My 4th year students have recently completed the first writing task in the IEP course pilot project. I thought I’d post a quick update on the process using screenshots to illustrate how the course is being run. We’re using a free version of WordPress which has certain limitations. For example it’s hard to manage different cohorts of students, but there are many more advantages, which I’ll write about in another post.
My students will keep writing for their portfolios using the course website, which I’ll keep updating and refining based on our experiences. The idea is that by the end of the year we’ll have figured out how to use the site most effectively for students to work through the course for the project.
Writing a research proposal for teaching and learning Prof. Denise Wood (18 July, 2013)
Here are my notes from a presentation by Prof. Denise Wood on developing a research proposal for projects looking at T&L.
Understanding the funding body is important when it comes to applying for funding. Disciplinary specific proposals may not be successful when it comes to T&L projects.
Local evidence of successful projects is important before applying for larger grants. Collaborative teamwork is a great way to build ideas and test concepts. Local resources help you get started and build a track record. Generating pilot data helps to begin publishing. When panels review research proposals, your previous experience in obtaining funding and successful proposals is highly emphasised.
Why are you undertaking the study? Knowing your goals will justify your design decisions. What are your goals:
Intellectual / theoretical
Writing proposals is closely tied to career trajectory
How are you using research and research projects to improve your teaching practice?
What conceptual framework are you using:
Existing theory and research
Pilot and exploratory studies
Interested in addressing a gap, bringing in personal reflections that guide and influence the research. If you only think of your conceptual framework as a literature review, then you limit the scope of your research to what others have done.
What is the relationship between the goals and the conceptual framework?
Help to guide the actual research design / methods
Used to connect the problem and practical concerns
Should be specific and focused on the study
Need to allow flexibility to reveal unanticipated phenomena (if the questions are too focused you may miss emergent ideas)
Need to avoid inherent assumptions as they bias the study
Find a balance in the number of questions (3-4 is usually adequate)
Begin with divergent thinking to allow yourself space to explore many possibilities. Mind mapping is useful to identify high-level ideas. Begin reading broadly and then begin narrowing the focus. You can’t answer all possible questions in one study.
Try to avoid getting too caught up in the details of the research methods. Only use methods that you understand.
Note that you will be informed by your own epistemological understanding of what knowledge is and how we come to know. Your methods (quantitative, qualitative or mixed methods) will most likely mirror your understanding of how we come to know. This will in turn guide how you sample, gather and analyse data.
For local studies, it’s OK to use a pilot within a classroom. Use this to identify a single context. Larger proposals would be better to expand the scope of the study and test the outcome of the pilot. On the basis of the smaller studies, you can make an argument for the larger study. Think laterally about how you can collect data.
Validity: How might you be wrong?
Bias (what assumptions do you bring with you? Results and interpretation distorted by your own values and preconceptions)
Reactivity (quantitative researcher may try to control for the effect of the researcher influence; qualitative researcher looks at how they actually influence the outcomes)
How do you reduce bias and reactivity?
Studies should be intensive and long-term (not the same as longitudinal study)
Gather rich, thick data (less likely to get from surveys / questionnaires; rather use interviews or focus groups)
Respondent validation of outcomes (is what you heard the same as what they meant?)
Identifying discrepant cases or evidence (you should take outliers into account, but identify and reflect on them, not necessarily include in the main data and suggest reasons for the discrepancy)
Comparative data (look at different contexts and populations)
Identify a funding body
Objectives of the funding body
Use the guidelines that the funding body provides
Previous funded research and see what has been accepted and / or rejected
Links with existing research that the body is involved with
Evidence of value, need and benefits (institutional, local, national, international)
Background / conceptual framework
Evaluation strategies are valued in educational research
Engaged dissemination whereby you share your results as you go, using a variety of methods, including publications, conference presentations, social media and workshops
Budget: must meet funding body requirements, realistic, value for money, justify costs
Milestones: linked to objectives and outcomes
Researcher capabilities: ensure you can deliver what you say you can, track record, previous collaboration, strategic, roles and responsibilities, realistic within workload
Try to model your proposal on successful projects. Learn from the mistakes of others. Sit down with a colleague and ask for constructive feedback.
Explicitly make reference to important and contextually relevant policy documents.
Identify how your research is going to create systemic change.
How are you going to evaluate your process and outcomes?
Formative: should be ongoing and used to modify project
Summative: can be broad and can go beyond the stated outcomes
Design-based research: can use milestones that are linked to formative evaluation. Identify problems early on and adapt quickly.
How are you going to convince the funding body that the people you’re collaborating with are adding value to the project? You must justify the presence of every team member and highlight how they will contribute.
How are you plugging the holes that funding assessors are going to be looking for?
Differentiate between deliverables (the tangible products that will come from the project) and outcomes (the achievement of stated aims and objectives).
Day 2 of the first residential session felt really productive, although I’m not sure if that was because I worked hard or because I spent most of the day staring at my tiny netbook screen (I love my NC10 but it’s definitely not for 8+ hour shifts). Before beginning this session, each of use had to have some ideas around a project that we’d be running over the next few years, as well as an idea for a study to run within that project.
The main theme of today was to make sure that we could conceptualise the research and project as 2 components of an integrated work, and to create strong links between the various parts of the study. The aim of the SAFRI programme is to develop leadership skills and research capacity within the domain of medical education in Africa, so the research project is a critical part of the programme. I was surprised to find that even though the emphasis on doing good research was only a recent development within the programme, it already seems to have been tightly integrated.
Most of today was spent writing (laptops allowed) and working closely with our supervisors (each Fellow is assigned a supervisor who helps to guide their project and studies). For anyone who joined this programme thinking it’d be a nice afterthought to add to their CV’s, today would’ve put that idea to rest. It’s intense, and there’s a lot of pressure to produce a good piece of work.
It’s the end of day 2 and I’m exhausted, but happily so.