Beginning to collate data obtained so far after a two-week undiagnosed bout of ecoli and a visit from Ofsted after the new year celebrations (not).

Ethical/ Consent Note: Permissions have been granted by all participating students (18+) and for those who are 16-17 parental consent has been obtained and assent form signed also prior to any data collection taking place.

Progress so far with participants…

I have carried out short 1-1 interviews (audio transcripted) with Nicola Woodhouse (Employability Co-Ordinator at MCC) and Dr Pete Fraser (Media Educationalist) via Skype.

Group 1 (MED2): I will be continuing to work with participants (and who happen to be my own students this academic year) who took part in my original pilot back in April 15 and who have agreed to continue onto Phase 2 (11 in total).

Having already identified a top 10 cohort list of ‘transferable skills,’ this group of participants are currently using a devised tracking sheet in relation to their current production work (Unit 36 Interview Techniques on the BTEC spec). The participants will continue to identify, apply and reflect (audio) on a monthly basis on the transferable skills accrued from January through to June (when they exit the Ext. Diploma Media Production course and onto their new/ individual pathways).

Group 2 (MED1): Participants who agreed to take part in my research are enrolled/ part of the new intake for the 90-Credit Media Production (8 in total).

The participants have identified key word/terms they believe to represent their understanding of the term transferable skills at this point in time. See ‘Photos MED1’ tab for photographic documentation of this data (this took place on Fri 15.01.16).

Group 3 (MUS1): Participants who agreed to take part in my research are enrolled/ part of the new intake for the 90-Credit Music Production (8 in total).

The participants have identified key word/terms they believe to represent their understanding of the term transferable skills at this point in time. See ‘Photos MUS1’ tab for photographic documentation of this data (this took place on Fri 22.01.16).

3 MUS1 students could not attend the visited RBL session due to either Maths tests or other personal issues so I hope to pick up on this outstanding data this coming Friday (29th Jan 2016). Once I have obtained that data (outstanding MUS1) I will mirror exactly the same procedure as I will with MED1 (see below) but a week later.

ACTION: Obtain outstanding data from absent MUS1 participants = COMPLETE 2.2.16.

What next…

I will now collate (talli) in a list all the words put forward by MED1 in preparation for integrating that data into a SurveyMonkey questionnaire, when the participants will reflect on data produced and be given the opportunity to then rank those key words during our next research session.

ACTION: Collate/ Talli Data (MUS1 and MED1) + upload onto Flickr = COMPLETE 2.2.16.

Research Narrative: This is intended as a starting point and the research is focused on how meaning, interpretation and application of the original words identified change/ develop (if at all) across a 6-month period. It is also of interest to see if participants use the tracking sheet independently and how often, if at all.