Research Development in Grants, Ethics and Professional Learning

To promote awareness of research processes, a host of programmes were planned for the academic year of 2019-20

• Pedagogical Praxis Sharing • Research Grants • Research Ethics • Research Methods

This research points to the need for student professional musicians to re-visit how approaches of self-regulated learning will affect instrumental and ensemble practice and performance. The project itself arose from conversations with students from School of Music, and a natural desire to improve self-directed learning and assessment practices among faculty. This sharing reported on the key findings from this project and opened the space for discussion on how approaches of self-regulated learning can lead students to higher levels of artistic achievements.

For more information about this project, please see Chapter 4.

Pedagogical Praxis Sharing

Self-Regulated Learning in the Arts

30 August 2019, 4-5.30pm

The role of feedback in self-regulated learning (SRL) is gaining increasing attention from educational researchers, advocating that formative feedback in particular, has the potential to facilitate self-regulated learning.

In light of this, the Pedagogy and Research Unit collaborated with Dr Leong Wei Shin (Assistant Dean, Teacher Education and Student Life, National Institute of Education-National Technological University) from August 2018 to July 2019 to investigate approaches of self-regulated learning in music practice.

Pedagogical Praxis Sharing

Alternative Applications

6 February 2020, 4.30-6pm

A pre-circuit breaker pedagogical praxis was facilitated by two Design Media part-time lecturers, Anm Pek Siok Ee and Janielyn Kong Shih Leng, who shared findings from a 4-month research project to evaluate innovative teaching and learning approaches in higher design education.

Using characters and avatars to represent students in a gamified learning environment, Anm’s research on Character-based Gamification (CbG) was shown to help students become more self-aware of their talents, which could consequentially increase their levels of self-identity, self-development, inspiration, confidence and commitment to make their talent a reality in their career development.

Using a collection of self-created musical tracks, Janielyn's research explored how Designed Music using a variety of musical elements correspond to different emotional attributes. The pre- and post-study surveys showed the impact of designed music to conjure emotional stimulation, feelings of connection, creative stimulation, concentration and help with mood setting to maximise learning potential.

Research Grants

Writing Research Grants

14 February 2020, 4-5.30pm

Anm Pek on Character-based Gamification

Janielyn Kong on Designed Music

Facilitated by Jonathan Chng (Assistant Manager, OAA), this session covered the nature and content of local research grants, including those offered by the MOE Tertiary Education Research Fund (TREF), National Heritage Board (NHB), National Arts Council (NAC), and Spencer Foundation. These grants would provide a significant boost to faculty who were interested in advocating the arts, and contributing to a fresh body of knowledge. Both colleagues presented their papers at the online Global Chinese Conference on Computers in Education (GCCCE 2020) in September 2020.

To improve the chances of securing a research grant, it would be important to know the funding body or sponsor of the grant. This would enable researchers to make adjustments to their proposals that would appeal to the mission of the funders. In the case of NIE’s Office of Educational Research, their funding programmes were targeted at improving classroom practice, enhancing student outcomes, and building organizational and teacher capacities. On the other hand, National Heritage Board aims to encourage institutes of higher learning, think tanks, heritage NGO, academics and researchers to embark on heritage related research and/or technology-based projects to document Singapore's heritage.

Khor Kok Wah (Vice-President, Industry and Projects) was invited to give advice as a former Deputy Chief Executive Officer of National Arts Council. He highlighted that some funding bodies might not provide the full funding at the onset. He added that NAC would initially only provide 30% of the amount of grant applied, to encourage researchers to reduce expenditure and find other sources of funding to support the project and minimise the failure of incompletion. Typically, funding bodies favoured applications that had already secured partial funding from other institutions, as it lent credibility and security to the project.

In response to questions, colleagues were assured that the licensing and rights of the research product all belong to the creator. All spending should be accountable, especially for public research grants. Any unused balance had to be returned to the funding body. There would be no limit in the number of times a researcher could apply for grants, especially if their credibility is good. Lastly, participants were reminded about the importance of ensuring that the proposed projects did not disrupt social order or values of the general population, and neither should it discredit the government. If one were to do so, the project would likely to be deemed as a lesser priority as compared to others. All in all, “one should have a sense of responsibility” (Khor Kok Wah).

Khor Kok Wah on research funding

Research Ethics

Ethics for Educational Inquiry

6 March 2020, 1-2pm

Intended for colleagues who had expressed interest in Educational Inquiry from March to May 2020, Dr Rebecca Kan (Vice Dean, Pedagogy & Research) gave an overview to educational research, including preparation of ethics application for human participation.

With reference to previous case studies in previous research on TPACK for the Arts and Research in Music Assessment (Self-Regulation), colleagues were given an overview to the types of projects that had been done, and how they could scope their research according to three main points of focus, namely technology-enhanced learning, self-regulation in learning, care and well-being. The outcome of these baseline research findings were presented at NAFA’s Learning Festival in August 2020.

Research Methods

Completing Your Research Ethics Application

27 March 2020, 4-5.30pm

This session provided an update on recent developments of ethical approvals at NAFA, and tips to prepare an application for NAFA’s ethics application for human participation. The session provided the first touch for colleagues to complete ethics applications for the research course on educational inquiry, and opportunities for clarification on recruitment, research methods, collection of informed consent, and anticipated benefits or risks.

The session opened the opportunity for colleagues to informally discuss their research interests and potential difficulties or limitations pertaining to research integrity with Dr Rebecca Kan.

Research Methods

Action Research

July to October 2019

A 4-month Action Research workshop was organised in the first semester of AY19/20 to equip NAFA lecturers with research methodology to address classroom issues and teaching practices.

Action research is a systematic approach used in educational research to make valid, reliable and data-driven teaching improvement.

This was facilitated by Dr Joyce Koh Hwee Ling (Higher Education Development Centre, Otago University). Incorporating both face-to-face and video conferencing mediums, the sessions were geared towards helping staff to trigger teaching improvements through data and to explore various evaluation methods using online tools for data collection.

Through the course, lecturers were led to act, examine and reflect on their practices guided by the analysis of the data collected and the understanding of learning theories.

A total of 15 staff took part in this workshop series.

Dr Joyce Koh facilitating via Zoom

26

July Introduction to Action Research

2

August Learning theories for examining student attitudes

7

August Quantitative Analysis

23 August } Basic Content Analysis and Data Interpretation

6September } Theories of Conceptual Change

13 September } Theories of Collaborative Analysis

27 September } Thematic Analysis

11 October } Inter-rater Analysis

18 October } Consultation on Poster Presentations

Post-ARCH Research Consultations

Building upon lecturers’ engagement in action research, this series of 5 three-hour consultation sessions were facilitated for NAFA lecturers to produce a piece of empirical research publication that meets the standards for submission to the proceedings of a peer-reviewed local or international conferences or international peer reviewed journals.

The sessions provided colleagues with an introduction to writing various parts of a research publication, one-to one writing critiques, and mentoring on the publication submission process.

Publishing your Action Research

The process of research publication process enables lecturers to produce knowledge and discourse in ways that are accessible to a wider international arts community. Building upon lecturers’ engagement in action research, this suite of workshops was organised over 5 months from August to December 2020.

The workshops highlighted international research standards that are required in the publication process of peer-reviewed conference or journals. The sessions provided lecturers with an introduction to writing various parts of a research publication, one-to-one writing critiques, and mentoring on the publication submission process.

Facilitated by Associate Professor Joyce Koh Hwee Ling (University of Otago, Higher Education Development Centre), this suite of five sessions shed light on the process of producing a piece of empirical research to analyse and present the results of innovations in teaching and learning.

Facilitated by Associate Professor Joyce Koh Hwee Ling

(Otago University)

The Structure of a Research Publication and Selecting a Conference or Journal for Publication

The opening session discussed how action research can be translated into publication. A list of peer- reviewed local/international conferences and international peer-reviewed journals. Dr Koh shared on the importance of having a research focus, and understanding the typical publication structure in educational research.

Participants were encouraged to survey paper abstracts, headings and subtitles to form their first impressions about research writing, and explore Social Science Citation Index (SSCI) listed journals that would be suitable for research in art and design. Various topics were discussed, including the difficulties colleagues face in writing, impact metrics of journals, H-index of scholars, and ways to improve writing and structure.

Session 2

Writing the Literature Review

Topics covered in this session included the function and structure of a literature review, search and reading techniques, research databases, and research techniques that would help colleagues to formulate a strong and well-developed literature review. A good literature review formulates an argument for a research question. Two moves were introduced: the narrative-descriptive and the rhetoricalargumentative. September 2020

Besides defining key theoretical terms, it will be necessary in a literature review to summarise current research findings, identify gaps missing in the literature, explain the gap, and the significance of addressing this gap. Most importantly, to justify the need to study the research questions that are proposed.

Session 3

Writing the Methodology Section

This session discussed the structure of methodology section, the outline of this section in a research paper, and various types of research designs.

The workshop opened with colleagues sharing their progress on their publications, detailing where they were at and issues they faced. Dr Koh responded with suggestions on how to overcome these issues and improve the overall piece of writing. The research methodology section describes everything needed to execute the study. It demonstrates how researchers implement their study with methods that support the research questions, and helps readers to understand the context of the reported findings.

To further understand the writing of methodology, participants were given 2 critique exercises to read and review. Additionally, topics such as the intervention, student profile, instrumentation, declaration of ethics, data collection methods and data analysis procedure were covered. The session closed with preparation that would be needed for the next consultation. Colleagues were encouraged to continue identifying international peer-reviewed journals and working on the literature review and methodology. October 2020

Writing and Presenting Data

Ways of presenting qualitative and quantitative data were covered in this session.

In papers reporting quantitative data, findings may include correlation and paired T tests for both singular and multiple variables. Papers reporting qualitative data would include content analysis and thematic analysis.

While the section on Findings includes a presentation of research according to the research questions, the section on Discussion interprets findings with respect to existing literature, including the significance of the research contribution and practical implications for teaching.

The session concluded with colleagues planning a tentative timeline towards the completion and publication of their paper.

Session 5

Referencing, Publication Formats, Handling Reviewer Criticisms

The fifth session covered the final stage of research for publication, which includes preparation for submission, the review process, response to the reviewers and final proofs before the acceptance for publication.

When preparing the manuscript, one should observe the publisher’s housestyle and guidelines. The publication should also include a cover letter, a title page, citations, an abstract and declarations that there are no conflicts of interest. December 2020

Some issues that were commonly identified by reviewers include the absence of theory, grammar and structure, careless mistakes in the cover letter, the lack of theoretical framework, impatience with a response in the editorial process, lack of specificity in the key words.

When responding to a reviewer’s comments, colleagues were encouraged to remain neutral, regardless of positive or negative feedback. Reviewers appreciate authors who provide a serious and comprehensive response, and that initiative has been taken to address their comments. It is also necessary to highlight the changes that have been made, to facilitate tracking of changes for improvement. Data that has been analysed should not be changed, as this would place a question about research integrity.

It is not uncommon to receive a review who comes from a different school of thought. Reviewers who may not be familiar with the subject area or methodology could misunderstand the research intent o the paper. The session ended on an encouraging note for colleagues to be patient in the entire review process and positive in response to the reviews.

Educational Inquiry and Research though a Data-Driven Approach

13 March, 3 April, 17 April, 8 May 2020, 1-4pm

This 4-session workshop facilitated by Dr Yang Chien-Hui (Mindsights Inclusion) covered an overview on research methods commonly used in educational setting. The course supported colleagues to build confidence in identifying a research problem, design a research study, and obtain data through qualitative and quantitative methods. Colleagues were supported by post-course individual project consultations that supported their seminar presentations at NAFA’s Learning Festival in August 2020.

Dr Yang with participants

AIDA: An Inquiry on Data-Driven Approach

This virtual research seminar featured a keynote by Associate Professor Ben Motidyang (Higher Education Development Centre, Otago University) on learning analytics, and six research presentations by colleagues from School of Art and Design, and a panel discussion on challenges in research at NAFA during Covid-19.

AIDA is short for An Inquiry using Data-Driven Approach. In the context of educational inquiry process, there is a search for truth, through the collection and documentation of rich data. Data is analysed in various forms, in order to seek fresh perspectives through qualitative and/or quantitative methods.

The following faculty presentations were featured across two days:

AIDA seminar in progress

Understanding Fine Art Students' Reception of Online Learning

Presented by Tan Choon Ying (Fine Art), this project used the Community of Inquiry (COI) framework to understand obstacles that students encountered in using online platforms, and also what preferences students had in communicating online.

Self-Regulated Learning in 3D Design

Presented by Kwek Sin Yee and Park Hye Young (3D), this research sought to understand the learning strategies of

Tan Choon Ying presenting her project

students from two disciplines Landscape and Architecture and Object and Jewelry, and how the students’ motivational beliefs and self-regulated learning correlated to their learning process.

Reflections on Educational Inquiry using Data-driven Approach

Ethel Chong (AM) gave an overview of the course they colleagues had taken to arrive at their research inquiry.

Understanding Students' Self-esteem and Coping Mechanisms in 4D Art Studio

Presented by Geraldine Kang (Fine Art), this qualitative study applied principles of art therapy to investigate the relationship between self-esteem and how students manage their academic and personal stresses.

Study on the Factors that Influence Students' Engagement Level during Online Learning

Presented by Christabel Teng (Design Media), this investigation revolved around student’s comfort level with online learning, attitudes, and engagement with the content for learning.

Technology Enhancements for Critical Thinking in Design Exploration

Jointly presented by Anthony Tan and Gary Goh (Fashion Studies), this study was designed to discover how technologies have improved learning, the effectiveness of technology tools /software in education and the impact of technologies in learning on both teaching staff and students.

Conversazione: A/R/Tography as an Arts-Based and Creative Research Methodology

30 September 2020, 4.30-6pm

A/r/tography is a term that encompasses and embraces equality and coexistence between the three identities of artist / researcher / teacher. Coupled with this is the notion of ‘graphy’ which in turn references connections between the art and text.

An overview and critical understanding of a/r/tography was offered by Dr Rose Martin from Norwegian University of Science and Technology, where colleagues explored how a/r/ tography could sit with individual and collective practices at NAFA. The conversation was a pre-emptive presentation to the eleventh faculty research workshop series from November 2020, which would unpack the reflective, reflexive, recursive and responsive acts that form the practice of a/r/tography.

AY19/20

Dr Christopher Khoo Soo Guan

Associate Professor, Wee Kim Wee School of Communication and Information

Nanyang Technological University,

Singapore Dr Joyce Koh Hwee Ling

Associate Professor, Higher Education Development Center,

University of Otago

Dunedin, New Zealand

Dr Rose Martin

Associate Professor of Art Education,

Norwegian University of Science and Technology

Trondheim, Norway Dr Tan Shzr Ee

Senior Lecturer, Department of Music,

Royal Holloway University of London

Egham, England Dr Yang Chien-Hui

Consultant,

Mindsight Inclusion

Singapore

Dr Leong Wei Shin

Previously Assistant Dean of Degree Programme and Student Life,

National Institute of Education Nanyang Technological University (NIE-NTU)

Singapore

Presently Lead Specialist, Assessment Policy and Practice and Curriculum Policy Office,

Ministry of Education,

Singapore. Dr Ben Daniel Motidyang

Associate Professor, Higher Education Development Centre,

University of Otago

Dunedin, New Zealand

Dr Michael Thomas

Professor of Education,

Liverpool John Moores University

Liverpool, United Kingdom Dr Yim-Teo Tien Hua

Specialist Adult Educator (Curriculum Development) Institute of Adult Learning