Designing SoTL Projects

I had a vocal 'typo' I meant to say question the structures of knowledge creation not power creation ... *more coffee on the way* Anyway, in the widest sense you can think about this as forms of decolonizing SoTL, of questioning how we know something, and why we accept some forms of knowledge creation e.i.: questionnaires, focus groups, interviews as valid but are uncomfortable with participatory research or creative research methods that empower the participants to share their voices/experiences in a way that is meaningful to them. I am thinking out loud about this. This is not an in depth discussion more a couple of thinking incentives

and all things participants in this longish clip

Talking about the methodology and methods section

Reflecting on ways to justify your project and what makes it worthwhile and valuable

Reflecting about risk mitigation strategies in his clip

In this podcast I just pose questions to encourage you to think about potential risks and discuss in the forum how you might mitigate these.

Hello lovely people I am just summarizing the course so far, and answering a questions that arose during yesterday's writing session: if methodology can be discipline specific. Have a listen. The next episodes will all be research ethics in SoTL--Woohoo!

Brief overview of the research method. Couple of practical tips and things you need to consider for your ethics application.

An example from my own experience if you want to learn a bit more about VRM

literally just to make you aware of what else is 'out there' in terms of methods

A brief overview of types of observations and how to go about it

I really liked one of the insights from a course participants on how important it is to first and foremost get your research question straight before thinking about anything else. So I used this as an excuse to once again emphasis why methodology and the process is so important. I made an animated visual for this podcast

Same ramblings about reflective practice, reflective models and autoethnography

This is Nicole's Handout on the topic and my commentary As usual if you want to reference find the resource here: Kipar, Nicole (2020): Reflection as Product. figshare. Online resource. https://doi.org/10.6084/m9.figshare.12818348.v2

Here I am reading Nicole Kipar's handout on reflecting in practice. If you want to reference please use the follow source: Kipar, Nicole (2020): Reflection in Practice. figshare. Online resource. https://doi.org/10.6084/m9.figshare.12818336.v2 And the link will also lead you to the document if you prefer this over the podcast. If you like me had to actually exercise how to pronounce Mihály Csíkszentmihályi's name follow this YouTube link

Let's tip our toes into a definition I really liked the brief overview by the General Teaching Council Scotland The four sections on this website lead you to more in depth discussions of the 'Why's' for practitioner inquiry I really like this quote from the Sage Research Methods site about Practitioner Inquiry: "Practitioner inquiry is about the practitioner, whether they're a teacher, a lawyer, a doctor, or a social worker thinking about their work in a very curious, but also a very systematic way."

I am reading a definition from one or our CPD sessions provided by Dr Michael McEwan and the paragraph from the Sage Dictionary of Social Research Methods which is one of our textbooks and available online in the library If you are not in our institution this is the publisher's website or ask your local library is the have a subscription to Sage Research Methods online resources.

I am reading the handout developed by Nicole Kipar for our course, the link will also take you to the document. If you want to reference this please use the following reference and DOI: Kipar, Nicole (2021): Grounded Theory. figshare. Online resource. https://doi.org/10.6084/m9.figshare.13607393.v1

To make the invisible visible, to question the familiar... Walford ed. (2008) How to do educational ethnography. Tufnell: London http://encore.lib.gla.ac.uk/iii/encore/record/C__Rb3097500 The Journal 'Ethnography and Education' might be of interest: https://www-tandfonline- com.ezproxy.lib.gla.ac.uk/toc/reae20/current Beach et al (2018) The Wiley Handbook of Ethnography in Education. https://onlinelibrary- wiley-com.ezproxy.lib.gla.ac.uk/doi/book/10.1002/9781118933732 this is available as ebook. I had not yet a chance to read it but might be worthwhile exploring

I was just reviewing a paper and I know realised how to explain better (hopefully) what is bugging me in more method justifications I am reading in articles to review or assignments. The difference between providing procedural justification of a method, such as a semi-structured interview provides structure, consistency etc and qualifying reasons such as how does the method actually answer my questions, provide good quality data and enable my research participants to actually participate and have a voice?

A bite sized introduction which is inevitably reductionistic Ethnography has various facets (Walford, 2008) and each journal article or book tells a different tale about it. There is a wide-ranging discussion about the nature of ethnography, which, for a novice researcher, makes the matter difficult to navigate (Conteh, 2005 et al.; Delamont, 2009; Hammersley, 1992, 2003; Hammersley & Atkinson, 2009). During an introductory ethnography seminar I was confronted with the following statement: The prime ethnographic skills cannot be communicated or learned in the seminar room or out of the textbook. Students can be prepared, forewarned, or educated in ethnography, but the only way to learn it is to do it. (Ball, 1990, pp. 157-158) Troman and Jeffrey (2006, pp. 34–35) suggest the following three principles of ethnography firstly fieldwork needs to take place over a period of time so that contradictory situations can emerge. Secondly, the research has to take into account the cultural context of the research site and the position the participants hold in this context. Thirdly, the research ought to include theoretical perspectives during research and analysis. The main points I take out from this are to permit enough time at the research site to encounter ambivalent patterns of behaviour. Acknowledging the process of data collection, and rewriting as analytical process that establishes the dialectic between the researcher, the data, and the field. Atkinson, P., Coffey, A., Delamont, S., Lofland, J., & Lofland, L. (Eds.). (2008). Handbook of Ethnography. London: Sage. Ball, S. J. (1990). Self-doubt and soft data: social and technical trajectories in ethnographic fieldwork. International Journal of Qualitative Studies in Education 3(2), 157–171. Hammersley, M. (1992). What's wrong with Ethnography? Oxon: Routledge. Hammersley, M., & Atkinson, P. (2009). Ethnography. Principles in Practice. (3rd Ed.). London: Routledge. Troman, G., & Jeffrey, B. (2006). Time for Ethnography. In G. Troman, B. Jeffrey & D. Beach (Eds.), Researching Education Policy: Ethnographic Experiences. (pp. 22–36). London: Tufnell Press. Walford, G. (2008). The Nature of Educational Ethnography. In G. Walford (Ed.), How to do Educational Ethnography. (pp. 1–15). London: The Tufnell Press.

Hello all, this is a course accompanying podcast to make the material more accessible to you, particularly for everyone who is pressed for time this semester. So these will be mainly micro episodes you should be able to listen to during a cup of coffee. Some of the episodes might be longer when I am summarising a paper but I try to keep them short. So welcome to semester two and let's get started.