I felt rather priveleged to be able to observe the Module 3 presentations. What an achievement to have reached the end of the journey, and although much of me was envious at their imminent freedom, I also felt a sense of pride as I empathised with their amazing efforts. Their hard work has really paid of and I'm so grateful to the students that I could have a peek of what is to come.
I was pleasantly surprised at how relaxed the format was, (Although I'm sure the students felt far from relaxed as they were presenting!) I'm aware that presentations often take place on campus which possibly adds an element of pressure in terms of public speaking, but obviously isolation measures meant online assessments were the only possibility.
I wasn't able to listen to every presentation, but I viewed the majority which proved fruitful in acknowledging the contrasting topics of focus. Some sparked my interest as I found similarities with my own inquiry theme. For instance, Benny's inquiry was centred around mental health in dancers and I was struck with familiarity as he referenced literature I have come across myself. Benny even mentioned Terry Hyde who is very much a professional on my radar, as I actually wrote an article for Terry a few years ago. This was in relation to my own battles and I intend to connect with Terry again when I embark on my data collection period.
In contrast to this, the substance of Cathleen's research was very much new to me as it explored the relationship between theatre and students with autism. It was fascinating to hear about Cathleen's enlightenment regarding the terms 'low and high' functioning. Subsequently, how the effect of these labels will influence her professional practice going forwards. As a whole, I perceived that all students had found great value in the process of conducting their inquiry. They exuded passion towards their topics and adopted a sense of purpose from their findings. Inadventently this has provided me with even more motivation as I desire to keep on bettering my practice!
So what were the main areas I will take on board from witnessing the assessments? What did I learn? What am I eager to replicate when it comes to that 'big day' for me? Cue a thrilling spider diagram!
My fears going forward still remain. I am anticipating the length of the Summer break which feels inconvenient at a time when the world has stopped. The next few months would be a very profitable source of time if I could continue straight to Module 3- what the hell will I do with all this time at home? Limited work commitments, no work to submit, only limited kitchen surfaces I can clean?!
But in an attempt to alter my perspective, I intend to make use of the break and use it to my advantage. Not only will it be blissful to not feel guilt every time I'm not working, but it also gives me a chance to keep on exploring. I don't want to disconnect with my plans and study, as it will just make the return in September more difficult.
There is for example a world of literature I can embrace. I picked up on how significant the review of literature was in the analysis of each inquiry so I aim to develop this aspect of my research further. Additionally, module 2 has helped to develop a great connection with my peers. We can hopefully keep our discussions going over the next few months and continue with generating ideas over Web 2.0 platforms.
Ultimately, I strive to keep the concept of connection at the forefront of my mind. Linking my experiences to my reflections, my observations to my research, my inspiration to my plans and my relationships to my learning.
So a huge thank you once again to all Module 3s for letting me be a part of your experience. You all did a brilliant job and I hope that I can learn from you all and do you justice when I step into your position come December!
Now GO and celebrate! You deserve it :-)