Tutorial 1 Ethics Sign-off & Action Plans

Monday 9^th October

To do;

1. Rewrite and complete Ethics form – refer to workshop materials and ethics resources folder. Reconsider – ask Tim, is it enough to ask questions?  
2. Blog – write up pre tasks for session one, reading & notes
3. Blog – write up session one
4. Reading on research methodologies & make notes
5. Blog – write up Cross programme event
6. Blog – write up tutorial session for today
7. Draw up a visual plan of the knowledge I have & that I need to gain eg. the Carbon Literacy course I attended in preparation for this ARP etc What I know and where I need to expand my knowledge – look at course I’ve signed up for from my colleague Joanna’s recommendation – https://www.designcouncil.org.uk/our-events/design-for-planet-festival/
8.  Make a plan – what do I need to do next? Decide exactly what I am doing and who I am going to interview
9. Decide the questions I am going to ask – both to students and staff, will these differ?
10. Get consent – how and when? How do you create a consent form? Ask for advice ASAP
11. Plan and conduct the interviews I need to do – when and with whom?
12. Rachel – George -Year three students who did Analogue Tuesday workshop when in year two
13. Create a sustainable framework
14. Make a timeline of when I need to get things done – where are we already? In week three of ten!
15. How do I collate and document my data? – As a series of questions? Visually? Decide!
16. Make this into a creative process
17. Make time to complete the pre task for session two in person and write up.
18. Read ASAP – look at the reading list for the unit, get books from the library. I could use Chat GPT for a summary of texts to help me organise what to read in detail (brilliant advice from Lindsay) and more from the padlet on unit resources?

For the ethics form I need to have a clear idea of what I am doing and the steps I will take. Prepare participant facing materials and other research instruments.

Things to consider;

• Is my question, OK?
• What questions do I ask Rachel, George, Keir etc?
• Do I need to actually do a workshop?
• If so, when and with year one or year two students?
• The UAL Climate Emergency Network airstream SWAP SHOP at CSM, should I go and visit? Interview them?
• When should I conduct my interviews? Before or after half term?
• When should I do the focus group with year three students?
• When we are the students in LCC once I’ve decided who I am going to interview or create a focus group with? Find out and ask if it’s OK to talk to them one lunchtime or after a session?
• When do I do I all of this?!
  
  We are now individuals on our own projects
  In today’s tutorial we talk about the structure of our individual projects and how to complete them. We share our thoughts and references; we all give each other giving feedback – participants consent.
  
  Participatory research methodologies
• I sent Tim the first version of my ethics form on the 9^th of October but there were sections I have yet to complete – when do we need to complete this and upload it?
• Do I need to ‘do’ an activity? or if I’ve already done it eg ‘Analogue Tuesday’, does that work? – I need to decide what the questions are that I ask.
• Do I need to send participants a consent form first?
• What is my plan of action?

Action – workshop professional insight, reflection – intervention. Research a scenario – what do I think? My analysis of the situation – see if my students agree with me, be transparent about the activity. Participatory meeting to be inspired by. How do I make the event comfortable, inviting, inclusive, what incentives? Food & drink or a more chaotic structure – students will have options and possibilities beyond the Action Research Project. Consider things I might do afterwards: hosting the meeting is the intervention beyond.

• I sent Tim the first version of my ethics form on the 9^th of October but there were sections I have yet to complete – when do we need to complete this and upload it?
• Do I need to ‘do’ an activity? or if I’ve already done it eg ‘Analogue Tuesday’, does that work? – I need to decide what the questions are that I ask.
• Do I need to send participants a consent form first?
• What is my plan of action

Action – workshop professional insight, reflection – intervention. Research a scenario – what do I think? My analysis of the situation – see if my students agree with me, be transparent about the activity. Participatory meeting to be inspired by. How do I make the event comfortable, inviting, inclusive, what incentives? Food & drink or a more chaotic structure – students will have options and possibilities beyond the Action Research Project. Consider things I might do afterwards: hosting the meeting is the intervention beyond.

What about the Re-use. Recycle. Reduce: Re-Use units in our building? From initial questions I am not sure all our students at LCC know how to access and use these wonderful resources. UAL Climate Emergency Network airstream SWAP SHOP at CSM – social & sustainable. Participatory research – what do they have in common? If enough people are energised by an idea, it becomes something. Action Research – we are already doing the job, we already making interventions, remember to study what we have already done do something. Pedological existence – experience, socialising.

My biggest take away from this session is Tim kindly reminding me to do something of interest to me.

My tutorial group consists of myself, Rachel, Michiko and Ekaterina all of whom I have shared our learning through units 1 & 2 of the PgCert. I feel very fortunate – they are all so knowledgeable with different areas of expertise and a wonderful willingness to share.

Consider – What do you need in order to make this happen?

It can be student organised. Open all the conditions for critique, sociableness. They (the students) might come up with the solutions, friendship, collaboration. We can’t be critical reproducers – literature review, put your finger on how to engage participants and share your question. Remember the way which you shared the question is important.

We discuss my ARP

Points to consider – what is the data we are collecting? Apply a methodology such as quantitative data, what are we looking for? Not a social science model or it could be? I plan to conduct interviews in college, speaking to students as a focus group, see what happens. How could my project be more creative? Use art and design practice methods to develop educational research. Using creative methods such as craft for an educational purpose and assess its value – innovate my research method – observation is a standard method of drawing and painting what you see. Through the observational process it extends. Art and design practice as an intervention. Perhaps a sensory workshop? Does it trigger memories – students can comment with a discipline that is not their own. Someone this morning was considering process as a project – studio leftovers, what is left when a student leaves the space and what does it mean? Michiko is interested in an autobiographical Pedagogical methodology. We could interview and use the actual words as a fictional conversation – interestingly playful. Find a creative method. Read Inventive methods: the happening of the social Lury & Wakeford, Routledge, Taylor & Francis Group 2014 from the library and reading on Contact Hypothesis – Notebooks with inspiration in them, collected data. Experiment with different methods.

We are embodied researchers because we are practitioners. We will share our findings through our presentation at the end of the unit, reflecting on the questions we have posed. Qu: how do we empower students as researchers? Each of us as students have a question – we have to do something with our findings. For me, what are the questions I want to ask? if I ask students to do something I can present what they did as a conscious decision. A shared goal and task – staff and student, a shared experiment can force the minority and majority groups to come together and share a task. Take away the power imbalance. Some students benefit more than others – try to tweak what we are doing as educators so there is less of a privileged group etc

Social justice research – student voice, make sure my project benefits the students. Values – extracurricular activities, what are we trying to recreate? We as tutors, are also part of the crisis -it is easy to be overwhelmed by what is it going on in the world. How do we deal with climate change and how it is affecting our students while struggling ourselves? The temptation to recreate a world that is better puts a lot of pressure on us as educators – it’s a big challenge. I also need to think about my positionality – social bonds, belonging, self-reflective journal data set. My self-reflection as a tutor could become a data set.

I decide to get involved in the feeling of questioning – climate/social justice? Do the opposite of what I feel – just be involved in the questioning. How do I engage in social purpose as a practitioner, an educator and as a researcher? I have three months to think about it – reading will help and talking to colleagues and students. I consider my thoughts and reflections, out of this an idea develops that I could craft something from the data I collate. I can make something. ‘What is this?’ How long can I stay with the feeling of the question – questioning, see what happens. I might make something as my outcome. Keep asking the question – that is my research see what comes up. I would like to design and make something as my ARP outcome – I haven’t made anything in a long time yet I am a creative person. This is a wonderful opportunity. I must also think about my positionality. I can make something students could participate in. It would be good for me and as a piece of work for my portfolio. I think about making a teaching resource that could be used in workshops and activities on multiple courses at Ual. I must share my outcomes with fellow colleagues such as Rachel, she could give me feedback on what I make.

QUESTION

Is it enough for me to just ask the questions and make something with my findings? I decide to make a set of cards, a list of questions and proposals to embed social purpose and thinking into my course. I plan to print them use letterpress or risograph techniques using the wonderful facilities at LCC that I encourage students to use but never have the time to explore myself. Finding out how these work will also increase my knowledge to share with my students.

Consider social, critical frameworks

• What is the most interesting thing for me to do in the next couple of months? Talk to the director of Social Purpose Lab what are your ideas?

Ask these questions

• How do you define social purpose?
• What resources need to be made available?

Tim asks myself, Kat, Rachel and Michiko to pose questions that redefined the traditional process that delivers education. Ual is raising questions through the principles of climate and social justice – how are you going to deliver these things? Evaluate something that is happening around you. Resources and support for students – questions. Through exploration & investigation invite people in to be part of my project. For my ARP I need to research the question I am posing and design & make an outcome – crafting my response via the data I collate, evaluated and distilled into a set of creative questions that have multiple uses. The questions will become the device given to students as ‘Wild cards’ for creative development. As I haven’t had the opportunity or the time to physically make an outcome in a long time that would be a wonderful, rewarding process for me as a maker.

My cards will be made in letterpress or risograph printing as a set of questions using students’ words, thoughts and phrases linked to social justice. I plan to also look at my competitors such as the Brian Eno and School of life sets of prompt cards as inspiration.

For my own understanding ‘Quantitative data is numbers-based, countable, or measurable. Qualitative data is interpretation-based, descriptive, and relating to language. Quantitative data tells us how many, how much, or how often in calculations. Qualitative data can help us to understand why, how, or what happened behind certain behaviours.’