2.3 Prep work 3 hours

Reading: Learners should prepare for receipt of pre-release materials 2016 OFCOM report by creating mind maps and lists on blog for the following:

Section 1: Outline & Analysis

1. Outline (describe) the key findings/arguments in a mind map
2. On the Mind map, spur off from each finding/argument the evidence for this
3. Create a Venn Diagram and annotate to explain how the conclusions and findings relate to Audience, Technology and Genre
4. List the debates that are contained within the findings and which theories be applied (audience, technology, genre)
5. Explain how these conclusiosn have developed since the 2014 report, liking to the initial focus/hypothesis/predictions 
6. Comparing the findings as a 2 column comparative list

Section 2: Conclusion

1. Summarise the issues raised through 2016 OFCOM report
2. Make suggestions for how to conduct primary and secondary research (which methods?)
3. Explain HOW primary and secondary methodology can be used to support or contradict findings in the report
4. Discuss how to contextualise (this means factors to do with time and place and factors that influence ie Millenials, technology, consumption patterns and attitude to children's consumption) potential findings for the specific creative media sector being studied

In class next Monday:

Learners should use 2016 OFCOM report to draw informed opinions from research materials produced by others.

Prepare to lead a group discussion on the impact of the issues and debates outlined within the stimulus.

Learners should discuss developments and changes in audience, genre or technology and the current effects of these issues on consumption and production of media.

At least 1 Debate in the media and 1 theory applied relevant to the report

2.3 C1: Analysis of Findings

Question 3: Understanding the Impact of the Topic on Production and Consumption
Band 1: 1-4 marks (Fail)	Band 2: 5-8 marks (Pass)	Band 3: 9-12 (Merit)	Band 4: 13-15 (Distinction)
Minimal consideration of the information in the article, with pointless reference made to own research sources	Partial/incomplete understanding and following of the topic, considering the information in the article, with some purpose in references made to own research sources	The topic has been understood and interpreted, considering the validity of information in the article, with detailed references made to own research sources	The topic has been fully understood and interpreted, considering the validity of information in detail, with references made to own research sources that support response with specific examples
Minimal connections made to media debates occasionally related to the topic of the article	Few connections made to media debates relevant to the topic of the article	Consistent connections made to media debates relevant to the topic of the article	Detailed and precise connections made to media debates directly relevant to the topic of the article
Basic understanding of outcomes of research	Some understanding of the significance of the outcomes of research	Sound understanding of the significance of the outcomes of research	Full understanding of the significance of the outcomes of research
Limited chains of reasoning	Some imbalance in chains of reasoning	Clear chains of reasoning	Effective and logical chains of reasoning

C1 Analysis of findings

Group of 3 activity: Learners should evaluate the relevance and usefulness of a range of research methods and techniques in each other's research catalogue (p.117 & 133).

C1 Analysis of findings

Peer assessment: Learners should evaluate the validity of their own and others’ research in relation to: (p.119 & 121)

1. the hypothesis – the original idea, issue or debate being researched

2. the focus – the intent and purpose of the research

C1 Analysis of findings

Individual activity: Learners should compare their findings with the expected outcomes (i.e. the information and data that the research was expected to confirm). (P119, P.123 & 134, 135 & 136)

Individual evaluation: Learners should evaluate the techniques and methodology used and consider whether the processes used to collect the data can be verified and whether the results are reliable and repeatable.

Homework

Individual activity: Learners should carry out analysis of the reliability of their own research in relation to: p.118

1. sources of information 

2. cross-referencing and verifying information (P.115)

3. samples (representative, size, balance). (P.103 & 109)

DMM to DDD 2.1 Presentations of Research Relevance/Hierarchy of Findings

https://danielokelv3workspace.blogspot.co.uk/2017/11/research-findings.html

http://www.seizemymoments.com/btec-media-l3-extend-diploma/unit-5-research-presentation

2.2 Question 1 Student Response - Good Example

See essay question and resource link:
http://ctkmediatechadv5-3.blogspot.co.uk/2017/09/fsa-ofcom-exam-question-1-understanding.html

Question 1: Understanding research methods and interpreting research data
Band 1: 1-4 marks (Fail)	Band 2: 5-8 marks (Pass)	Band 3: 9-12 (Merit)	Band 4: 13-15 (Distinction)
Basic understanding of topic		Understands significance of the topic	Comprehensive understanding of the significance of the topic
Limited connections to media theories and debates	Some relevant connectionmade to theories and debates	Mostly relevantconnections to theories and debates	Detailed and precise connections made totheories and debates
Basic Description of research methods	Understanding of data usage in the research methods used in the article	Analysis of research methods in the article	Evaluation of research methods in the article
Superficial use and consideration of qualitative OR quantitative data	Unsupported evaluative judgements on suitabilityof research methods in article	Supported with evaluative judgements on suitability	Fully supported withevaluative judgements onsuitability
	Qualitative AND quantitative data interpreted showing consideration and applied to response	Qualitative AND quantitative data clearly interpreted showing consideration of the validity and applied to response	Qualitative AND quantitative data fully interpreted showing consideration of the validity, reliability, bias and clearly applied to response

Activity 1 : 

What are the key issues raised in the article and how has the qualitative and quantitative 
research been applied to explore them ? 

The key issues raised withen in the article are to begin with that there has been a significant increase in the access of ownership for tablets of children of all ages , More of this the article also underlines that almost twice as many children aged 5-15 that are consuming online media via tablet in 2013 and lastly 12-15 year olds are twice as likely to say that they would miss their mobile phone than the TV in addition to this they also stated that they prefer to socialize online rather than doing any other media activity . In terms of the Quantitative research by having an age range scale allows those that fall in the media of this scale to be investigated which in turn allows you to compare the difference in consumption habits  in addition to this it enables the opportunity to reduce the age scales by arranging them into age categories . On the other hand though the use of quantitative data makes the source of information in most cases reliable and more believable with the use of graphs to support the qualitative data the validity can be questioned for instants we are able to see that the statistic recorded for children aged 5-15 was 2013 therefore meaning that the information used is not current which can lead it to be questioned more of this in reference to the research methodology and analysis the surveys that were conducted were quantitative and only quantitative which means that just from this the articles content is biased due to the consistent use of the same method  ,Moving on from this in regards to the qualitative data used this emphasizes the quantitative data explaining the use of the provided statistics however like with the quantitative the qualitative can also be questioned for its reliability and validity an example of this can be found in the beginning of the article under the key findings it states that it looks into the increase ownership of tablets for all children , though this can be questioned as further withen the article under the research methodology that when the quantitative surveys were carried out that " some questions in the current survey were not asked of all age groups " .
What is more the article mentions gender and social class for gender the article points out that gender differences in terms of online consumption is noticeable from an early age , although it also address that when the behavior was monitored more of the girls behavior was monitored than the boys, with social class it was briefly looked upon of AB households ( 34% vs 45 % ) are less likely to have a TV in their bedroom in 2013. Overall what we are able to conclude from the 2014 OFCOM report is that the quantitative data out ways the qualitative data with the tracker surveys though there is qualitative data somewhat  integrated The methods could of been balanced out by maybe using quotations of parents taking part in the at home interviews .  

• Understands significance of the topic
• Limited connections to media theories and debates - this relates to young peoples critical thinking skills and the difference between gender. Elaborate on this in linking this to Audience Theories particularly Reception Theory and Uses and Gratifications
• Analysis of research methods in the article - Have they used the right tools for the right job - pros cons of the ones they used
• Supported with evaluative judgements on suitability - Consider how the report tracks trends over last few years - is it consistently tracking this. Is the Sample representative? Sample Bias?
• Qualitative AND quantitative data clearly interpreted showing consideration of the validity and applied to response - Issues of validity or reliability with the data collection or questioning?

EXCELLENT DDD-DMM EXAMPLES OF RESEARCH PORTFOLIO - BEST SO FAR

http://www.seizemymoments.com/btec-media-l3-extend-diploma/unit-5-childrens-media-consumption

https://daynectkmedia.blogspot.co.uk/2017/10/childrens-media-use-and-attitudes_3.html

https://antonnellacareyphotography.weebly.com/btec-level-3-blog/secondary-research

2.2 Homework & Prep (due 15th Nov)

Homework
P.114-118

Individual activity: Learners should compile a catalogue of primary and secondary research references from previous research activities:

• between six and ten sources (minimum two primary and four secondary)
• prioritising and labelling of primary and secondary sources with:
• full referencing/sourcing http://www.harvardgenerator.com/references/website 
• the date of publication or release

How to reference secondary sources:

Prep: 

Read over pages in the textbook and make summary notes on P.132-134

Evaluate the validity and reliability of your sources using the attached proformas

Recap: How To Evaluate Validity and Reliability: 
https://ctkmediatechadv5-3.blogspot.co.uk/2017/08/critical-thinking-detective-work.html

Referencing your resources harvard from Joanne4

Research Evaluation Proforma from ctkmedia

2.2 Presentations B3 Referencing and format of findings

Question 2: Understanding the relationship between own research and article
Band 1: 1-4 marks (Fail)	Band 2: 5-8 marks (Pass)	Band 3: 9-12 (Merit)	Band 4: 13-15 (Distinction)
Basic description of primary or secondary findings	Primary & Secondary research findings described	Explains the research findings & their relationship to the context of the article	Evaluates the research findings & their relationship to the context of the article
Some links made between own research and article (no relationship)	Some links made as to the relationship between own research and article	Clear links made  as to the relationship between own  research and article	Thorough links made  as to the relationship between own  research and article
Superficial comments about how research supports  conclusions in the article	Relevant comments how research supports article’s conclusions	Explains the article’s conclusions with detailed comment on the extent this is supported by the research	Evaluates the article’s conclusions with justification of the extent this is supported by the research

B3 Referencing and format of findings

Tutor presentation: Show learners how to reference and format their findings.

Quantitative Data Analysis from Asma Muhamad

Critical Thinking - With Case Study from Karyn Thng

Paired activity: Learners should be given activities to enable them to practise producing graphs, charts, tables, quotations and transcripts.

Look at each others Research Findings and examine how the graphs and tables have been produced.

Task 1: Which are the most suitable to demonstrate:

• Changes over time?
• Differences in gender?
• Parental attitudes to media?
• Childrens concerns to online media?

Complete a Transcript of an interview or focus group relevant to these concerns on youtube to obtain quotations

Individual activity: Learners should practise referencing sources using a range of techniques, including cross-referencing with other sources

Task 1: 
Compile your findings from your Research and draw out a list of findings (H/W?)
Organise these into a Hieracrchy (H/W?)
make connections between your findings using Poppet
Colour code your difference sources to demonstrate links 
Where are there inconsistencies

B3 Referencing and format of findings

Individual activity: Learners should use their findings to support judgements by outlining arguments, showing logical progression and summarising to draw conclusions.

Task 2: 
Use your executive summary and draw a flowchart using Popplet as to how your findings support or outline arguments. 
What theory needs to be investigated to further the debate?
What conclusions can you draw to these points in the summary?

B4 Catalogue of sources

Tutor introduction: Explain how to compile a catalogue of primary and secondary research.

Research Catalogue from talitha-roberts

Group activity: Learners should investigate and analyse a range of existing research catalogues, noting their strengths and weaknesses.

Task: As a group of 4, evaluate each others portfolios - by annotating the strengths in BLUE and the weaknesses in RED

Group presentation: Learners should present their findings to the class.