Visual representation in focus group research

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Visual representation in focus group research

• Lyn Bibbings, Oxford Brookes University
• Caroline Jackson, Bournemouth University
• Alison Palmer, Project Manager

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Purpose of this session

• Remind you of the TLC project
• Outline research undertaken so far
• Detail the focus groups held and reported in
  Link14
• To discuss the use of visual representation
  within focus groups
• To consider analysis and interpretation issues

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• Bournemouth, Southampton Solent Oxford Brookes
  Universities
• Two main elements
• Developing and trialing different types of
  assessment
• Empowering and enabling lecturers to implement
  change

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Rationale

• Diversification of student population
• Creates a need for more varied approaches to TLA
• Project focuses on inclusive assessment
• Particularly for students with dyslexia
• HEFCE Guidance on Base-level provision QAA Code
  of practice for students with disabilities
• Disability Discrimination Act (SENDA 2001, Pt IV
  2006)

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'learning difference,' rather than a 'learning
difficulty'

• 'an alternative form of cognition'
• often associated with visual-spatial
  'right-hemisphere' strengths, holistic
  perception, lateral thinking and creativity.
• also linked to interpersonal and intuitive
  skills (CADISE, 2000)

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Innovation in Assessment

• Many other students also have creative skills
  that are not developed in HE
• The project is aiming to develop alternative
  forms of assessment that do not rely solely on
  the written word
• Balance of assessment so ALL students have
  opportunities to develop their strengths as well
  as address weaknesses

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Preliminary findings

• General agreement that assessment is what drives
  learning activity in students
• Both staff and students mention many types of
  assessment activities
• Presentations, oral, portfolios, exhibitions,
  posters, practicals etc
• But summative assessment doesnt reflect this

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First year research -quantitative

• Course audit in three institutions
• So far 105 modules analysed
• Tourism, events and sport hospitality to follow
• Includes detailed information on levels, numbers
  of students, students with dyslexia, staff
  involved
• Details on assessment methods and evidence of
  learning required

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What percentage was written?
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First year research - qualitative

• Focus groups in three institutions to
  investigate views on assessment and types of
  assessment with
• Staff
• Students
• Students with dyslexia
• Steering group specialists

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Focus group pictures

• On the side with the smiling face we want you to
  depict your best experiences of assessment within
  HE (try to think of a specific experience that
  either you or someone you know has had). On the
  side with the unhappy face we want you to tell us
  about your worst experiences of assessment within
  HE.
• There are pens, pictures, and magazines. You can
  draw, write or cut things out. You have 15
  minutes to work on this and then I would really
  like to talk about the posters

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Student focus groups
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Focus Groups

• Methodology for focus groups
• Discussion
• Visual representation
• Explication
• Visual representation
• Taps into emotional and spontaneous responses
• Enables a different articulation
• Needs interpretation

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Theoretical underpinning

• Visual anthropology and visual sociology
• Visual data used as evidence
• Visual data less valued than written data
• Multiple sources of evidence
• Used in different contexts e.g with children
  unable to effectively communicate through written
  or spoken word, perhaps because of trauma
• Cultural theory of representation reflective
  intentional constructivist

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• Market research
• explores motivations for purchases, responses to
  brands, new products etc. through visual images
• Extensive discussion in focus groups
• Psychology
• Communication
• Memory
• Educational psychology
• Communication with children
• Taps into intuition
• Perception without consciousness

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Issues around analysis and interpretation

• multiple sources of data are collected
  discussion, visual evidence, some written
• How is the richness of the data maintained?
• Can the visual data be separated from
  explication?
• Is transcription of the group interview
  appropriate?
• Powerful images elicit powerful responses
• Emotional content and perceptions need careful
  handling
• Spontaneity of visual representation avoids over
  emphasis on logic and reason
• How is that maintained in analysis
• Consider video recording focus group work?

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What we would like you to discuss

• The project revolves around issues of
  communication, both in terms of
• information we are collecting
• different forms of communicating learning in
  assessment tasks
• How can we reduce uncertainty about the use of
  visual representation?

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References

• Hall, S., (1997). Representation Cultural
  representation and signifying practices. Milton
  Keynes OU
• Banks, M., (2001). Visual Methods in Social
  Research. London Sage
• Emmison, M. and Smith, P., (2000). Researching
  the Visual. London Sage
• Prosser, J., (1998). Image-based research.
  London Falmer Press
• Saunders, M., (2003). Research Methods for
  Business Students. Harlow Prentice Hall

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• BIBBINGS,L., (2002) Exploratory Research of
  Dyslexic Students Learning LINK, Issue, 3
  Considering Students with Disabilities
  www.hlst.heacademy.ac.uk
• BROWN, G., (2001) Assessment a guide for
  lecturers.
• CADISE (Consortium of Arts and Design
  Institutions in Southern England), 2000. Dyslexia
  in HE Art and DesignHEFCE Dyslexia Project
  Report. www.cadise.ac.uk/interest_groups/dyslexia
  _index.htm
• DEARING, R., (Chair) (1997) Higher Education in
  the Learning Society. Report of the Committee of
  Enquiry into Higher Education. London Department
  for Education and Employment.
• DEPARTMENT OF EDUCATION AND EMPLOYMENT (DfEE),
  (1998) The Learning Age and Higher education in
  the 21st. Century Response to the Dearing
  Report. London DfEE.
• DEPARTMENT FOR EDUCATION AND SCIENCE (DfES),
  (2003) The Future of Higher Education. London
  DfES
• ELTON, L., JOHNSTON, B. (2002). Assessment in
  Universities A critical review of research.
  http//www.heacademy.ac.uk/resources.asp?processf
  ull_recordsectiongenericid13. Accessed
  22/02/05
• MACLELLAN, E. (2002). Perceptions of assessment
  an audit of practise. http//www.heacademy.ac.uk/
  resources.asp?processfull_recordsectiongeneric
  id429Ltsn. Accessed 22/02/05
• NWPDHE (National Working Party for Dyslexia in
  Higher Education), (1999) Dyslexia in HE
  policy, provision and practice. Hull University
  of Hull
• PUMFREY,P., (2000) Dyslexia in Higher Education
  in the UK. Paper presented to the International
  Special Education Congress, Manchester.
  http//www.heacademy.ac.uk/resources.asp?processf
  ull_recordsectiongenericid3
• WATERFIELD, J., WEST, B. (2002). SENDA
  compliance in Higher Education. An audit and
  guidance tool for accessible practice within the
  framework of teaching and learning. University
  of Plymouth South West Academic Network for
  Disability Support (SWANDS)
• WEST T. G., (1997) In the Minds Eye - Visual
  Thinkers, Gifted People With Learning
  Difficulties, Computer Images and the Ironies of
  Creativity. Prometheus Books.