In this session we explore how to engage in analysis of visual images and of poetry. These activities are engaging and fun - they model the academic paradigm (analyse - argue - offer evidence - discuss) - and they enact the analytical strategies that we need when engaging with qualitative data. This is an especially important part of your research project. that is - once you have designed your project and gathered your data - you need to make sense of it. You will need to interrogate the data and decide what it might 'mean'. You need to argue for your meaning. You will need to draw conclusions from your meanings - and argue 'implications for practice'. This is the fun bit of research... And this session follows on from the analysis of the 3D artefact that we did last week (http://becomingeducational.wordpress.com/2014/01/18/wednesday-january-15th-2014-900am-100pm-week-14/)

1. Becoming W15
The heart of the maze: critical
analysis – for research?

2. Analysing Data
• Critical tools or frameworks
• MAZE: object analysis; analysis of visual
aspects; textual analysis
Iterative analytical process:
• What (multiple) meanings constructed?
• Why do you say that?
• What could they mean?
• Why do you say that?

3. Some Visual Analysis
• The shore itself – what learning space is
that?
• The avatars – what would they mean to
you?
• What they meant to us:
• https://www.academia.edu/3434045/The_shipw

4. Analysing Texts
• Textual analysis
• Draws on Literary and Critical theory

5. Blake’s London
• http://www.poetryfoundation.org/poem/172
929
• Discuss
• Analyse by drawing?

6. Workshop
• Example of poetry discussion:
• http://suddenspoon.wordpress.com/2012/12/1

7. Found this on #rhizo14
• http://dogtrax.edublogs.org/2014/01/16/rhi
zo14-steal-thispoem/#.Utk7_Bd9y_w.gmail
• Analyse words and meanings and
implications…
• Analyse by stealing?
• Re-post transformations to the blog?

8. Some tough reading on critical
analysis:
• https://www.academia.edu/3433954/A_Jo
urney_into_silence_analysis_of_governm
ent_elearning_policy_in_Social_Responsibility_
Journal_V5_N4_2009