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Welcome to Your New Wiki RPStreet2011STAGE2 To join this wiki you would have recieved an email with an invitation to join this wiki. You need to click on the link in the email and sign up as a member (if you are not a member) or sign in. Once you have signed into this wiki, you will need to add a page of your own with a alias name that identifies who you are to your teacher. To add your own page click on the "new page" icon on the top left hand column on this page. Your page is for you to record an electronic copy of your work that you complete during the Research Project.

Week 10 This week you should begin to analyse your results and conclusions that you have investigated in your research.

In your journal/ research development page this week, comment on the following:

1. What was the highlight of your research so far that you have enjoyed the most? 2. What were some of your challenges or difficult situations that you have encounetered in your research? 3. What did you find interesting that you did not know so far?

Try the following web links to assist you in finding more research on your topic. Australias original search engine. Has useful links to Australia's magazines and Newspapers. Thousands of world newspapers at your fingertips.

Week 9 Crunch Time!This week you will have the opportunity to have a second formal discussion with your Research Project Teacher. You can make your appoinment time on the page to the let called //"0 Appoinment tmes Discussion"//. These discussions will be kept digitally in a folder on the L: Drive, under; Research Project/ Research Project teacher/ Woud/ then your name.

This week you will be finalising your Research development in preparation to write your first draft Research Report. You can check out the time line for weekly assessment tasks on the page on the left, //"0 RP Weekly Assessment Planner"//.

Please see me if you have any issues or questions.

Caroline Woud == ==  Remember to stay focussed on your investigations.

**__ Week 8 Research Development. __**
WHS Research Project Moderation / Ethics Committee 18/3/2011 The WHS Year 12 Research Project Teachers met last Friday morning to discuss all the Year 12's Research Proposals. The teachers included; Karen McInnes, Jakub Tengdahl, Steve Jordan, Geoff Street, Robyn Hewitson and Caroline Woud.

These teachers discussed as a "WHS Ethics Committee" all students proposals. Most of the proposals were approved by the Ethics Committee, however there are a few proposals that have been rated as Pending Approval. The proposals that are Pending will be discussed with students involved by their teachers, to clarify some ethical considerations, or choice of topics.

The following points have been proposed by the Year 12 WHS Research Project Teachers for students:


 * That the WHS Research Project (RP) staff are concerned about the implications of any breaches of the ethical conduct of research and procedures for individuals.
 * The WHS RP staff as a group will approve, not approve or indicate as pending every research project student’s proposal.
 * Students need to have any surveys or interview questions approved by the student’s teachers and verified on the SACE record sheet.
 * All students are explicitly made aware of their ethical considerations and responsibilities.
 * Methodologies used to research sensitive topics (e.g. suicide, homophobia, involvement in war, bullying. . .) will be examined to ensure all ethical responsibilities are addressed.
 * We do not endorse the use of experiments that may endanger the mental, physical and / or emotional well-being of the researcher or participants.
 * Need to check proposals where the questions are similar or the same. E.g. Euthanasia not legalised in SA, Illuminate, music styles affecting behaviour, public fund raising.

**Action:** Caroline Woud has developed a generic WHS consent form for WHS RP students who want to interview or survey people. This is in the word below. [|WHS 3 letter consent to interview survey RP.doc]

__Week 6 and 7 Research Discussion__This week you will need to make an appointment time with your teacher to have a formal discussion about your Research Project. Assessment in the Research Proje ﻿ ct Assessment Type 1, Folio: part 3 D﻿iscussion
 * === Task Components === || === Specific features addressed (shaded) === ||  ||
 * 1. Student nominates and negotiates date for discussion
 * 1. Student nominates and negotiates date for discussion

2. Student brings collated evidence of research – portfolio and journal

3. Student prepares any other relevant forms of evidence · Digital recordings · Documents · photos · etc

4. Student responds to teacher’s questions about the learning about research and the Capabilities

Student asks teacher questions and discusses ideas about how the research demonstrates the development of the Capabilities || Planning P1 Identification and consideration of a research topic P2 Planning of research processes appropriate to the topic P3 Management of the research project

Application A1 Analysis of information and exploration of ideas to develop the research A2 Application of knowledge and skills specific to the research topic A3 Development of the research outcome A4 Development and demonstration of the chosen capability

Interaction I1 Interaction with others I2 Response to feedback I3 Presentation of findings and explanation of ideas and insights

Evaluation E1 Evaluation of the research processes E2 Evaluation of the development and demonstration of the chosen capability E3 Reflection on research outcome and its value to the student and others ||

__Week 6 Research Discussion__This week you will need to make an appointment time with your teacher to have a formal discussion about your Research Project. Assessment in the Research Proje ﻿ ct Assessment Type 1, Folio: part 3 D﻿iscussion
 * === Task Components === || === Specific features addressed (shaded) === ||  ||
 * 1. Student nominates and negotiates date for discussion
 * 1. Student nominates and negotiates date for discussion

2. Student brings collated evidence of research – portfolio and journal

3. Student prepares any other relevant forms of evidence · Digital recordings · Documents · photos · etc

4. Student responds to teacher’s questions about the learning about research and the Capabilities

Student asks teacher questions and discusses ideas about how the research demonstrates the development of the Capabilities || Planning P1 Identification and consideration of a research topic P2 Planning of research processes appropriate to the topic P3 Management of the research project

Application A1 Analysis of information and exploration of ideas to develop the research A2 Application of knowledge and skills specific to the research topic A3 Development of the research outcome A4 Development and demonstration of the chosen capability

Interaction I1 Interaction with others I2 Response to feedback I3 Presentation of findings and explanation of ideas and insights

Evaluation E1 Evaluation of the research processes E2 Evaluation of the development and demonstration of the chosen capability E3 Reflection on research outcome and its value to the student and others ||  ||

__Week 5__ ** Research Folio development. ** ** GO SIRIUS! ** In your Research development this week, you may wish to find out peoples understandings and perceptions about your particular topic. Using an online survey tool is one environmentally friendly way of conducting your research. There are a range of survey templates available for you to access or you can create a new one of your own using a selection of question types. Questions can include short or long answers, multiple choice, yes and no, date and time, address or rating scales. Some tools will also assist you in the collation and analysis of your research survey answers, including graphs and statistics. Remember to get permission from people you survey by including a brief statement at the start, explaining your purpose for the survey and asking for permission to use this information in your Research Project for your Year 12 SACE Subject. Some online surveys include: [|Zoomerang] Online surveys and polls free for up to 100 responses. You can either use email adresses to send them, or add it to Facebook like I have in the example below.

Take my Zoomerang survey!
[|Research Project and the New SACE.] [] y/WEB22BY7ATZ7CB [|Caroline Woud Blute] Hi everyone, I have created an online survey using zoomerang, to see if it is useful for students in the Research Project. Could you please take a moment to answer 5 short questions about the New SACE Research Project. Please answer honestly and ethically, without hurting my feelings too much:) Cheers Caroline Woud

=== Survey Monkey is another online survey tool that is useful in collecting Research information. [|Survey Monkey] === Welcome to Survey Monkey ! What's Next?: Create a Free Survey in 3 Simple Steps 1. Choose Your Theme 2. Add your questions 3. Collect Response

__Week 4__ 1. Thank you to all the students who haded in their Research proposals on time. If you still have not handed it in could you please email it to my school email account geoff.street@woodvillehs.sa.edu.au

2. Remember you need to upload your Research proposals to your wiki page. To do this go to Edit your page/ File upload / browse / select document / upload / save.

3. Let me know on your wiki pages if you are doing Research Project A or B. You can do this by copy and pasting one of the A or B options below. // **Research Program A:** Evidence of learning for the final evaluation can be in one or a combination of written, visual, or oral modes. // // **Research Program B**: For students who intend their Research Project to contribute to their Tertiary Entrance Rank (TER). Evidence of learning must be presented in written form to meet the common written assessment component. //

4. Define certain aspect of your research and research questions in a concept map and upload it to your Wiki page.

5. Now you are ready to develop your research by completing the following tasks and record them electronically on your wiki journal page. Assessment Type 1, Folio: Part 2 – Research Development 2. Collate evidence of research e.g. · Readings notes · Drafts · Diagrams · Letters · Emails · Interview notes · Record of online search · Logbook entries · Field work · Dated and captioned photos · Graphs · Surveys and survey data · Calculations · Feedback from sources · Translations 3. Evidence of Capabilities development 4. Opportunities and barriers and responses Ongoing reflection on learning and research processes || Planning P1 Identification and consideration of a research topic P2 Planning of research processes appropriate to the topic P3 Management of the research project Application A1 Analysis of information and exploration of ideas to develop the research A2 Application of knowledge and skills specific to the research topic A3 Development of the research outcome A4 Development and demonstration of the chosen capability Interaction I1 Interaction with others I2 Response to feedback I3 Presentation of findings and explanation of ideas and insights
 * === Task Components === || === Specific features addressed (shaded) === ||  ||
 * 1. Conduct and develop research
 * 1. Conduct and develop research

Evaluation E1 Evaluation of the research processes E2 Evaluation of the development and demonstration of the chosen capability E3 Reflection on research outcome and its value to the student and others ||

Week 1
To begin the Research Project copy or upload this file to your page and begin filling in the information relating to your research.

[|research_project_starter_pack1903.docx] 4MAT GI **//Present, Evaluate //**
 * **//4 What if? //**

• **Presentation: oral Multi modal, or written report** **• Journal entries ** **• Synthesise – how can we improve? ** **• DeBono’s 6 Thinking Hats written Evaluation **

**Research Questions: **

**//What are some solutions, changes or recommendations for the future? //**

**//What have I learned about the Research process? //** **//What would I do better next time? //**

Evaluating, Creating **↑ ** || **//1 Why? Who? //** **//Initiation //**

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">• “5 Whys” Langford QLT · <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;"> Who is involved – people, perspectives <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">• Emotions, feelings, Values, beliefs,motivations, <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Philosophies, current perceptions. · <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;"> DeBono’s 6 Thinking Hats

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Research Questions:

//<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">Why has this occurred? //

//<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">Who are the stakeholders and what are their perspectives //

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Remembering <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">↓ || **//<span style="color: #a52a00; font-family: 'Arial','sans-serif'; font-size: 12pt;">Formulation, Collection //**
 * **//<span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 12pt;">3 How? //**

<span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">• Analysis of how it affects others <span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">• Method of research: <span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Primary sources: photos, videos, interviews, surveys; <span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Secondary sources: books, Internet, texts, encyclopaedias <span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">• Bibliography Harvard Reference System.

<span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Research Questions:

//<span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 12pt;">How did this affect others? //

//<span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 12pt;">How am I going to conduct my research? //

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Applying, Analysing <span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 12pt;">↑ || **//<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 12pt;">2 What? //**<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 12pt;"> ↓ **//<span style="color: #a52a00; font-family: 'Arial','sans-serif'; font-size: 12pt;">Selection, Exploration //**

<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">• Facts, background <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">• Statistics <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">• Information, perspectives

<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Research Question:

//<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 12pt;">What are the facts, statistics and information relating to the topic/ issue? //

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Understanding <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 12pt;">← || <span style="color: #a52a00; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Guided Inquiry <span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">New Blooms Taxonomy 4 M A T

<span style="color: #090949; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; lineheight: 115%;">Guided Inquiry Dr Ross Todd & Dr Carol Kuhlthau Guided Inquiry " //Inquiry is about an approach to learning that involves a process of us exploring our world, that leads to asking questions and making discovery in the search for new knowledge. It is about creating opportunities for students to be engaged in authentic and active learning based on their own quetions".// (Dr Ross Todd, Guided Inquiry conference Adelaide, 30th July 2010).

DLSOPE

Information Search Process


 * Tasks ||  || <span style="color: #ff0000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Feelings(affective) ||   || Thoughts(cognitive) ||   || Action (physical)﻿﻿ ||


 * <span style="color: #000080; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Initiation ||  || uncertainty ||   || vague ||   || seeking relevant informationexploring ||


 * <span style="color: #000080; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Selection ||  || <span style="color: #00aaff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">optimism ||   ||   ||   ||   ||


 * <span style="color: #000080; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Exploration ||  || confusion, frustration, doubt  ||   ||   ||   ||   ||


 * <span style="color: #000080; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Formulation ||  || clarity ||   || focused ||   || seeking pertinent informationdocumenting ||


 * <span style="color: #000080; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Collection ||  || sense of direction/ confidence  ||   || increased interest ||   || seeking pertinent informationdocumenting ||


 * <span style="color: #000080; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Presentation ||  || satisfaction or dissatisfaction ||   ||   ||   ||   ||


 * <span style="color: #000080; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Evaluation ||  || satisfaction or dissatisfaction ||   ||   ||   ||   ||

The Resource Based Learning (RBL) process We are in the process of: D L S O P E D= Definine L = Locate S = Select O = Organise P = Present E = Evaluate Use the following ERGO link to learn about RBL []
 * __<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Week 2 __**

Online Resources
Ebscohost - on intranet page - excellent database of news for currency.

[|EBSCHO host] [|EBSCHO]

Evaluating information - CRAP System for referencing []

Google wonder wheel - helps to show topics and related issues

Ms McInnes Moodle WHS []

Ergo research skills - [] Webinspiration

[|http://www.mywebspiration.com] - create your concept maps,, print screen, save in "Paint" and then upload.

Fuse - great site for secondary students, even though it is Victorian! []

Finding information []

National Library of Australia - many online resources - []

Referencing Harvard style - []

Evaluating websites - []

Ethics and Research == <span style="color: #721895; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Surveys <span style="color: #b700ff; font-family: Arial,Helvetica,sans-serif;">You should now be immersed in your research locating different sources of information and evidence for your Research Report.This Includes a survey of peoples attitudes.You can also use__[| **Zoomerang**]__ as an online survey tool. Facebook is another online social networking site, that can be used to gather and collate information with friends and Groups. [] is another online survey tool that you might find useful. . Geoff Street Teacher geoff.street@woodvillehs.sa.edu.au OHS&W Announcement <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">OHS&W Occupational Health, Safety and Welfare legislation states that before we commence any new activity we need to do a RISK ASSESSMENT on it first. This would be looking at what safety measures are required and what contingency/ emergency plans do we have if something might go wrong. Please see me before you begin activites for the appropriate RISK ASSESSMENT forms to complete.Mr Street :) If you have any trouble with technology, please make a note in your journal - we will learn how to fix it - maybe - we will learn from each other . || == Use the following link to view a video by Adelaide University on Ethics in Research.  Particapte in a class discussion about possible ethical issues faced by students.  [|research Ethics video]  ﻿ Look at the You Tube clip A Fair(y) Use Tale.  Note the main points about copyright.  Research Proposal due end of week 3, Friday the 18/2/11.
 * || SLASA Online Referencing Generator || Located on the Intranet homepage, under online courses / Middle School Bibliography. ** __Week 3__ **