SUMMARY KEYWORDS

minutes, present, thematic analysis, feedback, presentation, work, write, findings, semi structured interviews, link, popped, peer feedback, isabella, interviews, noted, powell, chat, context, agree, gathered

SPEAKERS

Tutor, IC, Student 2, Student 1

Tutor  00:00

It’s well done. Isabella, yay.

IC  00:03

Let me let me stop sharing now.

Tutor  00:11

Super, thank you, thank you for sharing. Great folks who’ve just joined winter said that we have 10 minutes to present, and then 10 minutes discussion with some q&a. And I popped in the chat the link to the form. So if you could fill that in Isabella, could you put your email address in the chat? because each person, if you write down the name of the presenter, and an email address, you can write in your responses to each of those learning outcomes. And, and send it to them. So you might have been writing already taking notes, but if not, you have a chance to do that as well. And we talk. Great.  This is fantastic. some really exciting things in there. And I was I was just going to kick off quickly, because I know that you haven’t, you haven’t sort of done that, that second part, and you’re working on it. For me, I’d like a bit more clarity around the the methods that you’re using. So when you’re speaking about the kind of the different projects that you’ve run, are you using findings from loans? Or are they examples? Or is this kind of going into it? And then when you talked about interviews, and so really kind of the procedural things, what kind of interview Are you? Are you doing? structured, semi structured, or unstructured? Okay, what kind of what were the questions? How many participants? How did you how did you choose people to take part? Because you mentioned staff and students? I wasn’t quite sure who’s actually taking part in this. So making sure that you’re really kind of clear. Okay, about that. I don’t know if you’ve come across this book. I don’t know if you can see it. Yes. Yes. Learning in Higher Education, the chapter in semi structured interviews by Dennis Cousins. I think I love it, because it’s really quite easy to kind of get in, okay, key points. But something like this is quite a good kind of good overview, because it helps you think about the kinds of things you need to be thinking about, when you’re when you’re presenting. You’ve worked with interviews, you’ve probably made those decisions, but it’s about maybe kind of I mean, yeah. And then of course, it kind of the same for the analysis. So what what kind of analysis is it narrative analysis or visit thematic analysis, reflexive thematic analysis? What is it and again, the literature behind it, so that you can really explain to us clearly that process? Okay. And just when you’ve done that, for me, I’d been making the link between the research question, but kind of the context, the, the, you know, the kind of the, the, the data that you’ve gathered and the findings, and make sure that there is a clear link, rather than at the moment you haven’t been able to present at all. So just make sure it’s not I this is what I think I should do, because I think it should do that you’ve got a kind of evidence trail. So because of this, this is what I’ve then proposed. And that will kind of create a really lovely narrative for Yeah, that sounds good. Thank you. Brilliant.  Oh, Student 1. What was the link for the text? Which were other Glynnis? One? Yes. Let me put that in. In in chat. And Student 2 is also popped in the chat there. And she’s joining us from earlier session as well. So you’re very welcome Student 2 to come in and hang out, hang out in the room. With anyone else have any questions or comments for Isabella’s amazing presentation?

Student 1  03:41

Yeah, I agree. I think I think I’m really impressed with how much work you’ve done already, and how you’ve got like a full presentation. Whilst whilst the work continues. I’ve got similar feedback Isabella, in terms of clarifying, you know, how it all comes together with the literature review and the collaboration and how it’s going to impact on student experience going forward? Yes. Yeah. So just to formalize it in in that thread. I think also, just having the feedback form is really is really helpful for clarifying things for oneself. So and you’ll probably find the same when you do the feedback for us. It’s yeah, to think about what we need to address in the presentation, but I think you’ve got all of the ingredients down. It’s just having that kind of central focus. Yeah, no, I agree. And I think, because I’m still at the starting point of the data analysis, and, you know, the reading is still ongoing. It’s very hard to present of something that you’re not quite there yet. is amazing, but I agree. I once I’ve done that you it’s what I highlight, rather than Yeah,

IC  05:04

Cool.

Student 2  05:05

Yeah, thank you for the presentation I, what I’ve noted down. So it seems like there are a lot of you’ve done a lot of work. And the same research question was kind of used in different contexts. And it just felt that if the context was more described, and then you could kind of put the methodology clearer to say that, in this context, in my message, I reached this conclusion or at least evaluation and kind of compare them. Because I, in some ways, I feel that the, the USRP is much larger than kind of what I expected of RPO. My RP, so So yeah, credit to you.

IC  05:49

10 minutes goes too fast. Now, I’m starting to worry. Like, how am I say all these in bloody 10 minutes? [laughs] Yeah, no.

Tutor  05:57

Yeah, I think that’s it, you have, you will have a minute’s grace. Don’t bank on that, though. Because when you’re presenting, sometimes, you know, you want to upload a little bit anyway, so, so do plan to 10 minutes and be super strict with yourself. Whether you script it, or however you want to do it, we give you a one minute grace period just to have to be cut off, but then it is cut off. Quite kind of harsh if someone’s mid flow. So, so yeah, just as a heads up, but that’s great.