Mapping, methods and methodologies
Cor blimey it’s all got quite map-py recently. We had a “Mapping our IRP” workshop with Lili. And we learned something of methods and methodologies, which I am making steps towards understanding. They go a little something like:
Methodology
Methodology is the study of how research is done, how we find out about things, and how knowledge is gained. It be defined as a conceptual framework but specific to how research is approached and guided, that is, it provides the rationale for the research. In other words, methodology is about the principles that guide our research practices. Methodology therefore explains why we’re using certain methods or tools in our research, and is influenced by the researcher’s worldview. Methodologies or approaches include case study, ethnography, action research and discourse analysis.
Methods
Research methods are the tools, techniques or processes that we use in our research. The terms ‘method’ and ‘technique’ can be used interchangeably, where a research method is the practical technique for data collection and analysis. Methods include tests, surveys, interviews, focus groups and observations.
More info on methods and methodologies can be found on this site, which also has a round up of some of the methodological paradigms out there.
Irma and Yue mapping their projects
My project mapped (grouped into regions, and then mapped to the assessment criteria). When I mentioned that we had mapped our projects to the assessment criteria to another student not in our group she was wondering why we would do this. I guess I responded that the a.c. is a planning tool -not just about “grade”. But I do actually think this -the a.c. can help take a bigger perspective, especially surrounding questions of methodologies and why you have chosen the methods you have.
Some notes and string.
I also re-mapped my project with a lot more of the “hows” included. The hows are methods and so far I have: interviews, literature, workshop and observation, and prototyping/swatching.
