During workshop 2 we were introduced to a Data collection tools swap shop, e shared and discussed some tools in our groups of method interest. I sat on the experimental table and was introduced to one of my peers methods which used a series of rotating wooden cubes based around an activity to reveal hidden disabilities. This reminded me of a method I was introduced to during my MA called ‘Storycubes’ a series of blank cubes people could use to draw or write stories on, then group together to form interesting assemblages (Proboscis, 2023). Tangible methods and activities from the world of design could be useful to try here in this context, as pointed out in my TPP case study 3 we often forget that we are practitioners and should bring our creative energy to challenges we face as teachers, Flint (2025). Allison Shreeve explores this concept in chapter 4 of her thesis where different strategies are shown through her interview data with practitioner tutors in art and design. Most notable is the strategy around collaborating, where activities remove the hierarchy between student and teacher, where you feel you are collaborating rather than teaching, Shreeve (2008). Could this result in a more equatable classroom environment? What activities might be developed to encourage this?
From this workshop what did I do to create data?
The table below explores some of the tools I used and with them the ways in which I created data.
| Method | Corresponding Tools |
| Inventive qualitative method (Intervention ideas) The Cube and Map | Activity / Plan for the method/ image and audio recordings / Objects created by the students |
| Interviews | Recording Audio and video on Microsoft teams / live transcription/ Questions / email/ |
| Survey | Online Questionnaire post intervention / email/ |
I wondered if I needed to capture audio recordings during the intervention, after all this would generate hours worth of data. Was this necessary? What I was more interested in was capturing the students interactions and behaviours using the different methods. Yet the thought of setting up a camera on the day would not only be invasive of the students, but require more time to set up and get working. In an idea world it would have been good to have a camera there, but a discreet field recorder seemed like the next best thing.
In the podcast the tyranny of the transcript,Rick Harris discusses the use of body language and pauses as interesting data points that can reveal more than what someone is saying, what was unsaid (Harris, 2020). I thought this might be an interesting approach to take in the interviews, since they used the Microsoft Teams platform it was easier to record than to set up a camera, so Teams became a useful tool here.
As for the survey initially I was reluctant to do an online questionnaire, yet again time was a deciding factor here, I would have much rather generated data from an Interview than on a survey, opportunities for more unexpected responses could could through going beyond what you might get on a form. Students had gone home for the Christmas break so I only managed to interview two online. The rest I had to email and ask to complete the questionnaire in there own time, of course this generated more straightforward results, questions for both the interview and survey were similar. Yet the online questionnaire format did prove more time saving to go through when getting the data back, I was able to get a balance of both then.
References:
Flint, J. (2025) ‘case-study-3-assessing-learning-and-exchanging-feedback’, WordPress, 8/March. Available at: https://joncflint.myblog.arts.ac.uk/2024/03/08/case-study-3-assessing-learning-and-exchanging-feedback/ (Accessed: 10 January 2025).
Harris, R. (2020) The Tyranny of the Transcript [Podcast]. 17/November. Available at: https://open.spotify.com/episode/5GPdL9Vo5sBwSMfu2f0eEH (Accessed: 11 January 2025).
Proboscis (2023) StoryCubes. Available at: https://storycubes.net/ (Accessed: 10 November 2024).
Shreeve, A. (2008) Transitions: variation in tutors’ experience of practice and teaching relations in art and design.Doctor of Philosophy. Department of Educational Research Lancaster University. Available at: https://eprints.lancs.ac.uk/id/eprint/62002/(Accessed: 11 January 2025).