12/17 and that she was “happy” with what I have written.  She promised to send me written formative feedback shortly.

Discussion:  Applied eLearning Project (Adobe Captivate Tutorial/Presentation on Domain Model)

Note:  I emailed Caitríona the following link of version 1 of the Adobe Captivate Tutorial/Presentation on Domain Model on 11/12/17:

http://gerardkilkenny.ie/index.php/year-2/02-project-development/pd6-development-of-artefact/

Caitríona made the following suggestions:

(1) Delete the GAM Authoring Tool (Evaluation 2a):  Domain Model – Concepts Hierarchy screen.
(2) Delete the instructions in the first row of the Rhumbl spreadsheet.
(3) Delete the keywords in the Rhumbl spreadsheet.
(4) Delete one of the two Rhumbl screenshots:  “Use Rhumbl Maps as a visual aid to authoring learning outcomes”
(5) Perhaps delete the “Spreadsheet of Topics” screen but keep it in my ePortfolio.

Caitríona emphasised the importance of the “Matrix of Topics and Outcomes” screen which she said is a key screen.  I agree with this as this is the screen which identifies the mapping of one learning outcome to several topics.  She said to consider positioning this screen earlier in the tutorial/presentation.

I made the following suggestion:

Use the learning outcomes in the new Draft Specification for Junior Cycle Mathematics (issued November 2017) which can be downloaded as a PDF file at the following link:

http://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/Curriculum/Maths/JCMathematics_Draft_Specification.pdf

rather than the older syllabus document which is available as a PDF download at the following link:

https://www.curriculumonline.ie/getmedia/4f6cba68-ac41-485c-85a0-32ae6c3559a7/JCSEC18_Maths_Examination-in-2016.pdf

The reason for this suggestion is that one of the key informants (Ciarán Ó Conaill, State Examinations Commission (SEC)) has been managing the JC maths exams for the SEC for the last few years.  Also, the NCCA is currently reviewing this subject specification as part of the JC Reform process and Ciarán has been representing the SEC on that development group, so he’s very clued in to content and learning outcomes of that specification.

Discussion:  Applied eLearning Project (Marksheet and Assessment Criteria)

Queries arose in relation to the following assessment criteria:

INNOVATION:  Demonstrates the required knowledge and skills of an innovative eLearning practitioner in a tertiary education or industry context.
Pass – The project artefact(s) demonstrates a pedagogically sound justification having been made for its design and use of the selected technologies; this may include appropriate, previously untried or uncharted uses of eLearning technologies to support student learning within a specified tertiary education or industry context.

My note:  the artefact can be singular (artefact) or plural (artefacts) according to the text above.

I consider my project to be composed of the following three complementary artefacts:

(1) A Rhumbl Map representation (via a web link) of a domain model comprising a ‘one-to-many’ mapping between learning outcomes and topics.  The ‘sub-artefact’ creation for this Rhumbl Map artefact is an Excel Spreadsheet matrix of topics and outcomes.

(2) A GAM Authoring Tool:  Visual Overview representation (via one or more screenshots) of a domain model comprising a semantic structure of concepts (topics) and relationships between these concepts (topics).

(3) An Adobe Captivate eLearning tutorial, which has the following learning outcomes for the research study participants:

(i) understand what a domain model is by defining and describing it in the tutorial
(ii) understand two types of domain model for post-primary mathematics created using (a) Rhumbl and (b) the GAM Authoring Tool.
(iii) explore one of these two types of domain model (the Rhumbl Map) by interacting with the digital artefact via the Rhumbl web link.
(iv) contextualise the electronic survey that the research study participants will be asked to complete at the end of the tutorial.

Q.1) Are the three complimentary artefacts, as described above, acceptable as my Applied eLearning Project?

Q.2) Why is “secondary education” not included in the text “…specified tertiary education or industry context” that appears above?

“The project artefact(s) demonstrates a pedagogically sound justification…”

I consider the pedagogically sound justification to be as follows:

(1) Rhumbl Map – I will make a strong case for making connections in general (adaptive learning domain model) and between Strands 2, 4 and 5 in particular, using the literature in adaptive learning and mathematics education as appropriate.

(2) GAM Authoring Tool:  Visual Overview – I will make a strong case for the semantic structure of the concepts (topics) and relationships between these concepts (topics) in my mathematics domain model.  I will draw upon the literature in adaptive learning and mathematics education as appropriate.

(3) Adobe Captivate eLearning tutorial – I will draw upon my instructional design skills, while referencing the research and models of instructional design, to design and develop a pedagogically sound eLearning tutorial.

Q.3) Is this a reasonable interpretation of the required “…pedagogically sound justification…”?

PRACTICE RELEVANCE:  Relevance of the artefact is established for the professional development needs/context of the participant and/or to the aims and objectives of the programme.
Pass – The project is intelligently linked to and embedded in the professional development needs of the participant and the tertiary education or industry context in which they are based.
Refer – Links between the applied project and the professional development needs of the sector are poorly drawn with inadequate contextualisation for Masters level.

(a) professional development needs/context of the participant (whoever the participant is?)
(b) professional development needs of the sector (whatever the sector is? – I assume post-primary mathematics education)
(c) aims and objectives of the programme (are these the four programme aims and 12 programme learning outcomes described on pages 8, 9 of the Year 1 Programme Handbook or the following sentence on page 8 of the Year 2 Applied eLearning Project Handbook: “Your research project should aim to contribute to future research direction for eLearning in relation to the needs of your practice, higher education or the industry/training sectors”?)
(d) some or all of the criteria in (a), (b) and (c) above?

Next Meeting:  Thursday 16th January 2017 at 4.30 pm.

QA-Interviews

Semester 1 (Week 8)

Theses are the important set of notes I took after watching the YouTube video at the link below on 14th November 2017.

Video Topic:  Qualitative Analysis of Interviews

Link:
https://www.youtube.com/watch?v=DRL4PF2u9XA

Phase 1 – Reading
(1) Quickly browse through all the transcripts, as a whole
(2) Make notes about your first impressions
(3) Read the transcripts again, one by one

Phase 2 – Coding or Indexing
Label relevant words, phrases, sentences, or sections
Labels will include actions, activities, concepts, differences, opinions, processes
Repeated, surprising, interesting, important parts of the interviews will be coded
Parts of the interview that refer to published reports or journal papers may be coded
Parts of the interview that relates to a concept or theory will be coded
I will be aiming to code for conceptualisation of underlying patterns

Phase 3 – Decide which codes are important and create categories by amalgamating codes
Create new codes by combining two or more codes
Create categories or theme by amalgamating codes
Disregard codes that I now deem to be irrelevant from Phase 2

Phase 4 – Label categories, decide the most relevant categories and decide how they are connected to one another

Phase 5 – Create a hierarchy amongst the categories
Display using a mindmap or concept map.

Phase 6 – Write up your results
Under the heading ‘Results’, describe the categories and how they are connected
Under the heading ‘Discussion’, write out your interpretation and discuss your results
Interpret the results in the light of results from similar previous published studies, theories or concepts from your field, other relevant aspects

Suggested Reading:

Alan Bryman’s book: “Social Research Methods” published by Oxford University Press
Steiner Kvale’s and Svend Brinkmann’s book “Interviews: Learning the Craft of Qualitative Research Interviewing” published by SAGE.

S1-Week 7-Class

Semester 1 (Week 7)

Theses are the notes I took during the Tuesday afternoon workshop that took place from 14:00 to 17:00 on 7th November 2017.  The tutors were Dr Claire McAvinia and Dr Ita Kennelly.

Topic for today’s workshop

– Research Methods

Learning Activity

Review your research question, methodology and methods.

Consider – how is it all lining up. Does everything fit?

Review individually (5 mins)

Review in pairs (5 mins each)

Justify your choice of methods/instruments to your partner (critical friend)

We will then feedback to the group?

Interviews

We talked about

(a) recording versus note taking (recording was recommended)
(b) identifying the participants (or not) in my academic paper
(c) allowing the participants to vet the transcripts
(d) allowing the participants to vet the final paper

Triangulation

Something to think about…

Does the analysis of qualitative data involve some quantitative methods?

Does the design and analysis of quantitative data involve some qualitative judgements?

Questionnaire Design

Perhaps jumble up the negative and positive responses in a Lichter scale

Interviews as a Method

Interviewing: a method of data collection that involves researchers seeking open-ended answers related to a number of questions, topic areas, or themes. (O’Leary, 2010)

Interviews yield rich…..
(May, 1997)

Different epistemological conceptions of the role, different rules of the game and potentially different data…
(Kvale, 1996)

Interviews and Ethical Considerations

It would be considered unethical to…

Trying to get interviews at all costs
Not safeguarding anonymity and confidentiality
Making promises you cannot or do not intend to keep
Not being honest about the purpose of the interview or your intentions in relation to the data being collected

Interview Considerations (Planning)

Formality
Structure
Single or Multiple
In Person or Distanced

Interview Questioning

Structured – fixed and predetermined questions. No new questions added during…
Semi-structured – some questions fully decided, others might not be fixed. Researcher has scope to ask follow-up questions. Mixed framework for analysis.
Unstructured interviews – small set of self prompts to investigate research question. One question can lead to others.

Types of Questions

Closed
Open-ended

How to do a research interview (You Tube)

Commentary by Graham R Gibbs, University of Huddersfield

Knowledgeable
Structure
Clear
Gentle
Sensitive
Open
Steering
Critical
Remembers
Interprets (summarise what the interviewee has just said)

Balanced (don’t talk too much)
Ethically sensitive

Bad Interview

No eye contact
Asking two questions at the one time
No prompts, no follow-up questions

Good interview

Have a good introduction
Ask the interviewee if they still wish to participate in the interview
Inform the interviewee that they don’t have to answer a question.
Use follow-up questions on interviewee answers.

Developing Your Questions

Decide on research topic
Generalise puzzlements
Create a list of research questions
Generate list of issues, topic, themes, subjects, etc

 

SL-Meeting 02

Supervision Meeting 02 (09/11/17)

The following are suggestions and action points minuted by me at the meeting that took place on Thursday afternoon, 9th November 2017 from 15:00 to 16:00 in Room 5041.  The meeting was attended by Caitríona Ní Shé (Supervisor), Claire McAvinia (First Examiner) and myself.

Action Points:

(1) Source literature relating to functions and patterns (pedagogy, learning theory, instructional design) before Supervision Meeting 03 (on 14/12/17).

(2) Define clearly what a domain model is before Supervision Meeting 03 (on 14/12/17).

(3) Study the Marksheet and Assessment Criteria in the Applied eLearning Project Handbook for:
(a) the Applied eLearning Project (pp. 22-24 ).
(b) Journal Paper (pp. 25-27).
(c) ePortfolio (pp. 28-30) before Supervision Meeting 03 (on 14/12/17).

(4) Decide when to send survey email to the Irish Mathematics Teachers’ Association (IMTA) before Supervision Meeting 03 (on 14/12/17).

(5) Decide how the WIP (Work-in-Progress) will be presented by me on 28/11/17 in Room 5037 at the LTTC.

Discussion on Interview Recordings:

(1) I had provisionally decided not to record the audio of the interviews.  My rationale was that this might scare off possible participants.  However, both Caitríona and Claire strongly advised me to record the audio of the interviews.  I have decided that I will accept their advice on this matter.  I will use a digital recording device.

(2) I was advised to create a ‘storage timeline’ for storing data emanating from the interviews.

(3) A decision needs to be made in relation to who will be transcribing the interviews.  This will obviously be either myself or a third party.

(4) A decision needs to be made in relation to whether the transcriptions will be full or partial.  There also needs to be some strategy in place regarding how much of the interview is transcribed as quotes and how much is transcribed as notes.

(5) The interviews need to be anonymised as part of the transcription process.

Discussion on Electronic Survey:

I presented version 1 of my proposed electronic survey.  Caitriona and Claire advised me to make the following changes:

(a) Begin the survey with some easy questions such as:
“What textbook do you use in class?”

(b) Don’t have two questions rolled into one question.  For example,
“Do you think that the idea of making connections between Maths concepts across different strands and within strands is a good idea?”

(c) In some cases, use a table structure (Likert Scale) and use statements rather than questions.

Submission for 19/11/17:

The plan for my submission for 19th November 2017  (as my piece of writing) is to produce a word document of about 1500 words containing:

(a) a brief description of how I plan to achieve each of the four short term actions from Supervision Meeting 01 (05/10/17).

(b) a description of what I intend to cover at the Work-in Progress (WIP) presentation on 28/11/17 in Room 5037 at the LTTC.

Next Meeting: Thursday 14th December 2017 at 3 pm.

S1-Week 6-Class

Semester 1 (Week 6)

Theses are the notes I took during the Tuesday afternoon workshop that took place from 14:00 to 17:00 on 24th October 2017.  The tutors were Dr Ita Kennelly, Dr Muireann O’Keeffe, and Dr Claire McAvinia.

Topics for today’s workshop

– Part 1 – Methodology Analysis (Poster) – Dr Ita Kennelly
– Part 2 – Action Research – Dr Muireann O’Keeffe
– Part 3 – Case Study – Dr Claire McAvinia.

Part 1 – Methodology Analysis (Poster)
Ita Kenneally

See photo of poster.
See pages 27 to 41 of Barry Ryan’s thesis
Think about giving the interviewees the semi-structured questions in advance of the interviews.

Part 2 – Action Research
Muireann O’Keefe

Think about validity and reliability.

Part 3 – Case Study
Claire McAvinia

Used for inquiry into ‘processes and relationships’ (Denscombe, 2007, p.38)
Inve…

Asks why and how questions to uncover meanings and relationships.

Types of Cases

Stake, 1995
Intrinsic…aim to understand the particularities of the specific case generalise
Instrumental…generalise
Collective…generalise

Yin, 2003, 2014
Exploratory, e.g. Pilot project
Explanatory – suitable for causal studies, implementation of process
Descriptive – describe an intervention or occurrence in real-life context

Could use the word transferable rather than generalisable. A degree of generalisability. Could use word indicative or compelling.

Comparative cases – two or more cases compared

Phenomenology and phenomenography

Difference between case study and phenemonology

Phenomenology is a philosophical stance as well as a methodology.
The focus is on the lived experience not the person, group or event
The data are gathered to examine the lived…

Referencing Handbook APA: University of Lincoln: The Library (PDF)

S1-Week 5-Class

Semester 1 (Week 5)

Theses are the notes I took during the Tuesday afternoon workshop that took place from 14:00 to 17:00 on 17th October 2017.  The tutors was Dr Claire McAvinia.

Topics for today’s workshop

– eLearning Design Methodologies & Methods
– Formative Evaluation/Evaluation Processes

Instructional design strategies for your e-learning project /How “finished”e-learning resources are evaluated in practice.

N.B. There’s no need to re-write my Research Proposal if I am simply changing my domain area from Patterns/Functions to Algebra. Run it past my supervisors by emailing them.

N.B. One part of my case study is documentation data. You can either put this in the literature review or the dataset. For me, I think I will be writing up about the syllabus and the state examinations in my literature review.

Part 1 – recalling some important ID models (materials from Damian Gordon and available in Webcourses)

Part 2 – using an evaluation tool to evaluate RLOs

Part 3 – time to work on your artefacts, then undertake some work

Part 1

Bloom’s Taxonomy
Evaluate –
Synthesise – put together knowledge
Analyse – break down knowledge
Apply – use your understanding
Comprehend – show understanding
Know- Recall information

ADDIE Model
Analysis
Design
Development
Implementation
Evaluation

How is learning theory connected with the above two models.

ASSURE MODEL

THE ABCD FORMAT
Audience, Behaviour, Condition. Degree

From “Instructional Technology – A Systematic Approach…..”

DICK AND CAREY MODEL

ICARE MODEL
Introduce, Content, Apply, Reflect, Extend

TRIPP AND BICHELMEYER

GAGNÉ’S NINE EVENTS OF INSTRUCTION

1. Gain attention
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide “learning guidance”
6. Elicit performance
7.
8.
9.

CHARLES M. REIGELUTH – Elaboration Theory

COMPONENT DISPLAY THEORY
CDT classifies learning along two dimensions:
Content – facts, contents, procedures
Performance –

ACTIVE LEARNING – an umbrella term that refers to several models of instruction
– Think-Pair-Share
– The Pause Procedure
– Fact Rounding
– Network Phasing
– Learning Cell
– Active Writing
– Team Quizzes

EDWARD DE BONO

OTHER MICRO TECHNIQUES
– Learning by teaching
– Problem-based learning
– Project
– Inquiry
– Action
– Progressive inquiry
– Service learning

Now for some Evaluation…

“The systematic acquisition and assessment of information to provide feedback about some object.” (Trochim, 2006)

“Research is aimed at truth. Evaluation is aimed at action.” (Patten, 2008).

USING AN EVALUATION TOOL

(1) LOAM (Learning Object Attribute Metric). Tool has been designed as an evaluation tool for elearning materials.

http://www.nottingham.ac.ak

It was used for the NLDR project.

Look at Pat Walsh’s MSc project.

ASKING GOOD EVALUATION QUESTIONS

Evaluations are structured around questions
– Shape the evaluation process
– Define whats is understood or assumed about the programme

It’s important to ask good questions, rather than obvious ones
– blah blah blah

WHICH DATA COLLECTION QUESTIONS

blah blah blah

COLLECTING YOUR DATA
– Checklists/Questiinnaires
– Confidence logs / pre-post testing
– Focus groups / interviews
– Observation techniques
– System log data / tracking
– Group based / individual techniques
– Reflective diaries, blogs, portfolios
– Cost effectiveness

WHICH METHODS
– Do you know which factors are influencing learning or have you yet to do so?
– Do you want to make a comparison – if so what are you comparing with what?
– What kind of data do you want – qualitative or quantitative?
– What are you going to be doing with the data

Check out memoing.

Suggestion: Create a roadmap for my data on one page.

S1-Week 4-Class

Semester 1 (Week 4)

Theses are the notes I took during the Tuesday afternoon workshop that took place from 14:00 to 17:00 on 10th October 2017.  The tutor was Roisin Guilfoyle.

Topic for today’s workshop

– Digital Literacy Workshop

N.B. The following library staff are available by appointment, telephone, email:
– Roisin Guilfoyle
– Diana Mitchell
– Bill Murphy (EndNote Specialist) – bill.murphy@dit.ie

Types of Literature
– Books
– Journal Articles
– Reports
– Official Publications
– Conference Proceedings
– Grey Literature
– Websites
– Theses
– Popular Media

Literature
– Published or Unpublished
– Peer Reviewed
– Not Reviewed
– Community Reviewed
– Not always scholarly

N.B. Research Gate (Australia)
Try emailing the journal article writer using your DIT email address and ask the writer to send you a copy. Tell the writer that you are a Masters Student.

N.B. Alcid Card

ALCID: Academic Libraries Co-operating in Ireland
http://www.dit.ie/library/a-z/alcid/

This can be used to access library resources in other third level institutions such as TCD and UCD.

Evaluating Web Resources
– Websites: Who, Why, When, Where, Ease of Use, Presentation, Use of Graphics
– Content: Authority, Writing/Grammar, Audience (Depth & Scope), Timeliness, Relevance, Bias, References

Advantages of Google
– Quick, Easy to Access, Easy to Use, Lots of Material, Covers Lots of Subjects

Number of Databases DIT has access to
– Approximately 84
Note: Access to Science Direct costs DIT a six figure sum.

What is Summon
– Summon is a powerful search engine that provides fast, simple access to scholarly material. It provides an integrated single search box for Library, Journals, Journal Articles, Print and eBooks, Dissertations, Multimedia Content, Newspaper Articles, Citations in Abstracting & Indexing Databases.

Welcome to DIT Library Services
http://www.dit.ie/
Note: This is where you will find SearchAll/Summon@DIT

The Research Process
– Develop a Research Strategy
– Select Appropriate Resources
– Do a Systematic Search of the Relevant Databases, including Search Engines
– Keep a History
– Keep Records
– Manage References (EndNote)
– Avoid Plagiarism

SL-Meeting 01

Supervision Meeting 01 (05/10/17)

The following are suggestions and action points minuted by me at the meeting that took place on Thursday afternoon, 5th October 2017 from 14:45 to 16:00 in Room 5041.  The meeting was attended by Caitríona Ní Shé (Supervisor), Claire McAvinia (First Examiner) and myself.

(1) Provide a rationale for using Patterns and Functions as my domain. (Long-term action point).

(2) Provide more than one reference to justify making connections between different strands of Junior Cycle Maths.
(a) try to find examples of literature from non-Irish countries to support the making of connections
(b) try to find examples of peer-reviewed literature to support the making of connections (Long-term action point).

(3) Source literature relating to functions and patterns (pedagogy, learning theory, instructional design). (Short-term action point).

(4) Define clearly what a domain model is. (Short-term action point).

(5) Use the ePortfolio to display the final digital artefact. (Long-term action point).

(6) Develop web pages on my WordPress ePortfolio site that explains / illustrates my GALE Artefact. (Long-term action point).

(7) Study the Marksheet and Assessment Criteria in the Applied eLearning Project Handbook for: (Short-term action point).
(a) the Applied eLearning Project (pp. 22-24 ).
(b) Journal Paper (pp. 25-27).
(c) ePortfolio (pp. 28-30).

(8) Decide when to send survey email to Dublin Branch of the IMTA (via Elizabeth Oldham). (Short-term action point).

(9) The design and development of the artefact will be carried out by me. The evaluation of the artefact will be expedited with reference to third parties (survey => teachers, interviews => textbook authors, etc).
The plan is to go to the teachers, textbook authors, etc with a finished product, document the proposed modifications and / or carry out the modifications.

Next Meeting: Thursday 9th November 2017 at 3 pm.

S1-Week 3-Class

Semester 1 (Week 3)

Theses are the notes I took during the Tuesday afternoon workshop that took place from 14:00 to 17:00 on 3rd October 2017.  The tutors were Dr Claire McAvinia and Dr Ita Kennelly.

Topics for today’s workshop

– Topic Development and Resources Access
– Advanced Literature Review and Critique
– Ethics Procedures

Ethics – your concerns and questions

Research Ethics Committees meet approximately every 6 weeks

Meeting 1 – Mid October 2017
Meeting 2 – End November 2017

N.B. Look at the screencast sooner rather than later.

Research question:
How can a domain model for adaptive learning in secondary school mathematics be evaluated?

Key Phrases:
Domain Model, Adaptive Learning, Mathematics

ACTIVITY: DISCUSS IN GROUPS

What is a literature review?
Ans. Analysis, Relevance, Piece of writing to add to your work in a particular domain,

What is the purpose of the literature review?
Ans. Establish what is known, what has been researched, what has been published, get ideas.

What does it mean to write a high quality, effective literature review?
Ans. Who is seminal, comprehensive, relevance to context,

What are the greatest challenges involved in writing a literature review?
Ans. Strong enough, drawing appropriate conclusions, categorising what you review

Showing the links between theory and practice
….
etc

Read published work – study a wide range of print and web-based materials.

Interpretation – explain the significance and interpret the evidence presented in each piece of literature – not simply listing what others have writteN

Synthesis – creation of an integrated whole

Managing Literature

– Set up a reliable system of logging references
….(plus 2 more)

Reading critically and analytically

Things to extract from each piece of reading material

Definition, Problem, Theory, Hypothesis, Techniques, Interpretations

Concepts, Arguments, Standpoint, Evidence, Perspective, Styles

Justification, Ways of thinking, Events, Motives, Politics, Conclusions

Developing Your Reading

E-Portfolio – make short annotated bibliographies

Assignments – briefly revisit your work

…etc

Action Planning

Review your research question

What 3 actions can you take in the next week to progress your research relating to those key terms?

What are your goals for next week’s tutorial?

S1-Week 2-Class

Semester 1 (Week 2)

Theses are the notes I took during the Tuesday afternoon workshop that took place from 14:00 to 17:00 on 26th September 2017.  The tutor was Dr Claire McAvinia.

Topic for today’s workshop

– Re-introduction to Academic Writing

Consider your choice of academic paper.

Phyllis Creme, Writing at University

Mike Wallace and Alison Ray, Critical Reading and Writing for Postgraduates

Paul J Silva, How to Write a Lot: A Practical Guide to Productive Academic Writing

Note: Approaches to Learning (look up this learning theories pirated copy online)

What is academic writing?

Clear formal language
Evidence from others (references)
Answers or debates a specific question in the feld
Has clear organisation and layout

Writing is a process that happens to have a product

Prepare -> Research -> Organise -> Draft -> Revise
(Circular)

Getting started

What do you do to help you start writing

Brainstorming
Free-writing
Mind-mapping
Outlining
Sharing writing with someone else
Speaking aloud
Asking W questions (who, what, when, where, why)

Key elements in your writing (from Creme & Lea, 2003)

Development an argument
Linking theory and practice
Drawing a conclusion
Analysing
Being critical
Developing a central idea
Processing information
Incorporating facts
Correct terminology
Logical order
Use of evidence to support argument
Use of primary texts
Use of quotation
Drawing on personal experience

Why can it be difficult to write?

Academics are taught to be analytical and critical
There can be few short-term deadlines for the work
Writing is often undertaken in isolation

Writing Strategies: Free Writing

The following will be use to me in Year 2:

I have previous experience of research and academic writing from a previous Masters (thesis and publication) in 1994. This, together with MSc Year 1 has given me a lot of confidence in my ability to successfully get through this year. I enjoy working alone on longer term projects, of a creative nature, so I am looking forward to Year 2 overall.

Setting a writing goal

Where are you now?
– Amending proposal?
– Starting some literature review?

What is the next piece of writing you need to do?

When will you start this piece?

…
2 more questions

A commonly used structure

Abstract
Introduction
Literature Review

… plus a few more

Starting to think about journals

Who is the publisher?
Who is the editor / who is on the editorial board?
Is the journal national or international?
What do the guidelines for contributions stipulate?
Is some or all of the content peer-reviewed?
How many issues are there per year and how many of these are themed/special issues?
What types of material are published?
Are articles illustrated?
How many references do papers typically include?
How long is the average article?

My note: try to match keywords and topics with journals.

What is the impact factor of the journals.

Reference the people on the editorial board.

Why do journals reject articles?

It fails the technical screening
It does not fall within the Aims and Scope
It’s incomplete