A study of my work based major project's impact upon my practice.

Evidence of impact with categorization into themes

This report must first be qualified, in that as it concerns the impact of a small scale research
project. It was not expected to achieve grand-scale changes to my professional practices, but
as shall be shown, change did occur which did have serious impact.

Below in table one, I have mapped out a thematic overview of the impact my Work Based
Major Project has had on my business and personal practice. I have set out the areas which
have been impacted upon and what those impacts were. Suitable evidence is offered, which
supports these assertions. For several of the 'un-quantifiable' statements there is no direct
evidence, save for the articulation of the impact itself. This can is a problem typical of the
small scale research; a tendency to stress the tentative (Bell 2007, p144), but in my opinion
no less worthy.

Table 1. Impact Map of Worked Based Major Research Project SID0715814, 2010
Business Practice Change

Quantifiable
1. Outlay Savings – through the reduction of the necessity to print out lesson material,
savings have been shown.

Evidence: This was clearly demonstrated by removing the need to print out lesson
material, which was calculated at six A4 sized pages per week for 54 students each.

2. Increased Business – Stronger quality product to lead to new and increased

business.

Evidence: In preparation of my action research, negotiations with a Client Company

were conducted. The first critical incident of the research project was an unsolicited
amendment to my contract, increasing fees in compensation for new online services.

3. Time Management – project had a measurable and immediate impact on my

organisation; reduced time-outlay for lesson preparation. Electronic delivery methods
allow greater flexibility in planning the working week.

Evidence: Research clearly recorded the saving of 4½ hours per month on lesson
preparation for the participating language course groups.

4. Client Satisfaction – New ICT usage, greater range of media to support language
courses, satisfaction and increased learning expressed by clients.

Evidence: Anonymous questionnaires gave unanimous confirmation of satisfaction

and acknowledgment that their learning opportunities have increased (40
respondents).

Client language school have followed lead and set up dedicated web pages for their
language courses on their own web site.

5. Classroom Practice – clear improvement in teaching practices achieved through the

introduction of ICT. Re-evaluation of pedagogic principals within the language class.
 Evidence: Shown through successive cycles of the action research. The new,
growing and diverse use of ICT in the delivery of lessons caused a clear improvement
to teaching practice. Research has clearly lead to a better understanding of blended
learning theory. It has shown, how the same care and attention must be given to the
virtual class as to the traditional class (Kukulsaka-Hume & Traxler 2007, p.189) and
that lesson delivery quality is obtained not simply by ICT, but through its proper
management of use.

The development of new ICT rich materials has caused me to look at and justify
pedagogic value and theory. Learner autonomy is an area which has clearly impacted
on my practice. By giving to my students a greater responsibility for self-learning and
control over that learning, major changes in my working practices have been made.

The building and promoting of online communities for my language groups has
impacted greatly on classroom practice. The classroom has now been extended
beyond the constraints of time and place.

6. Colleagues – feedback showed a following of my lead.

Evidence: Two colleagues have set-up language blog sites and others have
expressed a strong intention to do so.

As a result of exploratory research for my research project, a teacher blog site was
caused to be set-up with a client language school. This has the potential to build and
promote a community.

7. Lesson Material – A direct result of my research was the development of new lesson
material and use of new media which has impacted greatly on lesson delivery.
Evidence: The Introduction of high ICT intervention in lesson material has radically
changed lesson delivery (appendix xx) and introduced new learning opportunities to
my practice.

Un-quantifiable
8. Classroom practice – project has seen deeper understanding of pedagogic theories.
Continuing reflective practicing has increased my wider knowledge and
understanding of my profession. As part of my work based major project, it was
necessary to begin converting my own personal library of lesson material so as to
 facilitate optimum electronic delivery. This led to the re-evaluation of much of my
lesson material, which in turn lead to pedagogical re-evaluation and application of
learning.

9. Confidence – increased confidence from new knowledge and learning.

Evidence: Evidenced from the constructive and effective engagement with new
communication media and the willingness to experiment.

10. Time Management – within my teaching practice/lessons greater control.

Evidence: The action research was based around the introduction of ICT to my
business with the intention of improving that part of my practice dealing with lesson
delivery and time management. The success, as reported in my work based major
project research paper, is testament to success in this area.

Personal Practice Change

Quantifiable

11. Time Management- measurable savings in time outlay; more personal time.
Evidence: As evidenced at 3 above. As a home-based self-employed teacher, new
time managements arrangements affect on my day-to-day personal undertakings.

12. New Business – developing business has impacted positively on personal income.
Evidence: Contract amendment with increased fees.

13. Personal Development – new knowledge and learning from research has seen my
skills and understanding of ICT grow. This is a goal of my ongoing Personal
Development Plan (PDP) and part of my developing life-long learning skills.

Evidence: As evidenced from the technical undertaking of my research.

Un-quantifiable

14. Confidence – increased confidence in self and ability to achieve.

 The success of engagement with my new business ethics and outlook has been
inspiring.

15. Time Management – less stress arising from a greater flexible working week and in-
lesson management.

Evidence: Reduced management workload coupled with the comfort new ICT usage
within my business has brought.

16. Work Satisfaction – new achievements and new knowledge and learning lead to
greater satisfaction. Exciting new work possibilities.

Evidence: 'Brilliant!' One simple key word quoted from my learning journal in
reference to a particular lesson (appendix x, 4.).

17. Social – New social outlook and engagement with clients. New changing ethical and
social awareness through action research and habitual reflective practicing. Higher
political, social and cultural awareness as a reflective practitioner engaged in action
research.

My research project has caused a new engagement with colleagues through a

teacher blog site hosted by a client language school. This blog has a strong social
flavour. Until now I have had little regular and direct contact with colleagues; this new
network has the potential to change that position and create a wider community of
professional colleagues.

A reflective account of impact and changes

There are many advantages and disadvantages for the self-employed teacher. One of the
disadvantages experienced by many is the lack of organizational support that one would
typically have when working within an organization or institution on a day-to-day basis. One
has to be master of all things. For the efficient running my business, as with all businesses,
its various aspects and their inter-relationships have to be managed effectively. This is a
constant consideration of which time and time management play a pivotal role.
The impact that both new lesson material and lesson delivery has had on my time
management cannot be understated. Should the new procedures and ICT usage be applied
across all my current language courses, the possible time savings could be as much as a full
half working day per week. However, the real import of impact is not one of time savings, but
one of time structure management. These new procedures have brought increased order
and structure to the working week. As the epitome of the procrastinator, a structured and
ordered environment is paramount to my successful working engagement. The reduction of
random factors within my working practice helps alleviate my 'failings'. As Forster (2006)
quite rightly points out, we (procrastinators) cannot fully escape random elements to the
working day, however the more we limit their possibility, the more control we can wrestle
back. These new structures have been the single biggest change to my working practices
since I began teaching.

Learner Autonomy
Cotterall (1998) states how the guiding principal of learning autonomy is one of dialogue. In
creating a new learning environment, one of the first exploratory research acts was of
dialogue; dialogue with my client and students. This has brought about a re-evaluation of my
relationships with my clients. This shift in focus has lead me to engage with my clients
(students) in a more open and collaborative manner.

This shift in focus, from the teacher/student classroom setting to one of a community has
lead to real practice change. A partnership has been formed which I believe lays the
foundation for a community of practice. It did not go unnoticed when a student remarked
'...will you upload it to 'our' (sic my emphasis) site?’, (appendix xx). This subtle change of
determiner from the definite article to the possessive 'our' speaks volumes. It is an impact on
my business which was not envisaged, and one with is wholly welcome. By engaging the
language group as a community, the relationships between the students and between
teacher/student have changed. The creation of a community of network learning - a form of
social engagement - has begun.

Jones & Steeple (2002) show us how network learning is the use of ICT so as to connect
learners with learners and learner to teacher through a community and the community's
learning resources. Such social engagement is the learning structure which Wenger (1998)
shows as an aspect of a community of practice.

Confidence
These developments to my working practice have brought about exciting new potential and
opened up many avenues of exploration, this in turn has lead to a greater feeling of job
satisfaction and confidence. My business now sees change not simply as a particular goal or
objective, but as vision. A very strong statement yes, but the change and impact on my
working practices and business as a result of both my work based major project and this
degree generally is for me almost beyond articulating.

Note to self
Here reflection on feedback on the above and then close paper with future direction and what
is still needed to be done. Lots to do, but nothing must be left undone!

References

Bell J., 1999. Doing Your Research Project, A guide for first-time researchers in education
and social science 3rd ed. Buckingham: Open University Press.

Cotterall, S., 1998. A Course Strategy for Learner Autonomy. In M. Wallace, 1998 (ed).
Action Research for Language Teachers. Cambridge: University Press. Ch.8.

Forster M., 2006. Do It Tomorrow and other secrets of Time Management. London: Hodder &
Stoughton.

Jones, C. & Steeples, C., 2002. Perspectives and Issues in Networked Learning. In C.
Steeples & C. Jones, 2002. (eds.) Network Learning; perspectives and Issues. London:
Springer-Verlag.

Kukulsaka-Hume., A & Traxler, J. 2007. Designing for mobile and wireless learning. In H.
Beetham & R. Sharpe eds. Rethinking Pedagogy for a Digital Age; Designing and delivering
e-learning. Oxon: Routledge. Ch.14.

Wenger, E., 1998. Communities of Practice; learning as a social system. The System
Thinker, 9 (5), p.1-12.
Appendix xx. New ICT- Interactive Lesson Material.
Appendix xx
Appendix xxx: Critical Incident