Category Archives: research

Week #2 SOCRMx – Surveys

Week 2&3 of the EdinburghX Social Research Methods MOOC sees us starting to dig into a couple of methods from a list of about 8. Being a nerd who really wants to get my head around 4 or 5 of them (surveys, discourse analysis, interviews, focus groups and social network analysis) I think I’ve already over-committed but the readings and the activities are great.

For surveys, I now need to design a simple survey of 6-8 questions exploring some aspect of the use of social media by a specific group of people. Big surprise, I’m going to delve into how TEL advisors (academic developers, education designers, learning technologists) use social media as part of their participation in a community of practice. Given the nature of the participants, I am assuming a reasonable level of understanding of the concepts.

I think some of these questions might be more complex than I need them to be but I figure they’re a work in process. (And now I’m wondering if WordPress has some kind of cool survey building tool that I can put them into. Ok, looking for plugins is a rabbit hole – text is just fine.)

  1. Do you use social media platforms as a part of your professional community of practice as a TEL advisor?

[ ] Yes  [ ] No

2. If yes, which of the following social media platforms do you use to participate in your professional Community of Practice (CoP). (Choose as many as are applicable)

[ ] Twitter  [ ] Facebook [ ] LinkedIn [ ] Google+ [ ] Instagram [ ] Tumblr [ ] Wechat [ ] other ___________ (please list)

3. Of the social media platforms that you use in your professional CoP, rank them from 1 (most useful) to (least useful) where is the final option

[ ] Twitter  [ ] Facebook [ ] LinkedIn [ ] Google+ [ ] Instagram [ ] Tumblr [ ] Wechat [ ] other ___________ (please list)

4. Approximately how long have you used social media as part of your professional CoP

[ ] 0 years (I don’t) [ ] Less than 1 year [ ] 1 – 2 years [ ] 3-4 years [ ] 5 or more years

5. Approximately how many people are you connected with in the social media platforms that you use for your professional CoP? (Including people that you follow and those that follow you)

[ ] Under 20 [ ] 20 – 50 [ ] 51- 99 [ ] 100 – 500 [ ] 501 – 1000 [ ] More than 1000

6. Rank in order of importance to you from 1 (most important) to n (least important) the reasons why you use social media with your professional CoP

[ ] To get help [ ] To promote your work [ ] To belong to a community [ ] To keep up to date [ ] To share ideas [ ] Other ________________ (please list)

7. How important is it for you to separate your professional life from your personal life when you use social media platforms?

[ ] Highly important [ ] somewhat important [ ] neutral [ ] somewhat unimportant [ ] highly unimportant

 

Ok, overall I’m reasonably happy with these questions – they’re possibly a little wordier than I’d like but I’m trying to be pretty specific. Bringing ranking in is possibly also more complex than it needs to be, particularly when I’m not asking people to rank all the options, only those that they selected or find relevant. May be overreaching there.

All in all though, I think this could result in some pretty rich data. Not sure what to do about people who don’t use Soc med – maybe that’s a screening question? Though it would kind of be useful to get a sense of the proportions

Research update #33: Making it my own

There’s been something about the updated research questions that I’ve been working with that just hasn’t been sitting right. These are the questions:

What strategies do edvisors in HE use to promote understanding of their role and value(s) among academic staff, and more broadly within their institutions?

What are the roles and value(s) of edvisors? (as seen from their perspective)

How are those roles and value(s) seen from the academics’ and institution’s perspective?

Which among these strategies are particularly successful?

It’s only a small thing perhaps and maybe it’s important in sharpening focus but it bugs me that there is an implicit assumption that it is the sole responsibility of edvisors to make academics and the institution value them and their work. I can understand that this isn’t the job of academics – though it would be nice if some of them made more of an effort – but surely the institution itself, and by that I guess I mean institutional management, has a part to play as well. After all, why provide expert support if you don’t intend for it to be used and for it to work as effectively as possible.

So I’m changing the question. This is partially also because I think it will be valuable to gather some data about how different institutions organise their edvisor support units and what impact this has on their efficacy. With the old questions, there isn’t really room for this.

I’ve also found the sub-questions a little clunky and while I think that the value/values issue is interesting, I can still cover that in the survey and interview questions.

Which brings me to this.

What strategies are used in HE to promote understanding of the roles and value of edvisors among academic staff, and more broadly within the institution?

How do edvisors see their role and value in Higher Education institutions?

How are edvisor roles understood and valued by academics and HE management?

Which among these strategies are the most effective and why?

The ordering still seems slightly odd and while it’s been suggested to move the main question (what strategies…?) to question 3, this seems to miss the main point of the research. (Which is a worry in itself but maybe that indicates that I need to communicate a little more with my supervisors)

All of this brings me to the Pat Thomson journal question suggestion du jour – “The best advice I’ve been given about the PhD was…” that it’s My PhD and I need to own it. This doesn’t mean that I won’t change things based on advice but I need to believe in what I’m writing and I didn’t believe the promoting understanding was the sole responsibility of edvisors.

I attended the ASCILITE Spring in Research Excellence School this week – 2 solid days of workshopping and discussing research ideas. I was hoping to pin down a methodology – I think I know what I want to do but I’m not sure if it’s the best way because I don’t know what all of the options are and what the language is surrounding my approach. I now have two well regarded books on the matter though – Creswell’s Research Design: qualitative, quantitative and mixed methods approaches (2014) and Saldana’s The coding manual for qualitative researchers (2015) so I’m hoping that between the two of these, I can figure it out.

Research update #31: Commonalities and differences

Coming back to the ever-reliable Pat Thomson list of things to PhD blog about:

Things that I have in common with other PhDers

We’re all on the same kind of journey and I assume are facing the same questions and concerns about how to go about doing it and what it’s all for.

We have a deep enough interest in what we’re researching to be able to stick with it.

Things that I don’t feel that I have in common

I’m doing this part-time (while working full-time) and at a distance. This means that I don’t have that at-hand network of peers and the opportunities to participate in the many and varied seminars, presentations, workshops, social events and whatever else happens when you’re a full time PhD student studying on campus. This means that I need to bore my friends and some trusted colleagues stupid with questions, thoughts and ideas that are more often met with blank looks than engagement. There is also my wider online community of peers in practice and I am thankful for them and their wisdom every day – but still, sometimes it would be nice to have those personal conversations too. Particularly when I’m still not quite good enough at expressing the nuance of what I want to say in online discussions and it all comes out a bit wrong.

Not much to do about that other than press on really though.

On the plus side, I think I’ve read enough now and teased through my ideas sufficiently to put some kind of research proposal together – the next step in progressing the PhD research. I had a structure and a project plan that went hopelessly awry as I realised that it wasn’t really about what I need to explore, so I guess the next step is to nut out the outline and create a new plan.

My former housemate is hopefully today nutting out the very final tweaks to her thesis before she submits it on Monday. Even though she’s in an entirely different discipline, we had some great chats about all aspects of PhD life.

Thoughts on: Strategies to win: Six steps for creating problem statements in doctoral research (Blum & Preiss, 2005)

I thought it might help to get back to basics with my research and dig into some of the papers and articles in my “how to PhD” reading list. This paper by Blum & Preiss in the Journal of College Teaching & Learning describes the process that they use at the University of Phoenix for creating problem statements – essentially the first stage of developing research questions.

As an institution they’ve had some problems in the last decade but I liked this guide because it offers a pretty straightforward (and brief) overview and I was able to quickly knock together a first pass at a statement that reasonably sums up what I’m trying to do. They also cite some fairly reputable sources, including Creswell (2004) and it all seems to align with things that I’ve heard before.

In a nutshell, they suggest beginning with the problem. “The problem is… what… for who… where” (p.48). Then select the research design needed to explore the problem – “this type of design (qualitative, quantitative) will do what (explore, describe) what (topic) by doing what (interviewing, observing) who (subjects or population) where (location). If the study is qualitative, students should explain how research patterns would be triangulated (p.49)

From here they offer advice on ensuring relevance and citing research to strengthen ideas and theory. Now maybe this all seems slightly cookie-cutter (one of their problems institutionally) but I’ve still found it useful as a structure to organise my core thoughts. After each described section they offer an exemplar that shows that you don’t have to follow the model precisely and they finish with a basic checklist to ensure clarity, relevance and methodological rigour.

This is what I ended up with:

The increasing sophistication of TELT practices in Higher Education that are afforded by emerging technology (add citation) has necessitated a new class of support staff to assist academics in this space. Whitchurch (2008) labels this domain, sitting across professional and academic roles, the “third space” (p.378) and it is inhabited by workers carrying a plethora of titles (add citation) that might broadly sit under the umbrella term of ‘educator advisors’ (edvisors).

The problem is that edvisor advice about implementing better TELT practices often goes unheard by academics and institutions in the Australian HE context because they don’t understand the roles, benefits or values of these workers.

This mixed-methods study will survey and interview edvisors, academics and institutional managers in Australian Universities to gather information about the perceptions held of edvisors, their roles, benefits and values. It will also gather data on institutional practices relating to the employment of edvisors and placement within organisational structures to triangulate this evidence relating to perceptions.

This research will seek to clarify understanding of the roles, benefits and values of edvisors and identify strategies that edvisors can (and do) use to establish greater understanding of these things which can result in more effective collaborations between edvisors, academics and the institution.

Looking at it now there is still plenty of room for polishing but it does seem to capture the broad ideas and aims of my research. So that feels like something. For a five and a bit page paper, it has helped me feel that I’m slightly more on track.

Research update #27: The reframe

Just a quick note this time about the rather helpful feedback that I got from my supervisors about my evolved research question.

I was considering something like:

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?

Peter suggested that ‘ensure’ adds a certain amount of pressure, which is a fair call as after all, one of our ongoing challenges is achieving this and there are no guarantees that it will happen. (But I think it will eventually because it has to happen)

He proposed the following:

What strategies do edvisors in HE use to promote understanding of their role and value among academic staff, and more broadly within their institutions?

With a sub-question of:

Which among these strategies are particularly successful?

Lina chimed in with a couple more examples of sub-questions that might offer some additional directions for the research to follow.

What are the roles and values of edvisors (as they seen from their perspective)
How those roles and values are seen from the institutional (aka client) perspective?

Pretty hard to escape those perspective-oriented questions but in this context, where so much seems to be about perspectives shaping a workplace reality, it makes sense.

On a separate note, our short paper was accepted for ASCILITE 2017. One of the reviewers seemed to expect a lot of detail from something that we had to cram into 5 pages (down from 17ish) but the feedback was helpful and offers some ideas about ways to expand the work. (The second reviewer didn’t seem to share any of their concerns, so that’s a good lesson perhaps about the nature of the review process). Overall, I take the feedback to be a good sign that we’re exploring an area where there is some interest and something of a gap in the literature.

 

Research update #15 – Pat Thomson’s tips of journalling your PhD

There are two people that I’ve heard about repeatedly in beginner PhD student circles as goldmines of advice – Inger Mewburn and Pat Thomson. I’m lucky enough to work at the same institution as Inger and occasionally get the chance to chat in person but her blog – Thesis Whisperer – also carries a wealth of ideas and experiences from across the scholarsphere that help me to remember that I’m not alone and anything that I’m facing has been overcome by far smarter people than I.

Pat Thomson is regarded just as highly and her blog, Patter, has been just as helpful. She recently posted some suggestions for keeping your own PhD journal/blog/thing that have struck a chord with me. Happy to see that some of them I’ve already touched on but I think I’ll make an effort to work through this list in future updates.

This week I’ll go with

  • Dealing with things I can’t immediately change means I need to…

Dealing with things I can’t immediately change means I need to learn from them, reflect on how (or whether) my actions have contributed to the situation and consider what I need to do to get/keep things moving again. I also need to make a decision about whether I just let go.

I’ve mentioned my ideas and work on STELLAR, a gamified academic professional development program here before – I had planned to run a semester long version this semester (starting mid Feb) but college priorities haven’t aligned and this has now been put on hold. What I’ve learned is that I need to get better at making my case clearly and navigating institutional politics. I’ve also been told directly that academics would find it insulting to be taught how to teach (I think the subtext there was ‘by a professional staff member’) which I don’t 100% accept. While I recognise that some academics have no/little interest in teaching because research is still the source of status in the university, there are plenty who take a scholarly mindset and understand that developing one’s craft in this area is a life-long endeavour. I also need to remember that just because an idea is rationally (and empirically) sound, this isn’t all that is needed to sell it. There is a whole other set of complex emotional factors that sway decision making and simply being (or believing oneself to be) right about something is far from enough.

Coming back to my research, I’ve also been diving into Social Practice Theory and am kind of kicking myself for not taking advice better and pursuing it earlier. I’m not 100% sold on all facets of it yet – there seems to be a lot of discounting of more complex aspects of practice for the sake of making the theoretical model work – but there’s more than enough to be able to use in shaping a framework for what I’m hoping to do. Currently this seems to be talking to a lot of ‘at the coal-face /screenface’ TELT Advisors about what they do in their day to day work. (Oh and in the process of developing a Special Interest Group through ASCILITE for this community, I’m edging towards TEL edvisors as an umbrella name that seems to flow better. This is still up for discussion but it looks better I think.)

My much amended project plan is once more out the window but it is also based on an arbitrary deadline of July/August to get my proposal in.

In a nutshell though, I think I want to narrow focus from what universities can do to support TELT practices to what TEL edvisors do (and can do), which seems like a positive step. Viewing this through a social practice theory / sociomaterial lens helps to focus it a little further too.

Hopefully my supervisor agrees when I chat to him in a week.

 

 

Research update #13

One of my principle reasons for using this blog in my research/study is that it offers an effective and searchable way to put my first-draft thoughts and quotes/references down in a central and searchable space. I found this very useful when I did my Masters and hope that it will prove equally useful now.

My main challenge is the overwhelming amount of ideas and information that I’m currently swimming in. By taking on – at least for now – the challenge of developing an holistic understanding of the factors influencing (positively and negatively) the use of TELT in Higher Ed, I’ve opened myself to trying to understand the nature of H.E itself and how all of the pieces work together (or don’t, depending on how they seem to feel in the morning)

This has meant that I had a virtual bombsite with (digitally) jotted down questions and ideas for my job and quotes and scattered references and issues. I think I’ve now put this into some kind of triage/processing system. In brief, I’ll read the paper/book/etc, scrawl barely legible notes on it in pencil, highlight (it seems) every other word and then convert that into a blog post here.

From there, useful quotes (all annotated and properly cited) go into a quotes/refs page in Scrivener under the broad factor heading (e.g. Teachers and teaching). Simultaneously I have another page (organised by factor) with appropriate citations that is for my questions and ideas. These get filtered down to key points which go into a Notes for Lit Review page (again organised into factors) and this will give me the structure of the Lit Review itself and help me to make some semblance of order of my thinking.

I’ve just finished updating the Questions/ideas and Quotes/Ref pages and am up to transferring that to Notes.  All of which means that it’s been a little while since I’ve actually read something new however revisiting the range of papers that I’ve already looked at was interesting in terms of seeing which areas my thinking has progressed in. (not many but some)

Going by my project plan, I should be moving on now to looking at Universities as Organisations as a factor – which I’ve never been 100% sure what I mean by but it seems relevant and like a handy catch all for a lot of spare influencers.

Generally still feeling ok about things.

Research update #11: It wasn’t procrastination after all

Half-way in to the slightly manic process of reorganising my Scrivener notes for my PhD thesis proposal, I wondered if I wasn’t using it to avoid to actual work. I was painstakingly working through a host of references (some with annotations – mainly from the abstract I suspect) – that I had added early on from my initial proposal and largely just dumped into my broad categories without much further thought. I haven’t since come back to them or considered how relevant or useful they are or what I plan to do with them.

My larger goal in this exercise was to try to find some kind of structure for my thinking – I’m increasingly aware that the Higher Education ecosystem is intricate and complex and most if not all of the moving parts impact on each other far more than the current literature seems to acknowledge. I’m still not sure what the best way to represent this is, but I’m hoping that creating some order will help me to place the myriad random thoughts and questions that I’ve come up with so far in something more manageable.

Which seems to be a point that I often reach in large projects (none as large as this, admittedly) before losing interest and moving on to something new. As I thought about this, I worried that I was doing this exact thing here.

Fortunately, I wasn’t. I eliminated a number of papers that seemed relevant on the surface but really weren’t, I found a few more that I’d completely forgotten that I have put into the high priority reading list and I think that now I have a place for everything and everything in its place. There’s a section for the actual writing (broken up by broad topics), a section for notes (broken up by broad topics which I’d say will get more and more subtopics), a section for quotes and references (with sub-sections for individual papers) and some general miscellaneous pages for ‘other’ stuff. What works best about this for me is the way that it lets me quickly jump around the proposal when something useful needs to be jotted down and the side-by-side structure of Scrivener lets me easily copy-paste chunks. It looks a bit like this.

scrivener screenshot

The other part of this process that was useful was finding a brief paper that has the same focus as my research, which gave me some assurance that I’m on track with my ideas as well as check whether I’m missing anything vital. (Turns out that I think that they are missing a few things, which is obviously good for me. I’ll post about this one shortly)

 

 

Thoughts on: National Students as Partners Roundtable 2016

I was recently invited by @UQKelly – Kelly Matthews of the University of Queensland – to attend the National Students as Partners Roundtable on a glorious Brisbane Spring day. (For which I am grateful almost as much for the chance to escape a particularly bleak Canberra day as for the exposure to some interesting ideas and wonderful people working in this space). This isn’t an area that I’ve had much to do with and I was invited to bring a critical friend/outsider perspective to proceedings as much as anything.

Students as Partners (which I’ll shorten to SaP because I’ll be saying it a lot) more than anything represents a philosophical shift in our approach to Higher Education, it doesn’t seem like too great a stretch to suggest that it almost has political undertones. These aren’t overt or necessarily conventional Left vs Right politics but more of a push-back against a consumerist approach to education that sees students as passive recipients in favour of the development of a wider community of scholarship that sees students as active co-constructors of their learning.

It involves having genuine input from students in a range of aspects of university life, from assessment design to course and programme design and even aspects of university governance and policy. SaP is described as more of a process than a product – which is probably the first place that it bumps up against the more managerialist model. How do you attach a KPI to SaP engagement? What are the measurable outcomes in a change of culture?

The event itself walked the walk. Attendance was an even mixture of professional education advisor staff and academics  and I’d say around 40% students. Students also featured prominently as speakers though academics did still tend to take more of the time as they had perhaps more to say in terms of underlying theory and describing implementations. I’m not positive but I think that this event was academic initiated and I’m curious what a student initiated and owned event might have looked like. None of this is to downplay the valuable contributions of the students, it’s more of an observation perhaps about the unavoidable power dynamics in a situation such as this.

From what I can see, while these projects are about breaking down barriers, they often tend to be initiated by academics – presumably because students might struggle to get traction in implementing change of this kind without their support and students might not feel that they have the right to ask. Clearly many students feel comfortable raising complaints with their lecturers about specific issues in their courses but suggesting a formalised process for change and enhancements is much bigger step to take.

The benefits of an SaP approach are many and varied. It can help students to better understand what they are doing and what they should be doing in Higher Education. It can give them new insights into how H.E. works (be careful what you wish for) and help to humanise both the institution and the teachers. SaP offers contribution over participation and can lead to greater engagement and the design of better assessment. After all, students will generally have more of a whole of program/degree perspective than most of their lecturers and a greater understanding of what they want to get out of their studies. (The question of whether this is the same as what they need to get out of their studies is not one to ignore however and I’ll come back to this). For the students that are less engaged in this process, at the very least the extra time spent discussing their assessments will help them to understand the assessments better. A final benefit of actively participating in the SaP process for students is the extra skills that they might develop. Mick Healey developed this map of different facets of teaching and learning that it enables students to engage with. A suggestion was made that this could be mapped to more tangible general workplace skills, which I think has some merit.

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As with all things, there are also risks in SaP that should be considered. How do we know that the students that participate in the process are representative? Several of the students present came from student politics, which doesn’t diminish their interest or contribution but I’d say that it’s reasonable to note that they are probably more self-motivated and also driven by a range of factors than some of their peers. When advocating for a particular approach in the classroom or assessment, will they unconsciously lean towards something that works best for them? (Which everyone does at some level in life).  Will their expectations or timelines be practical? Another big question is what happens when students engage in the process but then have their contributions rejected – might this contribute to disillusionment and disengagement? (Presumably not if the process is managed well but people are complicated and there are many sensitivities in Higher Ed)

To return to my earlier point, while students might know what they want in teaching and learning, is it always what they need? Higher Ed can be a significant change from secondary education, with new freedoms and responsibility and new approaches to scholarship. Many students (and some academics) aren’t trained in pedagogy and don’t always know why some teaching approaches are valuable or what options are on the table. From a teaching perspective, questions of resistance from the university and extra time and effort being spent for unknown and unknowable outcomes should also be considered. None of these issues are insurmountable but need to be considered in planning to implement this approach.

Implementation was perhaps my biggest question when I came along to the Roundtable. How does this work in practice and what are the pitfalls to look out for. Fortunately there was a lot of experience in the room and some rich discussion about a range of projects that have been run at UQ, UTS, Deakin, UoW and other universities. At UoW, all education development grants must now include a SaP component. In terms of getting started, it can be worth looking at the practices that are already in place and what the next phase might be. Most if not all universities have some form of student evaluation survey. (This survey is, interestingly, an important part of the student/teacher power dynamic, with teachers giving students impactful  marks on assessments and students reciprocating with course evaluations, which are taken very seriously by universities, particularly when they are bad).

A range of suggestions and observations for SaP implementations were offered, including:

  • Trust is vital, keep your promises
  • Different attitudes towards students as emerging professionals exist in different disciplines – implementing SaP in Law was challenging because content is more prescribed
  • Try to avoid discussing SaP in ‘teacher-speak’ too much – use accessible, jargon-free language
  • Uni policies will mean that some things are non negotiable
  • Starting a discussion by focusing on what is working well and why is a good way to build trust that makes discussion of problems easier
  • Ask the question of your students – what are you doing to maximise your learning

These images showcase a few more tips and a process for negotiated assessment.

students as partners tips negotiated assessment process

There was a lot of energy and good will in the room as we discussed ideas and issues with SaP. The room was set up with a dozen large round tables holding 8-10 people each and there were frequent breaks for table discussions during the morning and then a series of ‘world cafe’ style discussions at tables in the afternoon. On a few occasions I was mindful that some teachers at the tables got slightly carried away in discussing what students want when there were actual, real students sitting relatively quietly at the same table, so I did what I could to ask the students themselves to share their thoughts on the matters. On the whole I felt a small degree of scepticism from some of the students present about the reality vs the ideology of the movement. Catching a taxi to the airport with a group of students afterwards was enlightening – they were in favour of SaP overall but wondered how supportive university executives truly were and how far they would let it go. One quote that stayed with me during the day as Eimear Enright  shared her experiences was a cheeky comment she’d had from one of her students – “Miss, what are you going to be doing while we’re doing your job”

On the whole, I think that a Students as Partners approach to education has a lot to offer and it certainly aligns with my own views on transparency and inclusion in Higher Ed. I think there are still quite a few questions to be answered in terms of whether it is adequately representative and how much weighting the views of students (who are not trained either in the discipline or in education) should have. Clearly a reasonable amount but students study because they don’t know things and, particularly with undergraduate students, they don’t necessarily want to know what’s behind the curtain. The only way to resolve these questions is by putting things into practice and the work that is being done in this space is being done particularly well.

For a few extra resources, you might find these interesting.

International Journal for Students as Partners – https://mulpress.mcmaster.ca/ijsap 

Students as Partners Australia network – http://itali.uq.edu.au/content/join-network 

Student voice as risky praxis: democratising physical education teacher education

UTS Student voice in university decision making

 

 

 

 

Research update #8 – Shame and progress

Sometimes posting a research progress update can be like jumping on the scales after a weekend of eating cake – it’s important to do to maintain accountability but you know it’s not going to be pretty. This is one of those times.

As you can tell by my recent posting history, it’s been a while since I read and reflected upon anything. Since my last update however, I have had a PhD progress review where the panel was satisfied with how I’m going and took me off probation and I also attended the ePortforum conference in Sydney, two days of talking and learning about what is being done in Higher Ed. with ePortfolios.

I also read a chapter of a book my supervisor (hi Peter) wrote about teacher attitudes towards education technology which got me thinking much more about methodology than I have been to date. There’s a strangeness to reading (and particularly writing) about one’s supervisor’s writing – a lot of different conflicting feels. Am I obliged/expected to fall into line with his ideas and/or particular areas of interest? (I don’t think so – he’s been remarkably chilled about what I’m doing. Offering thoughts and suggestions, of course but I’ve never felt pressured). Is it ok if I disagree with something that he’s said in his writing? (Again, I think that if I was able to present a solid argument, it would be fine. That said, I’ve not come across anything yet that hasn’t been eye-opening, as you would hope for from a mentor/supervisor). If I read too much of his work, does it get weird or obsequious?

On the one (rational) hand, you approach a supervisor because you think that their interests/methods will inform yours and presumably align (or vice versa) so why wouldn’t you but on the other (emotional) hand, have I had some kind of need to explore the other literature first to come to some of my own conclusions before being shaped too much by his take on things? (In the same way that a filmmaker on a remake might go back to the initial novel but not watch the first film that came from it?). Even Peter said that I didn’t necessarily need to read this particular book as it’s from 2002 and attitudes to ed tech have no doubt shifted since then. He suggested more that I look at who has cited it.

I’m really glad that I did read it though as, as I mentioned, the methodological ideas gave me a lot to think about – largely in getting tutors to describe their grading process as almost as stream of consciousness in real time which was also recorded so that they could watch the recording and add a layer of reflection later. This may well be a common methodology but it’s not one that I’ve come across in the reading that I’ve done to date. I’ll post something about this chapter soon anyway.

I’ve also been working away on an application to upgrade myself from Associate Fellow of the HEA to Senior Fellow. This requires a lot of reflective writing (around 7000+ words) and has been useful in thinking in greater depth about my own professional practices and ‘learning journey’. (I always feel a little bit hippy using that expression but I haven’t come across a better one). So this application has taken up a decent chunk of my time as well.

I have also – because clearly I have a lot of free time on my hands – been slowly nudging forward the formation of a Special Interest Group through HERDSA (but not solely for HERDSA members I think) that is focused on Education Advisors. (a.k.a Education Support Staff – academic developers, ed designers, learning technologists etc). We had a great lunchtime conversation (vent?) about some of the issues that we face which aligned particularly with many of the papers that i have posted about here in the last couple of months. I suspect that one of the trickiest parts will be explaining to teaching academics that this isn’t a group for them. I guess this is one of the things that we’ll need to pin down in the formation of it. It’s far from a new idea – there are a range of city and state based parallels in varying states of activity – but having a national (transnational to include NZ) body isn’t something I’ve seen before. The funny thing is that while this is important to me, some of the issues/ideas that came up in the conversation yesterday, I felt like I have already moved on from in pivoting to research academic staff now and their issues and concerns. But I’m pretty sure I can walk and chew gum at the same time.