Cross Programme Event, led by the Academic Enhancement Model Team
https://www.arts.ac.uk/about-ual/teaching-and-learning-exchange/aem-and-attainment
UAL Data Dash Boards (a resource for us, which might be useful when planning my research project) Guide: how to use the Active Dashboards: https://prezi.com/i/view/DjkYTySVislG49iXr6Gi
We discussed some of the positives and negative aspects of collecting and analysing data. Data is a useful empirical tool, providing an evidence base for results and conclusions which can be used to influence and direct policy and practice (in any field). It also can be useful to measure the effects actions that are put in place, to evaluate whether they are achieving the desired effect or not.
Some of the downfalls to data, are of course, manipulation, but also data will only reveal a segment of the picture that you collect data about. The picture is usually much bigger and more complex that the data can capture. This will result in a skewed or bias view, which may result in ineffectual or worse, harmful actions.
My Thoughts & Reflections
The way I see it, education is saturated with data, producing and analysing data for evaluation seems to dominate education institutions today. There are different reasons for this, including securing funding for research, maximising student applications (driven in part by league table results), and striving for equal opportunities and attainment. It strikes me that you could sometimes question who the data is benefitting, the students or the institutions?
Having a BSc in Psychology, I’m familiar with some research methodology in relation to measuring human behaviour. But I’m interested in applying action research to teaching practice, because of the problem solving rationale inherent in action research. Being able to observe behaviour and responses to teaching in a controlled environment can be used to improve personal and institutional teaching and learning for the benefit of students.
I know we will be conducting our own research project as part of the PG Cert. This session was useful it that it prompted me to think about what problem/s I would like to focus on in my individual action research project. I’m interested in the dynamics of a crit and the teaching and learning that occurs and how it occurs in this setting. I looked at the research of Blair (2006) in order to examine the dynamics and experience of crits more closely.
In the seminar, we discussed the limitations of quantitive data, only being able to tell a limited part of the story. A sensible solution to this would be to use quantitive data methodology as part of but not the entire research. Qualitative data such as lived experience, is surely valuable to record the human and emotive data, to widen the lens and see more of the picture.
In groups we explored poetry as data. This was a novel concept and I guess was encouraging us to think about data and data collection in a creative and less conventional way. I personally didn’t enjoy the related activity but I did take the point that data can be generated in creative ways, which was useful.
Jheni, one of the facilitators showed some UAL attainment data relating to ethnicity of home students, using the categories of home white and home BAME. There was some objections to the term BAME as outdated and not appropriate today. This type of data was problematic and triggering for some members in the group, who objected to this example data being used for this purpose.
For me, asking us to consider ‘interventions’ that could address the data’s ‘narrative’, was not so appropriate for this session, as it’s such a huge and extremely complex and emotive issue. Although having said that I think it was important that we are aware of the data being collected by UAL and that the intention is that it drives equality. However, many people are clearly frustrated with the slow progress made here.