To co-create a playable card game with students that focuses on creative research methods. The basic idea behind this game/resource is to encourage conversations around research methods within illustration.

Below is an example card which relates to research in narrative and sequential illustration and depicts a source text within sequential illustration module. A discussion with my mentor (Jackie Batey) led to the idea of the game being co-created by students.

Students will be tasked with writing and illustrating their own card based on an authentic method they employ in their own research for the module- to be included in an ever expanding game. Duplicate cards are okay. The game could be played in tutorials.

Any cards they create can be discussed and evaluated in tutorials, and edited/rewritten to suit. The students are depicting an actual scenario they actively take part in as part of their research. 

This is an important text related to research in art and design subjects by Christopher Frayling. Cited in Illustration Research Methods.

''There is an increasing recognition of the need for students across many disciplines to acquire competence in research methods and statistics. This is often referred to as statistical literacy, defined by Gal (2005, p. 70) as “the ability to interpret, critically evaluate, and communicate about statistical information and messages”. Nikiforidou, Lekka, and Pange (2010, p. 798) also acknowledged the importance of statistical literacy as requiring consideration of the “the synergy of content, pedagogy and technology”.

1.1. Difficulties and misconceptions
However, acquiring methodological and statistical expertise poses significant challenges for many students (Tishkovskaya & Lancaster, 2010). The material is challenging because it is highly abstract and requires the consideration of inter-related logical reasoning, critical thinking, data analysis and interpretation and evaluation skills. Students perceive statistics as difficult and boring and this leads to anxiety and a lack of self-efficacy. Castro Sotos, Vanhoof, Van den Noortgate, and Onghena’s (2007) systematic review of students’ statistical misconceptions found that students have many misconceptions surrounding statistical constructs such as sampling distributions, hypothesis testing and confidence intervals."

​www.sciencedirect.com/science/article/pii/S0360131514000141

RIT pre-reading Dialogue Journal of Learning and Teaching 2016/17

Some relevant notes/quotes:
 
“The purpose of RIT is to help students learn through encountering research methods and content”

“Community of scholarship” (Brown 2009)

1. Research-tutored (ACTIVE/INVESTIGATIVE) Student focused / active knowledge producers
2. Research-based (ACTIVE/DISCOVERY) Student focused / active knowledge producers
3. Research-led (PASSIVE/DISCOVERY)
4. Research-orientated (PASSIVE/INVESTIGATIVE)

 
Teachers research interests ‘distorted the curriculum towards their research (Jenkins, 1998)
 
“To be an effective RIT practitioner, academics should consider how to negotiate the links between research and teaching, finding ways to integrate the two, thereby strengthening students’ understanding of research”
 
“In practice, RIT strongly depends on academics’ pedagogic understanding and their willingness to provide intellectual space for students to co-create and solve research questions and problems”
 
“Research and inquiry is not just for those who choose to pursue an academic career. It is central to professional life in the twenty-first century” (Brew 2007)
 
How to encourage students:
 
Students must:
-Develop the ability to investigate
-Develop the ability to make sound judgements on sound evidence
Rational decisions
Understand what and why
 
“RIT entails a conceptual shift fro viewing learning as knowledge reproduction to seeing it as knowledge construction”
 
“Pedagogy of the air” (Barnett 2007, p1)
 
“When students learn as researchers, they are given the opportunities to explore how knowledge is produced, distributed and used through research (Healey, 2014)