40 credits at level HE5
You will develop research rigour and apply practitioner and academic knowledge to an action inquiry. In choosing a topic, you justify your focus for action inquiry. This may further develop existing research from the previous modules or begin new cycles. In preparing for action inquiry you will be asked to look critically at different approaches to research and engage in online dialogue with an expert. In selecting supporting theory and methods of data collection you will be expected to explain decisions made and evaluate your work in the light of experience and a review of the literature. An essential part of these processes is online peer support and review and so evidence of participation and dialogue in the online community is expected.
Content will be largely determined by the student researcher when relating their focus for inquiry in the work-context to the intended learning outcomes for the module. It is expected that this content will be inter-disciplinary in nature and draw on academic and professional sources including work-colleagues and online community experience and know-how. In addition, specific topics common to the professional theme of the course and other topics relating to the knowledge about action inquiry will be identified and supported by experts participating in hot-seat discussions, where student researchers ask questions and experts respond.
All resources required for the delivery of the module will be available online. In addition, learners will identify resources in the workplace, in libraries, and online that is relevant to their own inquiry.
Topics that may be encountered include:
Different views of action inquiry and associated ethics
The literature on your work context and improvement
The range of tools available for inquiry
Analysis of data
Presentation of findings
Learning will be supported through an online community of inquiry where student researchers, course staff and invited experts will engage in discussions, debates and group activities to explore key concepts, ideas, relevant topics and offer moral support.
Student researchers are expected to develop study habits which enable learning and contribute to assessment through:
personal reflection in a learning log;
regular participation in the online community and
creative reporting to form a 'patchwork' for assessment.
Student researchers will:
identify a focus for their inquiry around issues or opportunities to take action for improvement that they have identified in their work practice;
plan an inquiry with learning activities that address each of the intended learning outcomes of the module;
undertake their inquiry and share selected parts with student researchers for critical feedback;
for each learning activity, create a product for assessment in the student researcher' choice of genre and media;
evaluate the inquiry;
Learning facilitators will:
promote community discussion on potential focii for inquiry;
privately agree student researcher commitment to inquiry proposals;
draw out issues arising in inquiries for community discussion;
model critical feedback in the online community;
make summative assessment of student researchers' work, noting strong points and points to consider with targets for improvement.
Assessment will be through an e-portfolio of work which will address each of the learning outcomes. It will include a summative commentary identifying the individual student researchers learning in relation to the intended learning outcomes for the module in a coherent account of their learning journey.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Present different views of what is action inquiry in the context of research||Reflect on the evidence of your contribution in the online community in a debate about this|
|2.||Plan and implement an effective action inquiry which addresses work context needs||Create a justification for your plan based on context needs and relevant literature and carry out an effective action inquiry|
|3.||Choose appropriate data collection techniques||Create a review of techniques with a advantages and disadvantages for your action inquiry|
|4.||Take account of others' critique of your findings||Collate feedback from others' and create a reflective piece which discusses these|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Patchwork media: an assessment e-portfolio of learning activities with a summative commentary identifying learning achieved related to intended learning outcomes.|
There are no prerequisites for this module.
No restrictions apply.
Gregory, I (2003). Ethics in Research. London: Continuum International.
Marshall, J. (1999). Living life as inquiry. Systemic Practice and Action Research. 12 (2), p155-171.
Dick, B. (1999). Sources of rigour in action research: addressing the issues of trustworthiness [Online]. Available from: http://www.latrobe.edu.au/aqr/offer/papers/BDick.htm. [Accessed April 2008]
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|User Name||Date Accessed||Action|