And, following on from my last post, the course has ten learning outcomes listed in the Studay and Assessment Guide. One of these is: ‘Work with others to carry out the stages of drafting research proposals, data collection, analysis and interpretation.’ Students are told: ‘You cannot pass this course unless you submit a project proposal […]
Every so often, I investigate which aspects of group work the students on the course I am studying need to experience in order to get BPS accreditation. Having spent some time looking this information up, I always lose it again – so here it is, stored safely. The QAA Subject Benchmark Statement for Psychology lists […]
‘collaboration should be recognised as a state of social engagement that, on any given occasion, is more or less active and more or less effectively resourced. So, collaborators may vary in their concern to create shared understandings; and their circumstances of joint activity may vary in how readily they permit such achievements to be brought […]
I’ve been wasting a lot of time numbering and renumbering the figures in my chapter – so I finally spent some time looking up how to it automatically. Go to the Insert menu and select Caption is the answer. Caption doesn’t come up automatically on my Insert menu – but it is buried within the […]
My supervisors pointed out that, if I’m writing my thesis from a sociocultural perspective, I need to use the appropriate discourse. I do start off doing this, and then I start to use synonyms to stop it getting bland and repetitive. But, of course, the synonyms aren’t exactly synonyms and, before I know it, I’ve […]
A placeholder posting. When writing my analysis chapters I should file the terms, theories and ideas which must be introduced at the beginning of my thesis.
This is a reference post – to remind me how to do something fiddly if I have to do it again. I have JPG pictures of some of the FirstClass postings which make up my data. As I’m making reference to colour, highlighting, typography and layout I have to keep them as pictures rather than […]
These are probems related to being able to move ideas and discussion successfully forward through time. Students and tutors neeed to know How to locate information/discussion from the past How to retain relevant information not linked to assessment How to prioritise information/discussion to be moved forward How to return to a point new to them […]
Mercer, N., & Edwards, D. (1989). Common knowledge: the development of understanding in the classroom: Routledge. Context is ‘everything that the participants in a conversation know and understand, over and above that which is explicit in what they say, that contributes to how they make sense of what is said’ (p63). Continuity is ‘the development […]
I came to my data from the point of view of communities. How do communities learn together? Why is it valuable to learn as a member of a community? However, on closer examination, I’m not studying a community. My data comes from task-based groups (thanks for that insight, Etienne). True, they have been structured to […]