DR JAMES LAMB
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Michael's comment on my research proposal

26/12/2012

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Continuing with Michael's generous comments on the abstract and context within my research proposal, I've attached this edited pdf below.
research_proposal_-_michael_comments.pdf
File Size: 125 kb
File Type: pdf
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And here's a summary of Michael's key points, some of which echo the themes from his general advice for the preparation of my literature review:
  1. Define multimodality as soon as possible. Also be aware that multimodality and translisteracy should not be conflated (according to Michael’s supervisor at least). Multimodality is more a theory of trying to understand representation itself while transliteracy is the student's capacity for navigating these different narrative modes and tools.
  2. Decide whether I’m concerned with the theory of multimodality in itself, or whether I’m concerned of the use of multimedia in essays etc (as per McKenna). The theory focuses on mode, design, layout and the mechanisms for interpreting these, while media is about using alternative forms of narrative for instance through essays.
  3. Multimodality removes linearity in the sense that everything is presented simultaneously to a degree. This means that composition becomes more important than linear narrative. This means that students show literacy through composition design, which perhaps needs to be considered when assessing an artifact (my emphasis).
  4. I need to use consistent terminology in my research questions. For instance, ‘markers’ or ‘course designers’?
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Positive feedback from Sian on my proposal

27/11/2012

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Following a pleasant weekend in Berlin, I returned to some positive news yesterday evening. Sian has responded positively to my proposed research and has made some useful suggestions for the next step forward:
"Hi James

This is looking very good. I really like the way you've pulled this together. I have just a few points, and apologies that the ethics ones seem a bit nitpicky : / :

  • I think the second research question is a bit vague, though I see what you're getting at. I think you might tighten it a little to focus on how assessment criteria are defined for multimodal assignments, and how assessors approach the making of quality judgements of these artfacts - something like that?
  • On the ethics form, question 5.9 I don't think you need to indicate that the purpose of the research will be concealed: I'm not quite sure what you mean here, but this certainly isn't a piece of covert research, for which particular ethical rationales would need to be given. Just say 'no' to this one...
  • On question 6.1, you will need to get consent from interview participants (I can see why the rubric is misleading) - however generating original interview data does require consent. Just use the 'geographies' project one as a template (attached). We can discuss what kind of consent you might need for the observations - probably none so no need to mention that here.
  • In section 8.2 - you need to be clear that audio recording will be used (if that's your intention). In 8.3, say that all transcripts and extracts used will be anonymised, rather than that anonymity will be offered. Similarly in 8.4, just say that pseudonyms *will* be used rather than 'where appropriate' (ie for this kind of ethics application anonymity is always appropriate! well, almost always...)

That's pretty much it - if you could revise the ethics application (and the research question, if you agree!) and send it back, we can agree that's the final version.

Then we should meet to discuss getting all this set up - my diary is pretty packed between now and Christmas, I expect yours is too. But monday 10th in the morning? 9 or 10? Or the afternoon of friday 14th?

Great stuff - I think you've really got this underway now.

Sian"
I'll move on these actions right away, including responding to set up a meeting to get things underway. Good news for the time being, however.
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Research proposal submitted

20/11/2012

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As of Sunday past, my dissertation proposal and ethics form have been submitted. Sian is going to get back to me later this week with initial feedback and then to set up a supervisory meeting. Here are the documents:
jlamb_dissertation_ethics_form_19_nov_2012
File Size: 122 kb
File Type: jlamb dissertation ethics form 19 nov 2012
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j_lamb_research_proposal_19_november
File Size: 101 kb
File Type: j lamb research proposal 19 november
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Crippled by the fear of submitting something

12/11/2012

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Or to use Clara's full phrase, "crippled by the fear of submitting something s**t."

That pretty much sums up the stage I reached last night after a week of slow progress on the research proposal. I'd met Clara to talk about my contribution to Online Assessment 2013 however it was too good an opportunity to ignore, to update Clara on my progress. She didn't seem impressed by the subject, however it was useful to hear her use the above phrase to describe how she feels about her own Phd work. Further reassurance and guidance followed in her encouragement to view the research proposal as a working document rather than "something cut in stone." She went on to suggest that if the content of the proposal isn't up to scratch its the function of that document - and the role of the dissertation supervisor - to move things forward.

Which is my task for this evening. I need to get a proposal as close to done and dusted as possible. Even if I think it's a bit, ah, mediocre. It's going to be a late night.
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Measuring quality - being focused in my approach to the dissertation

10/11/2012

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Over the last hour I've gone from being quite content about the idea of taken an open and broad view of 'assessment practices in the multimodal classroom' to recognising that idea as being much too broad in scope. I've drifted off topic at some point over the last while. That topic would be interesting, but wouldn't allow for depth (over breadth) and, realistically, I don't expect I would be offering anything original to discourse of the subject.

So here then in largetype is a reminder that - as proposed to Sian recently - the focus will be upon how tutors measure the quality of multimodal or alternative format work in the digital classroom. Once again as a reminder to myself, this isn't a case of practices being done unto tutors, it's more a case of how they go about it.

OK, I need to redraft my proposal-in-progress and come up with a new dissertation title. 

That can wait until tomorrow, though. It hasn't been a successful day in terms of making progress on the proposal itself, but there has been some important late progress, nevertheless.
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What am I doing?

10/11/2012

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Or to put it another way, what am I trying to do? After a day of redrafting my dissertation research proposal it's become clear that I'm still unclear exactly what I'm trying to do. For clarity (or perhaps that should be, in search of clarity), I'm going to note below the different things I've been thinking of doing within my latest version of the dissertation.
  • Exploring how advances in digital technology have prompted a shift towards a multimodal classroom.
  • How within this multimodal classroom students are able to exploit a range of modes and digital tools in the expression of ideas.
  • Exploring how tutors respond when confronted with work presented in an alternative format.
As I've tried to work up the dissertation proposal however, I encountered a number of problems:
  • The advances in digital technology have not only provided opportunities for students, but equally for tutors (in fact arguably more so, if they are also programme or course designers)
  • By focusing on 'how tutors respond' I've giving the impression that tutors are coming from a passive, reactive position rather than setting the agenda. This would surely be a major flaw in my project. In reality - and particularly considering my focus is intended to be on the MSc in E-Learning - tutors are in fact proactive in sharing ideas in non-traditional ways and they set the agenda by designing assessment practices that require work to be presented in an alternative format.
I also need to make clear (in my own head) the relationship between multimodality and alternative format assessment. 
Whereas I was recently intending to consider how tutors respond to the challenges posed by alternative format assignments (whether on a strategic or case-by-case basis) I wonder instead whether I should be looking assessment practices in more general terms. But then maybe that's too broad (or probably already covered). Maybe instead I should focus on how to measure quality of an alternative format assignment whilst making it clear that this shouldn't necessarily be seen as problematic - from the programme design perspective it can be advantageous. It's really important then that I frame this project in a way that doesn't present tutor/programme designers as being reactive or coming from a deficit position.
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