Part time Postgraduate Diploma
In Education and Training
Year Two
2014 – 2015
TCAH0034AZ
Researching Teaching
(20 credits)
TCUT700008
Level7
Turnitin submission id: 38879142
Mark Gill 10080384
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Within this paper I will be exploring the nature and definition of action research from its beginnings
to its applications in education and reflect upon my own personal action research project and its
results. I will explore the limitations of action research throughout the paper and evaluate action
research as an effective methodology for developing my own personal practice, as well as exploring
ethical considerations to be considered.
Action research has a rich historical background in that it has not been born of a single academic
discipline but has emerged from a diverse range of fields. Brydon-Miller et al note that; there are
strong elements of action research in the work of John Dewey, both in his philosophical work and in
his studies and experiments in education. The exact origins of action research are unclear although
the original concept is often attributed to Kurt Lewin (1890–1947). Authors such as Holter and
Schwartz-Barcott (1993) Zuber-Skerrit (1992), Kemmis and McTaggert (1988), state that action
research originated with Kurt Lewin, an American psychologist. The term action research was belived
to be first used by Kurt Lewin, In his 1946 paper “Action Research and Minority Problems”, who was
tenured as a professor at MIT at that time.
Action research by definition inherently involves both action and research as integral
components, but also relates to the links and correlations between the two. It is entirely possible to
have research without action and also take action sans research; it is the integral combination of the
two practices that distinguishes action research from other forms of enquiry. McKernan (1988 as
cited in McKernan 1991) states that action research as a method of inquiry has evolved over the last
century and careful study of the literature shows "clearly and convincingly that action research is a
root derivative of the scientific method' reaching back to the Science in Education movement of the
late nineteenth century." (McKernan 1991:8) (Masters J (1995).As De zeeuw put it, Action research
as a methodology surfaced in response to the growing need for more relevant and practical
knowledge in the social sciences: It bridged the gap between academic research and day-to-day
applications (de Zeeuw, 2003). In education, action research is fairly commonplace on a day to day
level and can be comparable to teacher research. As teachers we analyse what works and what
doesn’t work within our own teaching environment, adapting what we have done to be more
effective while consulting with colleagues and peers to glean results of their previous teacher
research. Parsons and Brown put it succinctly in terms of education when they stated “action
research is a form of investigation designed for use by teachers to attempt to solve problems and
improve professional practices in their own classrooms. It involves systematic observations and data
collection which can be then used by the practitioner-researcher in reflection, decision making and
the development of more effective classroom strategies.”- Parsons and Brown (2002). Action
research gives structure to the “teaching research” we all practice, even just subconsciously at times,
with regards to improving our own practices and striving to be reflective practitioners. Christine
miller surmised this well in saying “Action research is a natural part of teaching. Teachers are
continually observing students, collecting data and changing practices to improve student learning
and the classroom and school environment. Action research provides a framework that guides the
energies of teachers toward a better understanding of why, when, and how students become better
learners.” - A. Christine Miller (2007)
The central goal of action research is positive educational change within a curriculum or
related to an individual’s own practice. Action research can help in the development of personal
professional practice by deriving practical solutions to issues or concerns resulting from specific
circumstances of professional practice. Due to the fact that practice is always influenced by the
context in which it is applied someone else’s strategy may not be the ideal solution to a given
situation. By conducting the research “live” within the context in which the change is applied the
direct results can be observed. Hence action research can be quite a personal practice which can be
limiting due to personal viewpoint of the practitioner. Considering the personal subconscious bias or
tendency towards positive selection of details that could fit our agenda or goal, where negative
repercussions may be downplayed or even overlooked, is often a risk inherent with any scientific
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research. Most practitioners will be objective and professional enough to allow the data to speak for
itself, but as is often the case selective presentation of data can spin action research towards a
particular agenda or bias. Another limiting factor of the viability of any conclusions from the practice
of action research is that they may not be directly applicable to any other scenario, or indeed
anyone else’s teaching, due to the unique factors in which the research is conducted. Another
notable influencing factor would be the fact that the research is directed and conducted directly by
the individual researcher and may not be repeatable with a different teachers views, values,
knowledge or methods. Both selection bias in terms of the group or sample to conduct research on
(the most applicable or able students) and publication bias could be present in the possibility of
slanting the presentation of findings in a positive way.
Fig. 1
As shown in the above diagram action research is a reciprocal iterative process that requires several
stages to be sequentially carried out. Careful reflection upon a problem or area of intended
improvement is require to formulate a plan, the plan is then enacted and observed , reflection upon
the observations leads to an iteration of the plan and the cycle continues. The cyclical iteration
within any system promotes positive development and refinement, as quality assurance is important
this can only be a good thing. Perhaps due to its continual ongoing development and recursive
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nature the process within action research could be said to lack conclusivity or a definitive ending
which may be seen as a limitation in some circumstances.
A key concept of action research that it promotes cooperation and collaboration with the
subjects as well as peers as stated in ethical considerations in participatory research / participatory
action research by Sheffield university: “action research is a broad approach to research that treats
human participants as collaborators rather than subjects. Often employed in projects concerned
with policy and practice or service delivery”. This is supported by the views of Lingard et al and
Whitehead et al; ” Action research – which is also known as Participatory Action Research(PAR),
community-based study, co-operative enquiry, action science and action learning – is an approach
commonly used for improving conditions and practices “(Lingard et al., 2008; Whitehead et al.,
2003). Hammack notes that the role of the teacher and researcher involved in action research can
bring potential conflicts of interest inherent in the conflicting roles. “When discussing action
research, one must distinguish between joint projects, conducted by a school and an academic
researcher, and truly indigenous, insider projects, conducted by a teacher or administrator within a
school. In the former instance, an academic is contracted as a consultant. A formal contract is
created that delineates roles, tasks, outcomes, costs, payments, and ownership of data. In such a
study, the role of the researcher is explicitly discussed and negotiated. The ethical issues that arise in
such a study typically are anticipated and thoroughly addressed by a university’s IRB. However, the
latter kind of project, in which an insider takes on the role of researcher without academic
collaboration, is of concern. In a school setting, the school professional (teacher, librarian, principal,
counselor, or the like) is acting not only as the researcher but also as the change agent (Hammack,
1997). These potentially conflicting roles can confound the individual’s primary objective in the
classroom or school: student learning. Examining organizational behavior in industry, Mirvis and
Seashore (1982) noted that most ethical dilemmas in such studies arise “not because roles are
unclear, but because they are clearly in conflict” (p. 87). This could be one of the possible limitations
of action research due to the very personal nature and the level of investment the teacher
researcher has in the project.
Within any organization especially when working with young potentially vulnerable learners
there are distinct ethical issues to be attended. Ethical considerations in participatory research /
participatory action research by Sheffield university describes the ethical nature of action research,
which, as a humanist teacher I find agreeable ; Many argue that PA research is inherently ethical,
because this type of work involves placing a high degree of responsibility on the research
participants, and demands continuous reflexivity about, and sensitivity to, emergent ethical issues as
the programme of research unfolds. Within PA work research participants are considered less as
subjects and more as research partners. At the core of the PA method are principles of democracy
and humanity within research, involving:
• Respect for persons participating in the research;
• A duty of care to vulnerable participants;
• An effort to limit risk and maximise participants’ collective and individual benefits;
• Opportunities for self-representation;
• Ongoing responsiveness to the needs of the research partners;
• Frequent review by those who are involved in the research;
• Continuous reflection about potential ethical dilemmas by the academic researcher;
• Reciprocity
Ethical accountability is of highest importance when undertaking action research due to the fact that
it directly effects the subjects in such a personal manner. If a teacher researcher where to
misappropriate time and resources towards research that ultimately was unfruitful or at worst
detrimental to the student experience this is always a present danger when trying anything new
within pedagogical practices. The subjects/students, due to participatory nature of action research,
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should be give informed consent as to partaking within the process so there are no misconceptions
as to what is being attempted. Other Ethical accountabilities when conducting action research would
be to protect the confidentiality of the participants and anonymize the data where entirely possible.
Nolen and Putten note the possibility of anonymity with a system or institution could be potentially
undermined by common association “Confidentiality may be compromised merely by the fact that
the teacher researcher can easily be associated with a particular class of students during data
collection, and therefore many people within the community are likely to be able to identify key
players and informants. This makes reporting the research particularly difficult even with the use of
pseudonyms and vague descriptors.” A Nolen & j Putten (2007). Data security is an important
ethical consideration during action research with particular care taken towards storage and access.
The initial part of the journey of action research is to define structure to the research with
clear goals and objectives. The aspect of my own teaching and learning practice that was identified
after a great degree of thought was based around the idea of differentiation and its inherent
difficulty to achieve. The locus of the research was to be based around a subject that has grained
increasing popularity over the previous few years and one that I thoroughly espouse. Gamification is
a fairly recent concept that has grown primarily from the web design industry and risen in popularity
in education due to its ability to make learning more active and participatory. Glover expands;
“Learning is an active process and, as with all active processes, it requires motivation to both begin
and continue the process. In young learners, motivation to learn is often readily available, but it can
wane in older learners, and this is especially the case when an element of self-direction and
autonomy is required (OECD, 2000). Rollings and Adams (2003, p.34) define a game as “a form of
participatory, or interactive, entertainment” and contrast this with passive activities, such as
watching television or reading. As learning is a participatory process, it follows that there could be
greater benefits from incorporating games concepts with education than with these other, passive
activities.” GLOVER, Ian (2013). By making learning more active on an individual level drives learners
to agency over their own learning rather than striving to gain the goals set by their peers they have
their own tailored goals and objectives personalised to their own confidence and ability. Learner
engagement and diversity are strong themes throughout gamification as posed by Mclarrty et al
“There is much theoretical support for the benefits of digital games in learning and education, there
is mixed empirical support. This research provides an overview of the theoretical and empirical
evidence behind five key claims about the use of digital games in education. The claims are that
digital games (1) are built on sound learning principles, (2) provide more engagement for the
learner, (3) provide personalized learning opportunities, (4) teach 21st century skills, and (5) provide
an environment for authentic and relevant assessment. The evidence for each claim is presented
and directions for future research are discussed.” Mclarty Et Al (2012). To improve inclusivity and
differentiation in the classroom through gamification was my primary goal as it I something that I
strive to improve upon as a teacher. A common problem when teaching first year 3D asset
production is the wide range of abilities within the classroom. Students who have never used the
software need to be cater for supported and nurtured through their learning process while the
experienced through to the advanced users are being challenged and not being “held back” learning
the basics again. The focus of action research I undertook was to assess the effectiveness of
gamification on the inclusivity and diversity of teaching a cohort of first. Another defined aim is to
improve my effectiveness of delivery and give myself the opportunity for self-reflection of the
effectiveness of my own teaching practices , this will be implemented in one of my software
modules within the games Development BSc. I will not be going into great detail about the methods
of gamification I utilized within this paper as it falls outside of the remit of my action research goal.
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In order to gamify the delivery of the module I developed a ranking system with rewards and
levels of progression clearly charted with graphical aids and progression rankings. The system will
promote players levels as their understanding and completion of tasks are achieved. The system will
promote working with others through specific tasks aimed at students mentoring other students to
progress their own ranking .During the research I will gauge how effective the changes where on
impacting the progress while taking into account student opinion on the changes and incorporate
their ideas into the system itself promoting agency over their own learning pace and learning
pathways. I held a focus group at the end of the research period to gain some feedback from the
student and to help improve my future working practices. My ongoing reflections of the
effectiveness of the methodology supported by the data helped me form my own conclusions on the
effectiveness, based on previous years’ experience of a standard method of delivery. These
conclusions directly affected the planning towards new actions refining the active processes and the
cycle repeated itself as the missions and delivery strategy was adapted during the semester. Early on
in the planning phase of my action research project I determined the need for tangible statistical
data and so to achieve this I set about working with the students to create a skills audit database. I
formulated a standardized skills audit with all of the areas topics and skills that would be developed
throughout the course of the module along with a few that where outside of the remit of the
module but still linked and relevant to mastering the discipline of 3D modelling. I developed the
progression scale below that students could use to determine and track their progress :
Proficiency levels key
Lvl 0: Unware of the subject
Lvl 1: Aware of the terms but unsure of the practices
Lvl2: Have researched the practice
Lvl3: Have a basic understanding of the practice
Lvl4: Have experience of the practice
Lvl5: Confident with the practice
Lvl6: Well trained in the practice
Lvl7: Could easily teach others the practice
Lvl8: Advanced Proficiency with the practice
Lvl9: Refining advanced practices
Lvl10: Mastered the practice
The scale is specifically designed with positive progression in mind unlike the standard Grading scale
which is often seen to start at full marks available and drop down from there decrementally, this
can be inherently demoralising games do not work like this and often reward the player in positive
increments. The ten levels of progression take the students on a logical exploration of a subject from
being completely unaware of the topic through to mastery. In order to achieve the top level of
mastery of the subject the student must advance through the previous levels of competence from
awareness to research from understanding to practical experience of the method , gaining
confidence with the method or practice , becoming well trained by repetition of the practice to the
point they could easily teach others the practice allowing for advanced proficiency of the practice
working towards refining their advanced practices and finally attaining mastery of the method or
practice. The reason for the specific concrete progressive leveling system is to show the student that
positive action and progression towards the goal in a structured manner can yield positive results.
The mission briefing header below shows the requirement details of an optional gamified task that
students could undertake to improve their skills. The briefing describes what prerequisite skills are
required to accomplish the mission along with a resulting skill change from completion of the task.
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Motor Pool mission LVL 4
Create a motor vehicle for your warehouse/garage ie. Forklift truck, jet fighter, car, truck
Produce:
o
o
o
Vehicle mesh model
Texture map
Normal map
Skills required
Normal Mapping Lvl 4
Maya Basics Lvl 4
Texturing Lvl 4
Photoshop Lvl 4
Reward
o
o
o
o
(Have experience of the practice)
(Have experience of the practice)
(Have experience of the practice)
(Have experience of the practice)
Maya Basics Lvl 5
(Confident with the practice)
Texturing Lvl 5
(Confident with the practice)
By completing these structured optional missions in whichever order the students wanted it gave
them agency over their learning while differentiating to the individual learner’s abilities and
confidence. The missions are given an overall level to show the average proficiency required to
undertake the particular task allowing students to match their skillsets to tasks and continually
update their skills audits with direct data from the missions outputs, this ties in with learners
conduction personal reflective practice, in parallel with the teacher researcher that is managing the
projects development with a goal to improve their own practices. As a teacher researcher my own
continual professional reflective practice contributed to the Action Research process a great deal.
Throughout the semester I continually tweaked the missions or tasks, even in some cases developed
totally new ones for students that have stumbled upon an area of interest that was outside of the
remit of the module but still relevant to developing their own skills in 3D modelling.
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The data collated from the skills audit is shown in the diagram below
When the skills audit data is presented in a graphical format it is easy to see the issue at hand with
students initial proficiencies varying wildly between software application or topic. This graphical
format gives a clear indication to the level of differentiation needed within the module, as there are
students entering with a high level of proficiency at a level they feel confident enough to be able to
teach or describe to others the processes involved. Below is a graph of the starting or initial
proficiencies graphed against the final proficiencies for each of the 15 students in the cohort. There
was one incomplete data set student#10 that was included in the study but lacked data in a number
of fields.
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Graph A : Proficiency starting and final
planning proficency final
planning proficency starting
Documentation proficency final
Documentation proficency starting
Blockouts proficency final
Blockouts proficency starting
Blue prints proficency final
Student #15
Blue prints proficency starting
Student #14
Student #13
2D photoshop proficency final
Student #12
skill or topic
2D photoshop proficency starting
Student #11
Student #10
transparency proficency final
Student #9
transparency proficency starting
Student #8
Student #7
Unwrapping proficency final
Student #6
Unwrapping proficency starting
Student #5
Student #4
displacement mapping proficency final
Student #3
displacement mapping proficency
starting
Student #2
Student #1
Bump mapping proficency final
Bump mapping proficency starting
Texturing proficency final
Texturing proficency starting
3D modelling proficency final
3D modelling proficency starting
0
2
4
6
8
10
Skill Level
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Some topics shown in the graph such as blockouts and displacement mapping the majority
of students are unaware of the term or practice coming into the module and show a great deal of
progress by the end of the module having been given the opportunity to develop their skills in these
areas. Level 4 was the minimum desired final level of proficiency in each discipline meaning that the
learner has researched understood and had a practical experience of the practice. From the data it is
clear which certain areas of the syllabus perhaps my teaching or the assigned missions or tasks does
not cover thoroughly enough to facilitate learners attaining a desired level of competency in the
practice. Some students attained a final level 3 in certain subjects leading me to perhaps develop
this area in future to improve my own professional practice. Although an inherent downside of
action research, being that it is unique to this cohort, becomes apparent as next year the initial
proficiencies of the students will be completely different again. Perhaps next year I will analyse the
initial skills audit in more detail and tailor my teaching to where it appears to be needed further
optimizing my time and resources towards areas of low confidence or proficiency.
The graph below shows the subjects that where included in missions within the gamified system but
where outside of what was required in the module yet still related to 3D modelling as a whole.
Graph B Proficiency starting and final of additional topics external to the module
Normal mapping proficency final
Normal mapping proficency starting
Student #15
Student #14
Student #13
inverse kinematics proficency final
Student #12
Skill or topic
Student #11
inverse kinematics proficency starting
Student #10
Student #9
Student #8
Animation proficency final
Student #7
Student #6
Animation proficency starting
Student #5
Student #4
Student #3
Paint weights proficency final
Student #2
Student #1
Paint weights proficency starting
0
2
4
6
8
10
Skill level
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Areas such as inverse kinematics and mapping vector normals that I have typically left out of the first
year syllabus and introduced them in second year, due to their complexity or prerequisite
knowledge required, where actually attempted. From the graphical data is was clear certain student
such as 5,8 and 13 hugely benefitted from the gamified presentation method due to the fact that
achieved highly in a number of subjects that where outside of the standard requirements of the unit.
Normal mapping in particular is a highly advance texturing technique of taking the data of how a
high detailed objects react to light and transposing the data onto a low detail facsimile by way of a
trinary colour map giving the illusion that the low detail object is the same level of detail as the high
detail original. In this particular instance the students where a group of friends that upon one
student attaining level 7 in the practice went further to actually teach the other two what he had
learned cooperating with his peers and advancing their learning. The empowering nature of being
able to teach a subject or topic is something that the gamified system promoted to gain further
understating by disseminating information to peers. Supported by the data and my own experience I
believe the students learning experience was improved and the level of differentiation supported by
having individual goals and progression built into the framework of the system.
Below is a graph of the initial and final levels of confidence the students had towards the subject the
scale from 0-10 was a simply a sliding scale from not at all confident to extremely confident.
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Graph C
planning confidence final
planning confidence starting
Documentation confidence final
Documentation confidence starting
Blockouts confidence final
Blockouts confidence starting
Blue prints confidence final
Student #15
Student #14
Blue prints confidence starting
Student #13
2D photoshop confidence final
Student #12
topic or skill
2D photoshop confidence starting
Student #11
Student #10
transparency confidence final
Student #9
transparency confidence starting
Student #8
Unwrapping confidence final
Student #7
Student #6
Unwrapping confidence starting
Student #5
displacement mapping confidence final
Student #4
displacement mapping confidence
starting
Student #3
Bump mapping confidence final
Student #1
Student #2
Bump mapping confidence starting
Texturing confidence final
Texturing confidence starting
3D modelling confidence final
3D modelling confidence starting
0
2
4
6
8
10
12
skill level
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I found that Students confidence is in large higher than their current ability level not many people
put their confidence being below their current proficiency level shown in graph A. having confidence
as well as proficiency gives me another data point and a soft factor that could help in identifying
areas that I need to spend more time on in order to facilitate further understanding.
Graph D : Confidence in topics external to module requirements
Normal mapping confidence final
Normal mapping confidence starting
Student #15
Student #14
inverse kinematics confidence final
Student #13
Student #12
Skill or topic
Student #11
inverse kinematics confidence starting
Student #10
Student #9
Student #8
Animation confidence final
Student #7
Student #6
Student #5
Animation confidence starting
Student #4
Student #3
Paint weights confidence final
Student #2
Student #1
Paint weights confidence starting
0
2
4
6
8
10
SKill level
As you can clearly a see a significant rise in the confidence of certain practices that where external to
the module specification. The rise in these topics particularly is quite high due to the fact that most
entry level students will be unaware of these advanced professional practices.
At the end of the study I conducted a focus group with the students to gain some feedback as to
how the gamification had influenced them and their learning processes. The feedback was
surprisingly all positive. Below are a few quotes from students within the research that reinforce the
data and the viewpoint that the gamification of the module helped the students achieve
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“I feel my texturing will greatly improve from this module because it will give me good practice on
applying the material and using the editor, by doing different missions it gives me a wide horizon to
try out and find out techniques to use on this assignment and others in the future.” Student #1
“When looking at my skills at the beginning of the course, I’ve improved my knowable and practice
on few fields. The one that I find most enjoyable is modelling and Sculpting, which in I can see most
improvement in myself. Over this period of time I’ve research the practice about rigging, dynamics
and physics that improved my knowledge about the practice on these fields. “ Student #8
“3D modelling in Maya was the most difficult part of my development. Even with my three years of
experience, with this software, it was quite hard to deal with my optimistic targets but in the end
achieved them.” Student #13
From looking into the data, taking onboard the feedback and the deciphering the spread with some
skills gap analysis I am able to see that what I am doing is having a positive effect on the students
hopefully this positive progression and attainment model will work as well in the future. The action
research has highlighted a number of positive elements of my practice and highlighted a few areas
that perhaps I could in future be more thorough. Action research as a process despite its limitations
discussed throughout the paper is in my opinion a method of research that works to an extent
within the personalised situation of my own teaching, but whether my findings would be applicable
to my peers teaching is questionable. But as a self-reflective iterative mechanism for selfimprovement of my own teaching practices I believe that action research will definitely play a part in
my future development. The structured manner in which the research is undertaken with clear goals
and data points analysis is something that I have found to give me areas to work on and reassurance
that I am doing things right in other areas. I think that within the gamified system action research fit
in very well with the data driven levelling system that I developed for the students allowing them to
be reflective practitioners themselves. From my own experience and talking to students I found the
process worked well as the students reacted positively to being able to track their own progress in
this way and even compete against each other to attain higher levels of proficiency within
disciplines.
Ernie Stringer sums up my experience well,
“Enacting participatory approaches requires me to take quite a different stance to mywork. I now
realize the necessity to thoughtfully engage in practices that involve changes in relationship,
positioning, authority, and knowledge production practices. As a teacher, researcher or professional
practitioner, I am a changed person”
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References
Amanda L. Nolen and Jim Vander Putten (2007) Action Research in Education: Addressing Gaps in
Ethical Principles and Practices
Brydon-Miller et al . (2003) Action Research
London: sage Publications
De Zeeuw, G. (2003). Helping others: Projects or research? Journal of
Community and Applied Social Psychology, 13, 496–503
GLOVER, Ian (2013) Play as you learn: gamification as a technique for motivating learners. In:
Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications
2013. AACE , Chesapeake, VA, 1999-2008 .ISBN 9781939797032
Hammack, F. (1997). Ethical issues in teacher research. Teachers College
Record, 99(2), 247–265.
Holter, I.M., and Schwartz - Barcott,D. (1993). Action Research: What is it? How has it been used and
how can it be used in nursing? Journal of Advanced Nursing 1993:128; 298-304
Katie Larsen McClarty, Aline Orr Peter M. Frey, Robert P. Dolan Victoria Vassileva, Aaron McVay
A Literature Review of Gaming in Education , online article available at
http://researchnetwork.pearson.com/wpcontent/uploads/Lit_Review_of_Gaming_in_Education.pdf
Kemmis,S., and McTaggert, R., (1990). The Action Research Planner Geelong: Deakin University Press
Masters, J. (1995) 'The History of Action Research' in I. Hughes (ed) Action Research Electronic
Reader, The University of Sydney, online http://www.behs.cchs.usyd.edu.au/arow/Reader/rmasters.htm
McKernan,J., (1988). The Countenance of Curriculum Action Research: Traditional, Collaborative and
Critical-Emancipatory Conceptions. Journal of Curriculum and Supervision, 3,(34 Spring:173-200 )
McKernan,J., (1991). Curriculum Action Research. A Handbook of Methods and Resources for the
Reflective Practitioner London: Kogan Page
Miller, Christine A. “Action Research: Making Sense of Data.” On-linearticle recovered 11/05/2007,
www.coe.fau.edu/sfcel/sensdata.htm Accessed 5/12/2014
Mirvis, P., & Seashore, S. (1982). Creating ethical relationships in organizationalresearch. In J. Sieber
(Ed.), The ethics of social research (pp. 79–104). New York: Springer.
Parsons, Rick D., and Kimberlee S. Brown. Teacher as Reflective Practitioner and Action Researcher.
Belmont, Calif.: Wadsworth/Thomson Learning, 2002.
Rollings, A., & Adams, E. (2003) Andrew Rollings and Ernest Adams on Game Design. New Riders,
Indianapolis. ISBN: 978-1592730018.
Zuber-Skerrit,O., (1992). Improving Learning and Teaching Through Action Learning and Action
Research Draft paper for the HERDSA Conference 1992 University of Queensland.
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Fig. 1
http://celt.ust.hk/teaching-resources/action-research
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The following appendix contain samples of the raw skills audit data presented by students that was
analysed .
Proficiency levels key
Lvl 0: Unware of the subject
Lvl 1: Aware of the terms but unsure of the practices
Lvl2: Have researched the practice
Lvl3: Have a basic understanding of the practice
Lvl4: Have experience of the practice
Lvl5: Confident with the practice
Lvl6: Well trained in the practice
Lvl7: Could easily teach others the practice
Lvl8: Advanced Proficiency with the practice
Lvl9: Refining advanced practices
Lvl10: Mastered the practice
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Data SET
Student #1 Initial
Texturing
Unwrapping
Bump map
Transparency
Modelling
Maya
Management
Planning
Time management
Documentation
Concept Art
Traditional
Digital
2D Photoshop
Game engine
Unity 3d
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5/10
7/10
7/10
5/10
8/10
7/10
7/10
8/10
8/10
5/10
5/10
10/10
6/10
7/10
6/10
7/10
7/10
7/10
9/10
9/10
9/10
5/10
5/10
7/10
5/10
5/10
7/10
7/10
7/10
9/10
6/10
6/10
10/10
Page 18
Student #2
Skill Audit
Skill
Modelling
Maya
3D studio max
Mud box
Zbrush
Animation
Inverse kinematics
Dynamics/Physics
Rigging
Paint weight
Texturing
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Programing
Java
Java script
C++
C#
Ruby
Concept Art
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Management
Planning
Time management
Documentation
Level design
Blueprint and
mapping
Blockouts
Game engine
UDK/Unreal 4
Unity 3d
Cryengine
Source engine 2/3
Researching teaching
Proficiency
Confidence
Desired
5/10
8/10
6/10
1/10
5/10
8/10
6/10
1/10
10/10
10/10
9/10
5/10
1/10
3/10
1/10
3/10
6/10
7/10
2/10
1/10
6/10
5/10
5/10
7/10
7/10
7/10
5/10
5/10
8/10
8/10
7/10
7/10
7/10
8/10
8/10
8/10
4/10
1/10
1/10
1/10
1/10
4/10
1/10
1/10
1/10
1/10
8/10
4/10
7/10
4/10
4/10
5/10
5/10
4/10
4/10
7/10
5/10
5/10
5/10
5/10
5/10
7/10
4/10
7/10
7/10
7/10
8/10
9/10
7/10
6/10
7/10
6/10
7/10
7/10
7/10
9/10
9/10
9/10
6/10
6/10
9/10
6/10
6/10
9/10
7/10
6/10
1/10
0/10
8/10
6/10
2/10
2/10
10/10
10/10
5/10
5/10
Page 19
Student #3
Skill
Modelling
Animation
Inverse kinematics
Dynamics/Physics
Rigging
Paint weight
Texturing
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Maya
3D studio max
Mud box
Zbrush
Programing
Java
Java script
C++
C#
Ruby
Concept Art
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Management
Planning
Time management
Documentation
Level design
Blueprint and
mapping
Blockouts
Game engine
UDK/Unreal 4
Unity 3d
Cryengine
Source engine 2/3
Adobe Flash
Researching teaching
Proficiency
Level 5
Confidence
Level 6
Desired
Level 6
Level 5
Level 2
Level 2
Level 2
Level 2
Level 4
Level 2
Level 2
Level 2
Level 2
Level 2
Level 7
Level 2
Level 2
Level 2
Level 5
Level 5
Level 5
Level 5
Level 5
Level 5
Level 5
Level 5
Level 5
Level 5
Level 5
Level 7
Level 6
Level 5
Level 5
Level 3
Level 2
Level 3
Level 0
Level 0
Level 0
Level 7
Level 8
Level 4
Level 7
Level 5
Level 4
Level 0
Level 4
Level 5
Level 0
Level 4
Level 0
Level 4
Level 2
Level 3
Level 5
Level 5
Level 2
Level 2
Level 9
Level 10
Level 2
Level 10
Level 5
Level 4
Level 2
Level 4
Level 5
Level 2
Level 4
Level 2
Level 4
Level 4
Level 5
Level 5
Level 5
Level 5
Level 5
Level 10
Level 10
Level 4
Level 10
Level 5
Level 5
Level 5
Level 5
Level 5
Level 5
Level 5
Level 5
Level 5
Level 0
Level 0
Level 4
Level 3
Level 0
Level 0
Level 4
Level 2
Level 2
Level 5
Level 5
Level 2
Level 2
Level 2
Level 5
Level 5
Level 6
Level 6
Level 5
Level 5
Level 5
Level 5
Level 0
Level 0
Level 0
Level 0
Level 5
Level 1
Level 3
Level 4
Level 4
Level 4
Level 6
Level 0
Level 0
Level 0
Page 20
Student #4
Skill
Proficiency
Confidence
Desired
Modelling
3/10 +2
5/10 +2
10/10
Animation
1/10 +2
0/10 +2
10/10
0/10 +3
0/10 +3
10/10
Dynamics/Physics
1/10 +2
0/10
10/10
Rigging
0/10 +2
0/10
10/10
0/10 +2
0/10
10/10
4/10 +3
5/10 +3
10/10
Unwrapping
1/10 +4
0/10+4
10/10
Normal mapping
1/10 +4
0/10 +4
10/10
Bump map
1/10 +5
0/10 +5
10/10
Displacement map
1/10 +5
0/10 +5
10/10
Transparency
1/10 +5
0/10 +5
10/10
Maya
2/10 +4
4/10 +3
10/10
3D studio max
1/10
0/10
10/10
Mud box
1/10
0/10
10/10
Zbrush
1/10
0/10
10/10
3/10 +4
5/10 +3
10/10
Java
5/10 +3
6/10 +1
10/10
Java script
2/10 +1
2/10 +2
10/10
C++
1/10 +1
2/10 +2
10/10
Inverse kinematics
Paint weight
Texturing
Programming
Researching teaching
Page 21
C#
1/10 +1
2/10 +2
10/10
Ruby
1/10 +1
2/10 +2
10/10
4/10 +2
2/10 +2
10/10
Concept Art
Traditional
2/10 +3
3/10 +2
10/10
Digital
1/10 +3
2/10 +2
10/10
3/10
3/10
10/10
2/10 +2
2/10 +2
10/10
2D Photoshop
4/10 +2
4/10 +2
10/10
3D Photoshop
1/10 +2
1/10 +1
10/10
Planning
7/10
8/10
10/10
Time management
9/10
10/10
10/10
Documentation
7/10
8/10
10/10
1/10 +4
1/10 +4
10/10
Blueprint and mapping
1/10 +5
1/10 +5
10/10
Blockouts
0/10 +5
1/10 +5
10/10
1/10
1/10
10/10
2/10
1/10
10/10
3/10 +2
3/10 +2
10/10
Cryengine
1/10
1/10
10/10
Source engine 2/3
2/10
1/10
10/10
Adobe Flash
3/10
1/10
10/10
Character
Environment
Management
Level design
Game engine
UDK/Unreal 4
Unity 3d
Student #5
Researching teaching
Page 22
Skill Audit
Skill
Modelling
Proficiency
4/10
Confidence
5/10
Desired
10/10
Animation
Inverse kinematics
Dynamics/Physics
Rigging
Paint weight
Texturing
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Maya
3D studio max
Mud box
Zbrush
3/10
1/10
1/10
1/10
0/10
4/10
0/10
1/10
5/10
3/10
1/10
5/10
0/10
0/10
0/10
2/10
1/10
1/10
2/10
0/10
4/10
0/10
3/10
5/10
4/10
3/10
6/10
4/10
3/10
1/10
8/10
6/10
8/10
8/10
8/10
10/10
8/10
6/10
9/10
8/10
8/10
9/10
8/10
7/10
7/10
Programming
2/10
3/10
3/10
1/10
0/10
0/10
7/10
5/10
7/10
5/10
3/10
8/10
0/10
7/10
8/10
6/10
8/10
6/10
3/10
3/10
3/10
3/10
1/10
0/10
0/10
7/10
5/10
8/10
6/10
5/10
9/10
2/10
7/10
9/10
6/10
9/10
7/10
7/10
9/10
9/10
9/10
9/10
7/10
7/10
10/10
9/10
10/10
9/10
9/10
10/10
8/10
10/10
10/10
10/10
10/10
9/10
9/10
3/10
4/10
5/10
7/10
5/10
6/10
9/10
10/10
10/10
3/10
0/10
0/10
6/10
5/10
2/10
2/10
6/10
10/10
7/10
7/10
7/10
Java
Java script
C++
C#
Ruby
Concept Art
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Management
Planning
Time management
Documentation
Level design
Blueprint and
mapping
Blockouts
Game engine
UDK/Unreal 4
Unity 3d
Cryengine
Source engine 2/3
Adobe Flash
Researching teaching
Page 23
Student #6
Skill Audit
Skill
Modelling
Animation
Inverse kinematics
Dynamics/Physics
Rigging
Paint weight
Texturing
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Maya
3D studio max
Mud box
Zbrush
Programing
Java
Java script
C++
C#
Ruby
Concept Art
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Management
Planning
Time management
Documentation
Level design
Blueprint and
mapping
Blockouts
Game engine
UDK/Unreal 4
Unity 3d
Cryengine
Source engine 2/3
Adobe Flash
Researching teaching
Proficiency
6/10
3
3
Confidence
5/10
Desired
8/10
1/10
6/10
3/10
7/10
4/10
3/10
1/10
3/10
4/10
5/10
1/10
0/10
0/10
7/10
8/10
6/10
6/10
7/10
7/10
6/10
5/10
5/10
3/10
2/10
1/10
2/10
3/10
2/10
5/10
3/10
2/10
5/10
6/10
7/10
4/10
6/10
5/10
6/10
4/10
6/10
4/10
4/10
5/10
6/10
3/10
7/10
6/10
5/10
7/10
8/10
9/10
6/10
8/10
10/10
10/10
10/10
4
3/10
8/10
5
5/10
7/10
5
4
3
5
4
4
1/10
4/10
3
5
4/10
6/10
3/10
5/10
6/10
6/10
8/10
7/10
6/10
9/10
Page 24
Student# 7
Skill Audit
Skill
Modelling
Animation
Inverse kinematics
Dynamics/Physics
Rigging
Paint weight
Texturing
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Maya
3D Studio Max
Mud box
Zbrush
Programming
Java
Java script
C++
C#
Ruby
Concept Art
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Management
Planning
Time management
Documentation
Level design
Blueprint and mapping
Blockouts
Game engine
UDK/Unreal 4
Unity 3d
Cryengine
Source engine 2/3
Adobe Flash
Student #8
Researching teaching
Proficiency
4
4
0
2
1
1
4
3
2
4
4
4
4
2
1
1
5
5
5
1
1
0
3
2
3
2
2
4
0
0
0
1
4
5
4
4
Confidence
5
4
0
3
2
1
5
3
2
4
4
4
6
2
2
2
6
7
6
4
4
3
4
3
4
4
5
2
0
1
1
1
2
6
6
6
Desired
7
6
3
6
6
5
7
5
5
4
4
5
6
5
4
4
9
8
8
8
8
6
6
5
6
6
7
8
4
5
9
8
7
10
9
9
4
3
1
1
4
6
5
4
3
4
8
8
5
5
5
Page 25
Skill
Modelling
Maya
3DS Max
Mudbox
ZBrush
Animation
Inverse kinematics
Dynamics/Physics
Rigging
Paint weight
Texturing
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Programing
Java
Java script
C++
C#
Ruby
Concept Art
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Management
Planning
Time management
Documentation
Level design
Blueprint and mapping
Blockouts
Game engine
UDK
Unreal 4
Unity 3d
Cryengine
Source engine 2/3
Adobe Flash
Game Design Total
Proficiency
4/10
4/10
8/10
3/10
2/10
6/10
5/10
7/10
3/10
4/10
6/10
4/10
8/10
8/10
5/10
7/10
1/10
4/10
1/10
1/10
0/10
0/10
6/10
8/10
7/10
8/10
5/10
7/10
1/10
6/10
7/10
4/10
8/10
4/10
5/10
4/10
4/10
7/10
3/10
5/10
3/10
1/10
5/10
Confidence
4.2/10
4/10
8/10
3/10
2/10
6/10
5/10
7/10
3/10
4/10
6.4/10
4/10
8/10
8/10
5/10
7/10
1.2/10
4/10
1/10
1/10
0/10
0/10
6/10
8/10
7/10
8/10
5/10
7/10
1/10
6.3/10
7/10
4/10
8/10
4/10
5/10
4/10
4/10
7/10
3/10
5/10
3/10
1/10
5/10
Desired
9/10
10/10
10/10
8/10
8/10
10/10
10/10
10/10
10/10
10/10
8.8/10
8/10
9/10
9/10
9/10
9/10
5.4/10
7/10
5/10
7/10
4/10
4/10
9/10
9/10
10/10
10/10
8/10
10/10
7/10
9.3/10
10/10
8/10
10/10
10/10
10/10
10/10
8.6/10
8/10
10/10
10/10
8/10
8/10
8/10
4/10
4/10
8.9/10
Student #9
Skill
Maya
3D studio max
Mud box
Zbrush
Researching teaching
Proficiency
4/10
0/10
1/10
3/10
Confidence
3/10
0/10
1/10
4/10
Desired
10/10
0/10
10/10
10/10
Page 26
Rigging
Paint weight
Texturing
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Java
Java script
C++
C#
Ruby
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Planning
Time management
Documentation
Blueprints
Block outs
UDK/Unreal 4
Unity 3d
Cryengine
Source engine 2/3
Skill
Maya
Texturing
Normal mapping
Bump map
Environment
Planning
Time management
Documentation
Blueprints
Block outs
Unity 3d
Researching teaching
0/10
1/10
3/10
2/10
2/10
3/10
0/10
0/10
3/10
3/10
2/10
4/10
0/10
0/10
2/10
3/10
2/10
3/10
0/10
4/10
5/10
3/10
2/10
3/10
0/10
3/10
0/10
0/10
5/10
0/10
4/10
1/10
1/10
1/10
1/10
1/10
3/10
5/10
2/10
6/10
1/10
0/10
1/10
0/10
0/10
0/10
0/10
3/10
5/10
3/10
0/10
1/10
0/10
2/10
0/10
0/10
Skills Audit (Updated)
Proficiency
Proficiency
Change
5/10
+1
5/10
+2
4/10
+2
5/10
+2
6/10
+4
5/10
+1
5/10
0
5/10
+2
4/10
+2
5/10
+3
3/10
0
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
5/10
10/10
10/10
5/10
0/10
10/10
10/10
10/10
10/10
10/10
5/10
5/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
Confidence
6/10
5/10
5/10
5/10
6/10
5/10
5/10
5/10
5/10
5/10
2/10
Confidence
Change
+3
+1
+4
+4
+6
+2
0
+2
+5
+4
0
Page 27
Student #10
Incomplete data set
Skills audit
Table 1 self-assessed skills audit (refer to table 11for key)
Skills
Modelling Animation Rigging Texturing Autodesk Concept Game Unreal Managem
Maya
Art
engine 4
Proficiency
Level 5*
Level 3*
Level 1*
Level 4*
Level 5*
Level 4*
Level
3*
Level
3*
Level 5*
Confidence
10/10
6/10
6/10
6/10
10/10
6/10
6/10
6/10
7/10
Desired
Proficiency
Level 10*
Level 10*
Level
10*
Level 10*
Level 10*
Level
10*
Level
10*
Level
10*
Level 10*
Researching teaching
Page 28
Student #11
Researching teaching
Page 29
Researching teaching
Page 30
Student #12
Skill Audit
Skill
Modelling
Animation
Inverse kinematics
Dynamics/Physics
Rigging
Paint weight
Texturing
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Maya
3D studio max
Mud box
Zbrush
Programing
Java
Java script
C++
C#
Ruby
Concept Art
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Management
Planning
Time management
Documentation
Level design
Blueprint and
mapping
Blockouts
Game engine
UDK/Unreal 4
Unity 3d
Cryengine
Source engine 2/3
Adobe Flash
World machine
Proficiency
4/10
2/10
0/10
0/10
2/10
0/10
3/10
0/10
2/10
4/10
4/10
1/10
4/10
0/10
3/10
0/10
1/10
0.5/10
0/10
0.1/10
0.1/10
0/10
4/10
4/10
5/10
5/10
4/10
7/10
4/10
6/10
6/10
6/10
5/10
5/10
3/10
Confidence
5/10
1/10
0/10
0/10
1/10
0/10
3/10
0/10
4/10
4/10
4/10
4/10
5/10
0/10
5/10
0/10
4/10
4/10
4/10
4/10
4/10
0/10
6/10
6/10
8/10
3/10
9/10
10/10
6/10
6/10
6/10
6/10
5/10
7/10
4/10
Desired
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
0/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
1/10
5/10
3/10
3/10
5/10
0/10
4/10
4/10
1/10
5/10
1/10
3/10
6/10
0/10
4/10
4/10
10/10
10/10
10/10
10/10
10/10
0/10
4/10
10/10
Final
Researching teaching
Page 31
Skill
Modelling
Animation
Inverse kinematics
Dynamics/Physics
Rigging
Paint weight
Texturing
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Maya
3D studio max
Mud box
Zbrush
Programing
Java
Java script
C++
C#
Ruby
Concept Art
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Management
Planning
Time management
Documentation
Level design
Blueprint and
mapping
Blockouts
Game engine
UDK/Unreal 4
Unity 3d
Cryengine
Source engine 2/3
Adobe Flash
World machine
Researching teaching
Proficiency
5/10
3/10
0/10
2/10
3/10
0/10
4/10
2/10
4/10
5/10
4/10
1/10
4/10
0/10
3/10
0/10
4/10
3/10
0/10
0.1/10
0.1/10
0/10
4/10
4/10
5/10
5/10
4/10
7/10
4/10
6/10
6/10
6/10
5/10
5/10
3/10
Confidence
5/10
1/10
0/10
0/10
1/10
0/10
3/10
0/10
4/10
4/10
4/10
4/10
5/10
0/10
5/10
0/10
4/10
4/10
4/10
4/10
4/10
0/10
6/10
6/10
8/10
3/10
9/10
10/10
6/10
6/10
6/10
6/10
5/10
7/10
4/10
Desired
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
0/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
10/10
1/10
5/10
3/10
3/10
5/10
0/10
4/10
4/10
1/10
5/10
1/10
3/10
6/10
0/10
4/10
4/10
10/10
10/10
10/10
10/10
10/10
0/10
4/10
10/10
Page 32
Student #13
Skills Audit
Skill
Modelling
Proficiency
3/10
Confidence
6/10
Desired
10/10
Animation
Inverse kinematics
Dynamics/Physics
Rigging
Paint weight
Texturing
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Maya
3D studio max
Mud box
Zbrush
3/10
0/10
0/10
0/10
0/10
1/10
1/10
3/10
0/10
0/10
0/10
3/10
0/10
0/10
0/10
5/10
2/10
2/10
2/10
2/10
3/10
2/10
6/10
3/10
3/10
3/10
6/10
3/10
3/10
3/10
9/10
5/10
5/10
5/10
5/10
6/10
5/10
10/10
6/10
5/10
6/10
10/10
8/10
7/10
6/10
Programing
1/10
2/10
1/10
1/10
0/10
0/10
6/10
8/10
4/10
3/10
5/10
3/10
3/10
5/10
5/10
6/10
5/10
3/10
1/10
3/10
3/10
3/10
3/10
2/10
1/10
9/10
9/10
6/10
5/10
7/10
5/10
5/10
6/10
6/10
7/10
6/10
5/10
4/10
9/10
9/10
5/10
5/10
5/10
3/10
1/10
3/10
3/10
9/10
Java
Java script
C++
C#
Ruby
Concept Art
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Management
Planning
Time management
Documentation
Level design
Blueprint and
mapping
Blockouts
0/10
Game engine
1/10
Researching teaching
10/10
8/10
9/10
9/10
7/10
7/10
8/10
8/10
9/10
8/10
9/10
8/10
Page 33
UDK/Unreal 4
Unity 3d
Cryengine
Source engine 2/3
Adobe Flash
1/10
1/10
1/10
1/10
3/10
3/10
3/10
3/10
3/10
5/10
8/10
8/10
5/10
5/10
7/10
Skills Audit (Updated)
Skills
Proficiency
Normal mapping 3/10
Proficiency
update
Confidence
Confidence
update
7/10
6/10
8/10
Bump map
0/10
5/10
3/10
7/10
Displacement
map
0/10
4/10
3/10
6/10
Transparency
0/10
6/10
3/10
7/10
Planning
5/10
7/10
6/10
8/10
Time
management
6/10
7/10
7/10
8/10
Documentation
5/10
6/10
6/10
7/10
Blueprint and
mapping
1/10
4/10
4/10
5/10
Blockouts
0/10
5/10
1/10
5/10
Planning
5/10
6/10
6/10
8/10
Time
management
6/10
7/10
7/10
8/10
Documentation
5/10
7/10
6/10
7/10
Researching teaching
Page 34
Student #14
Skill
Modelling:
Maya
3D studio max
Mud box
Zbrush
Animation:
Inverse kinematics
Dynamics/Physics
Adobe Flash
Rigging:
Paint weight
Texturing:
Unwrapping
Normal mapping
Bump map
Displacement map
Transparency
Programing:
Java
Java script
C++
C#
Ruby
Concept Art:
Traditional
Digital
Character
Environment
2D Photoshop
3D Photoshop
Management:
Planning
Time management
Documentation
Level design:
Blueprint and mapping
Blockouts
Game engine:
UDK/Unreal 4
Unity 3d
Cry engine
Source engine 2/3
Researching teaching
Proficiency
Confidence
Desired
5
7
2
0
2
3
8
6
5
6
1
0
2
2
7
5
10
8
7
7
2
2
10
5
4
7
4
9
5
4
6
4
8
9
9
10
7
10
3
1
1
0
0
2
0
0
0
0
7
6
7
5
5
6
7
6
6
8
7
5
6
6
6
9
6
8
9
8
8
10
9
6
5
3
6
5
4
9
9
7
6
6
6
6
9
9
4
6
0
0
3
5
0
0
7
8
5
6
8
9
8
Page 35
Student #15
Researching teaching
Page 36