Feedback and Evaluation

There were close to 900 views of the ARCH microsite spread out over a period of 7 days.

Readers were generally inclined to study research posters that were most relevant to their discipline and areas of teaching.

Reactions on Research Topics Featured on microsite

• “I can incorporate the learning points into the modules that I teach.”

• “They are close to my heart and important to my profession.”

• “These are issues and topics that matters to my teaching.”

• “The research recommends something almost like role-playing and hypothesis to help learners self- actualize. This is in line with the "why" of my own research and preoccupation.” • “They all involve heuristics in creative practices.”

• “The projects showed how reflections can improve our deeper understanding on today's students learning and our teaching methods.”

• “Understand about the core of the students directly, what do they need? how can our curriculum fits their needs?

Overall sentiments towards the ARCH research projects were positive.

Inaugural batch of Action Research participants Key takeaways from the ARCH showcase included a realization that colleagues are capable of research with the right resources, and the importance of continuously striving for something new within the routine ordinary that would stimulate and inspire.

Reactions about Research at NAFA

• “The projects were varied and encouraged a foundation of research to begin at NAFA.”

• “All remarkably engaged in effort and authenticities of spirit.”

• “There are more topics we can explore and learn from each other studies.”

• “Keep probing for something new in our routine ordinary.”

• “Stimulating and inspiring.”

• “Spectrum of pedagogic interests with some of the most interested passions in teaching at NAFA.”

88% of the respondents rated research as important or extremely important for them.

Feedback on why research is important

• “As an academic staff, research helps to fine-tune teaching processes and also can enable students to see that research is possible, even though it seems daunting.”

• “I can learn from the research and also to develop student's learning” • “Research is a continuous process of finding and learning.”

• “It is important because it offered a new way of thinking about how to give students the power they already possess to evolve, in Michel De Certeau’s manner - to assist (readers) in uncovering for themselves “their own tactics, their own creations, and their own initiatives”.”

• “It is important as this allowed us to look deeper and relook at how we can improve students' learning and their focus. We can't generalise how all think and learn the same way or they way we want them to be. The educators too, need to constantly improvise and review how they teach and deliver.”

• “Research is not about me, is researching for others. Staying neutral as we understand that not everyone believe in research, even if it is proven. So how can we solve it?”

Dr Joyce Koh going through the details

Aspects of research relevant for teaching practice

• “Scoping the research topic, data collection.”

• “Both direct and indirect. Why is it working, why is it not working, why is it well received or badly received by the end user, etc”

• “Learning theories and its applications in teaching.”

• “Conceptual literacies, Creativity

Heuristics.”

• “The aspects are knowing how to interact, understand better and to improve on my teaching practice to learners.”

• “Action - Improving. Are we improving our teaching? are we improving students' learning?”

One of many Action Research afternoon sessions