Reflection on scholarly activity

  • Tamara Cumming (Speaker)

Activity: Scholarly activities in Learning and Teaching reflectionProfessional and scholarly communities reflection


As I began to use the diagram I found students were able to better visualise the connection from paradigm through methodology to methods and analysis. As we spoke together in tutorials for example, if they began to verbally reply, but got ‘stuck’ in where to go next I would refer to the diagram, showing it through ‘Share screen’ and directing them to the paradigm on the left. I would give them a couple of moments to see the connection continue onwards and encourage them to reply. This seemed to work, with students then able to propose an answer based on what was next in the diagram. I would then scaffold on that information to support their learning of the next stage.
I also found it beneficial to have the definitions added to the bottom of the page on which the diagram sits. This supports students’ learning by offering them key definitions (drawn from their readings) to inform their understandings. I could test the efficacy of the diagram by including a question in the Student Experience Survey, or a formative poll during session.
In 2022 I will experiment with adding in the ‘pragmatic’ paradigm to inform mixed methods methodology, and possibly add dissemination strategies to each methodology line. I am slightly wary of adding dissemination strategies as I have found that students sometimes are confused by the difference between findings (as discussed in a journal article) and dissemination methods (such as the journal article itself). I may support students’ learning of dissemination strategies instead by adding visuals or links to examples of ways of disseminating, rather than simply listing ideas.
Held atEducation
Degree of RecognitionRegional