Category Archives: planning

Research update #32: ‘Pen’ to paper

Not literally pen to paper clearly because who uses pens for anything other than signing things and as a left-hander the side of my hand dabs onto the still wet ink and turns into a big fleshy rubber stamp – but it is time to start putting down some words.

I can’t remember where I saw it – probably Twitter – but someone was talking about the need to write the SFD, the shitty first draft. It will be awful but it’s only by forcing ourselves to commit to some words that we start to make decisions about what we want to discuss. (That said, I did map out a loose structure for feedback because I do like to have a sense of where a thing is going and how it all links up)

Also, it’s ‘just’ the thesis proposal – the 10k-ish document that kind of determines whether or not I get to continue with this research project. Looking at some of the longer of these blog posts, I’ve knocked out 3000 words just banging on about one particular paper, so I’m not worried about writing enough words. Just writing enough good ones.

I can’t really see much on my Pat Thomson PhD topic list – pretty sure that “I can best organise my time by…” won’t be coming up too soon, nor “The PhD goals I’ve already reached are…” – unless one of my goals is boring everyone I know to death because this is what I think about night and day kind of now. Probably not a goal.

Digging in to the methodology needs to be a priority. I have a reasonable understanding of what I want to look into – the perceptions held by edvisors, the institution and academics of edvisors and how this is manifested in their actual practices (e.g. job ads, position descriptions, academic papers, edvisor team structures and place within the uni) as I think it’ll be interesting to be able to compare what people say/think they believe and what their actions indicate. The analysis of this I think I can nut out, being surrounded by smart people doesn’t hurt but it is pretty vague right now.

I surprised myself the other day when I was putting the outline of the proposal together and I got to the theory section by realising that there is actually probably some legitimate space to include the ideas of French sociologist thinker Pierre Bourdieu. His work has come up in my reading but, to be honest, drawing on a French intellectual felt a little pretentious. The fact is though, that his main thing is cultural capital, the markers that indicate belonging or prestige (I’m paraphrasing this terribly) in particular cultures/social groups. I’m not sure where I want to go with this yet but given that edvisors struggle to achieve status in HE yet possess significant knowledge of education, it seems like possessing an education or knowledge may not always carry the cultural capital that Bourdieu believes. Or, I assume and hope, he’s dealt with this question and has a handy solution. Either way, it offers a lens to discuss culture in HE, which more and more seems to be a major factor in the questions that I’m asking. I almost feel like I’ve earned my first leather elbow patch. (No jacket yet, I’m not getting that far ahead of myself)

Research update #26: The reboot

Here’s this week’s Pat Thomson inspired PhD journal topic:

I have learnt since starting the PhD that… I need to rethink my approach and be a little more realistic in my planning. This is the project plan that I started at the end of May last year.

project plan

At the time, it seemed like a pretty good plan. By this plan, I had finished the final version of my PhD proposal 29 days ago, after getting and responding to feedback on two draft versions.

I could beat myself up about not hitting these targets – not coming even remotely close really – but that’s not going to achieve anything.

So I’m hitting the reboot button. Fortunately, my thinking has progressed in this time and I can happily remove several of the sections. Students – gone. TELT pedagogy and practices – largely gone I think. Teachers  – mostly gone. Technology – mostly gone. Instead of trying to do all the things and come up with some kind of genius ‘theory of everything’, I’ve landed on something rather more achievable.

The original question was this:

How can Edvisors, (third space teaching support workers including education designers, academic developers and learning technologists), better support technology enhanced learning and teaching (TELT) practices in higher education?

(The bit explaining edvisors has always been draft at best)

It might look kind of like this:

How can, do and should H.E. institutions ensure that the work and role of the edvisor in introducing, expanding and supporting TELT practices is understood, valued and supported?

Or maybe it’s not the responsibility of H.E institutions. I mean, I think it is but in terms of actually getting something done… Maybe the question is really:

How do and should edvisors in H.E. ensure that their work in introducing, supporting and developing TELT practices is understood, valued and supported by academics and the institution?

Not sure – this option feels more pro-active and empowered but maybe initiatives that don’t come from the ‘thought-leaders’ of the academy are unlikely to succeed due to entrenched power structures. Who needs to take ultimate responsibility? Who is actually more likely to get it done?

What do you think? Please comment or tweet me back @gamerlearner

I just need to find a way to put this into a question that gives me the room to address it properly. There’s a lot of other stuff that I’m interested in but I think it has been covered already pretty well in the existing literature. It’s the job of the edvisor to know the research and recommend the best strategies for innovation and support of TELT practices, so this is not the focus of the thesis.

Oh and I think I’ll go with the term edvisor for now too. Probably need to write something explaining what I think this is and why it is the best term, but I’m ok with that.

Mainly just writing something is vital at this stage – and figuring out exactly what I’m trying to research and what methods I want to use to do so.

One core element is going to be a comprehensive scan of what Australian Universities are currently doing in this space – how they manage edvisor teams and which systems appear to be working. I had in my head that there are 37 Australian Universities – I found out yesterday that there are actually 40, plus 3 International unis with local campuses. Not sure what to do with them – I suspect they have a very minimal local presence so it’s probably not relevant. Might be interesting though. We’ll see.

Onwards.