Dr Scott Turner

PhD Successful PhD students Professional researcher Published

Module  Assessment 1: Proposal (15%)  Due within the next six weeks.  Assessment 2: Dissertation (85%)  Due September.  Due January with written agreement of Peter Leadbetter.

Today  Introduction  Activities  Library

Question Refine the Question

So What? Why is this work interesting?

So What? What is new?

So What? What is going to impress?

So What? Why is it going to impress?

So What? Could it be published?

Activity 1  What is the Semantic Web? (1 ½ Hours with break)

Your first point of contact for your project.

Get one as soon as possible!

Project is your responsibility not theirs.

It is expect you look at the course material for duties of each party.

Ultimate Two Aims To get an MSc

Ultimate Two Aims To convince people you are right!

For example  Experimental  Support from others work

Time  Read around  Write  Test  Build  Design  Refine

Resources  What?  Where?  When?  Why?

Methods  What are the options?

Activity 2  Create a plan for a project that uses the Semantic Web (1/2 Hour )

AIM Single general statement outlining the project.

Objectives Individual activities to reach the aim.

Objectives All most be... SMART

Specific Be precise about what you are going to do.

Specific Use actions verbs – e.g. build, conduct, develop, design.

Measurable How is that objective going to be measured.

Achievable Can it be done?

Achievable If it is not achievable/too big what use is it?

Achievable Objectives should motivate.

Realistic Do you have the resources?

Realistic Can it be done in the time?

Timely When will the objective be achieved?

Activity 3:  Background: To go into schools and deliver a series of workshops activities to year 7 to 10 students that combines engineering, computing and waste management.

Activity 3: Objective 1  To have delivered a minimum of six session sessions (12 hours) of the funded project to 120 students by March  Is this SMART?

Activity 4  Go to the NILE sites and either  Use the print/view version of the course material (pg 30)  Self test on the learning objects under the aims and objectives section.  Do this activity (starting now and bring back next week)

Activity 5  14:00-15:30 : IT room 1 in Avenue Library  Session: Library and searches.  To be lead by: Helena Beeson  Helena can be there for guidance for the whole time if need be.  Meet at the entrance to the library at 14:00.

Activities : outside class  Complete activity 4  Meet potential supervisors  Refine your research question  Literature search for your project

Sources Select a topic

Sources Define your terms and terminology  Not always as easy as it sounds

Sources  Not always as easy as it sounds

Sources Define your parameters  Information overloading

Sources Identify the sources

Sources What is a good source?

‘Paper’ Sources  Books  Journals  Thesis and Dissertations

Internet and electronic sources  Google ?  Google Scholar?  What else?  E-Journals/Electronic version of Journals

Why? What? How?

Reading Not just reading Previous similar products

Reading Basically knowing what others have done.

As you read... Become critical Look for relationships

Not acceptable Only present facts /figures Incoherent presenting pattern

Not acceptable Only other people’s thoughts  It is your work!

Not acceptable Unnecessarily limited evidence of reading.

Activity 6:approx. ½ hour  Why we reference?  How we reference?  How to be construct a reference?  How do we use references with in the text?  Go to This can be found on page 41 of the notes or Exercise 1 on the Learning Object

Considerations Avoid getting bogged down

Considerations You can’t read everything

Considerations Avoid getting distracted

Considerations What has been published /produced lately

Considerations Go to original documents when possible.

Referencing and Quotes Use Harvard Referencing at all times.

Referencing and Quotes Only use quotes... if they add to your argument.

Referencing and Quotes  Give authors credit for their work

Record everything...throw nothing away

Example of what’s is to be recorded  Author(s)  Title of journal  Volume number  Date of issue  Page numbers  Publisher  ISSN Number  Your Comments

Planning tools: Mind Maps

Planning tools: Activity Diagrams

Planning Tools: Gantt Chart

Activity 7: With your dissertation idea in mind.  Do the following tasks.  Find three references that relate to your dissertation idea.  write a word summary (not including the reference list)  Add the reference list (using Harvard Referencing) as well at the end.  Present a one minute verbal pitch on your project.

Activities : outside class  Produce a plan for your work using  Gantt chart and either  Memory Map/Activity Diagram/other appropriate tool (UML?)  Meet (potential) supervisors  Refine your research question  Literature search for your project

Contact Schedule should suit both of you. How time will you have with them.

Contact What are the best ways to contact each other?

Boundaries Be clear where you can expect help.

What is different? Two-way relationship - you work with them. There as a guide.

Individuals Style is individual.

Needs Understand the supervisor’s needs as a supervisor.

Meetings You should manage them. Stick to the appointments.

Meetings Are there objectives? What is the outcome(s) of the meeting? What are the action points?

Meetings You need to plan for them. What do you want specifically : -to get out of the meeting? -to ask? -to know?

Meeting  Think of the meeting time as a resource – have you just wasted it?

Meetings Have you kept a log of the meetings? It is your responsibility – not the supervisors.

Why? You might want it later!

Why? Stops you repeat!

Considerations How much to you store depends on the project.

Considerations Don’t throw it away!

Considerations Always record source.

How to store it. Log Book

Notebook

Log Book Loose-leaf folder

The Big Two Quantitative v Qualitative Research

Quantitive  Objective.  Factual data.  Often in numeric form.

Qualitative  Subjective  Opinions, perceptions and experiences.  Often non-numeric.

Methodology  System of methods used?

Empirical  Experimental  Getting evidence to test a hypothesis.

Examples  Lab work  Field Tests

Reporting expectation  Objectives  Theory  Methods  Results  Analysis  Conclusions

 Can be concerned with a comparison between different groups of people  Warning: still need to control the experimental conditions.

Surveys  The information may be obtained in a number of ways:  From a groups of people.  Observation of events,  From literature or documents.

The first two types involve some fieldwork third type is essentially deskwork.

The data obtained can be in numeric form and hence can be analysed statistically.

Collecting Data Methods and Evidence

Interviews Types and purpose

Ethics Issues and mediation

Activity 1  Work through the material on the learning material for the following:  If you haven’t already done it, material upto collecting data.- Outside of the class.  The material including exercises on collecting data, interviews and ethics.

Activity 2 Add to your proposal the following:  Ethical, social and legal issues  How are you going to evaluate the project? Explain why this particular approach(es) is/are to be used.

Activity 3  Bring to the next session  Draft copy of your proposal.  5 min only presentation on your project.  Written answer to this question: What do you think is the difference between an MSc and BSc dissertation?

Week 5

Data Collection Well designed data collection methods

Useless Data Data is useless until it is analysed.

Useless Data Analysis is limited until it is presented well.

Is it really there? Does the data show it...over generalisation

Is it enough? Too little data...unsupported claims

Too little data?...might be all you are going to get.

Is it enough? A lot of data...where do I start?

Classic structure  Title page  List of contents  Abstract  Introduction (approx. 10%)  Literature review (approx. 20%)  Methodology (approx. 15%)  Presentation and analysis of data (approx. 25%)  Critique of outcomes or findings (approx. 20%)  Conclusions (10%)  References

Word count  Approx words  Not including  Tables  Figures  References  Code

Format – Requirement  25 mm margins  double spaced lines  single sided printing  12 point font size  Bound – can be spiral bound.

Title Page example Quality Assurance in Internet Engineering By M. Mouse BSc Submission date: 15 August 2010 A dissertation submitted in partial fulfilment of the requirements of the degree of Master of Science in Computing at The University of Northampton

Abstract Provide potential readers with a quick overview of the dissertation Useful to start draft the abstract before the dissertation is completed.

Modified Structure- experimental There can be modification to this classic dissertation structure. Title page List of contents Abstract Introduction Literature review Experiment (a) Methodology (b) Presentation and analysis of data (c) Comments and critique of outcomes or findings, ideally that lead to the next set of experiments Conclusions References

Discuss it! The structure is not set in stone. However, the elements contained in the classical structure must be present in whatever structure you decide to adopt Discuss structure with your supervisor.

non-discriminatory language Basic principle: writing in such a way that is does not denigrate or excluded particular groups of people on the basis of what may be fairly arbitrary characteristics, such as sex, age, race, religion, physical and mental abilities or sexual orientation. (Blaxter et al 1996, p. 224)

Drafting  Begins as soon as you start to collect data.  There will be a number drafts and revisions before you arrive at the final document.  It is a good idea to write up as you gather information.  Editing will then take place  as more information is gathered  to take account of the word limit and to link the sections of the dissertation together

Drafting If you encounter difficulty in starting to write then try writing the introduction to the dissertation. Although you will have to redraft this a number of times it should help you to focus your thoughts with regard to the collecting of data and other relevant information.

Drafting Writing blocks may occur at any time. If this happens process any information you have gathered just to try and remove block, the way forward may then emerge during this activity.

Drafting Sometimes when writing the ideas just flow. Leave clear pointers to the topic to be to introduced, perhaps by a series of bullet points so you can recommence writing.

Headings limited number of main headings. If you use sub-headings it must make the text more accessible, not turn it into a directory of short paragraphs with no coherent flow of ideas

Headings If you need to go to headings such as re- think your structure.

Headings No more than three levels 1. Heading 1.1 Subheading Subheading Subheading 1.2 Subheading

When to start Now: you should not wait until you have gathered all the information and data you think you require before you commence writing the dissertation.

Remember that the final dissertation will be an account of what you have done? why you did it? what you found out?

Interesting read Does it have to be an interesting read? As far as possible it should be whilst keeping the language formal – this should be a piece of professional quality work.

Activity A  Read a dissertation and then use the marking sheets to grade the dissertation you to take the role of the second marker.  Ignore the oral/viva/presentation part.  Time: 1 Hour.

Activity B  You are to draft out the structure of your dissertation.  Consider  What are you going to be put in each sections  What are the sections  Use notes and bulletpoints to this aim  Initial headings. Time: 1 Hour.

Activity C  Pair up with the other person who had the same dissertation and agree a final grade and comments.  Do you pass it or fail?  Explain your decision as if you were explain it to an external person.