Monthly Archives: June 2015

My research questions and a bit more

I am writing my tentative research questions although my feeling is that they are going to change the more I understand some of the theoretical aspects. Nevertheless it is good to put them outside and maybe there are some suggestions.

How can the university support and encourage Educational Studies undergraduate (y-2 and y-3) to enable their effective engagement with digital technology and research skills to become digital research literate and flourish in the 21st century?

(This is maybe better, but still thinking):
How do y-2 and y-3 Ed studies undergraduate interact with online tools and for what purpose within the academic environment? 

  • What are students’ needs, expectations, visions, aspirations, fears, etc. in relation to the use of technology (the digital environment) and their dissertation process? Can both be then matched? Or should each of them be viewed separately? (Students voice and engagement)
  • What if any informal system of digital tools do students already have? (exploring their life space)
  • What is involved in the design, production, and implementation of a digital ecosystem –a personalized learning environment- for second and third-year undergraduate students in education studies as a means to craft their thesis in the dissertation module? (i.e. scaffolding, modeling and feedback).
  • What, if any, minimum prior knowledge or competencies (skills, abilities, attitudes, habits, knowledge) do students need in order to design and craft their PLE as an effective way to engage with more advanced digital literacy in a research rich environment?
  • What new skills and knowledge is developed as a product of the design and development of the PLE?
  • How can the digital experience be embedded in the curriculum in a way that is meaningful for the student?
  • What is the impact for the student, the teachers, and the university?
  • What is the relation between students PLE and the University VLE? What are the tension between both spaces and can they complement each other or do they exclude one another?

Theoretical framework:

  • Network earning
  • Connected learning
  • Personal learning environment
  • Digital literacy and competence
  • Learning theories
  • Self-directed learning
  • Social-cultural theory (Vygostsky, Engestrom, Leontev)
  • Post-humanism (Braidotti)
  • Sociology theories in order to contextualize our society (Bauman: Liquid modernity)
  • Field theory and the Life space of an individual (collecting data)

PLE’s Castaneda Linda slideshare

This needs to be explored more in depth, an excellent presentation. Need to take notes and think about it. Homework with a big jar of coffee 🙂

Learning how to design learning experiences with Grainne Conole

Learning Design workshop with Grainne Conole

My canvas

As part of the Digital Week celebrated at Bath Spa university Grainne Conole, the chair of the Institute for Education, gave a workshop on Learning Design, it is about how to design learning experiences based in a methodology developed by her at the OU in the past. Technology can support learning and there is lots of lots available in the web. The technologies are not always good exploited. Some things people say against using technology is that it makes them confused, they are time consuming, they feel overwhelmed, they do not have the time, etc. In my view the use of technologies, particularly web-based technologies is something that is getting more and more an unavoidable skill to learn. I do not see it as an isolated task where we need to set aside hours of the day, I think it is an ongoing journey of discovery and enjoynment when finding…

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Learning and teaching practice experts group meeting (Jisc)

My reflections of the learning and teaching practice experts group meeting with Jisc. Brilliant and productive people, lots to learn and to think about in relation to my research

My canvas

Funny enough all the adults are not staring at the speakers face, people are doing different activities and more of them are through their smart devices. Some are twitting, others are taking notes, others are writing some letters or answering emails, and so on.The session is full of academics or member of staff of HE and FE institutions who many times complain about students getting distracted with their devices while in the classroom. So what is happening? Why is it fine and acceptable that they multitask but not their students? I had to laugh!

Topic of this session:

  • Helen Beetham started the session with her work on digital student sharing the findings in relation to a new category that emerged from the study: digital wellbeing. It seems to me the digital environment is taking over every aspect of citizens’ life. The digital space is inhabited in a daily basis and…

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Key note in CELT conference at National University of Ireland (online streaming)

Some notes to reflect on while seeing Doug’s presentation via online life streaming

  • digital literacies (the ies ending is an idea of Doug Belshaw while doing his dissertation, which can be found here) are contextualised, there is not such ‘A THING’ that defines it. It will depend on the context.
    I am relating this to the presentation I just saw from All Aboard were they aim -via wide consultation- to create a digital road map to help and guide institutions and organisations in the development of local and national digital strategies and to ensure alignment, coherence and a sense of common endeavour at a sectoral level.
    In relation to the contextualisation of digital skills that Doug mentioned, I think if it would be worth thinking about mapping the digital skills needed in my institution and see how can we provide students with opportunities to acquire those skills during their course at the uni.
  • Badge seen as a scaffolding aid for learning paths? Still not sure but I think this what Doug was explaining when he showed the inner structure of a badge

The idea with this anatomy is to understand what information is important in order to issue a badge and the process involved in issuing and getting it.

Taken from the Serve Ravet slideshare on Open Badge and e-Portfolio

This image is about this process. There is the person or institution, let us call it X, who is issuing the badge and the person, Z, who is interested in obtaining it (people need to get some external recognition for what they have learned outside formal academia, is part of the things you need to account for to get a job); Z needs to know what is wanted from her/him, what is the criteria that she/he needs to know in order to plan what is needed to accomplish the task. Z then needs to collect evidence that respond to the criteria. Once the evidence gathered is assessed the badge is issued. So in order for a badge to be a scaffolding aid for a learning path the idea would be to point out to some of the milestones that a particular learning path should accomplish and those milestones could be the evidence upon which the badge will be issued. Or maybe to design your own learning path and start to gather evidence for it with badges. I think it depends on the experience of the learner among other things.

Another point to reflect on is the difference between digital literacy and web literacy. Doug said that for him the difference is that web literacy is more tangible and bounded hence easier to work with and towards it. Web literacy is defined as the ability to read, write and participate in the web. Whereas when one asks what does it mean to be digitally literate, the answer can get very broad and very much context dependent. I am not very clear about this. Web literacy is definitely contextualised within the Web but what happens when you are trying to read and write in a year 4 class or in the last year course in HE? is this the same? Are the skills needed the same? I do not know…
Working with personal learning environments (in HE setting) as an aid to improve digital literacy I need to be clear about what am I referring to when I talk about digital literacy and secondly I need to define what do we mean with the word technology in the educational context. Those are 2 key ideas that need to be bounded and defined at least in the context of my thesis.
Questions like what is the difference in relation to learning for a student in 1815 and one in 2015? What was revolutionary in the class of 1815? What was the newest technological device of that time? Was the use of the slate a revolution then? and the big blackboard in the center of the wall, how does this invention impacted the learning experience of students and also of teachers? How did they adapt to such a revolutionary technique?  What did it change in the learning experience? What could students do with the slate they could not before it? What was the impact on reading and writing for society? How did this impacted humans way of thinking about different subjects?
 Some more random points:
  • Digital literacy is a contested term –> Literacy as a word has meaning and relevance, it is difficult not to fall in the trap of putting literacy behind any word to make it sound relevant 🙂
  • Digital literacy should not be a dead metaphor (Rorty). THIS is it and THIS is not it doesn’t work (I need to check Rorty’s idea of dead metaphors and Doug Belshaw ambiguity chapter in his thesis)
  • Digital literacy is a way of approaching the world, an attitude towards the digital environment
  • Work with other people, don’t take just authors. Work what is means in your context
  • co-created definitions–> every body has the power. Don’t sit there isolated, work with the people involved in the digital literacy project
  • link the badge with the web literacy map
  • Badges are Trojan horse in education (need to think more deeply about this)
  • Open Badges–> is different from digital badges
  • Make a Mozilla account to create badges. They are like endorsement
  • Finland has a badge initiative and Pearson as well. (check them)
  • Integration of badges into your web page or wiki or any web artefact you are creating to show your skills
  • System of currency with open badges
  • agile currency–>badges.
  • Check the Department of education in relation to badges
  • Learning pathways, how to design them? With students?
  • Check the startup design template. download from (link is in the slideshare)
  • Scaffolding–> how do we scaffold people’s skills?
  • check the open badges’ google group
  • Prescriptive or descriptive badge: we don’t have to be prescriptive don’t need to go ahead of time. Follow what students are already doing because they are doing!
  • why would you (student) bother with the formal ways of learning if there is other ways to learn things in a more open and integrative way

Developing a Model for the Choreography of Learning

Choreography for learning a good metaphor. I also heard about it some time ago in a workshop at Knowmads School in Amsterdam, amazing people!!

Julian Stodd's Learning Blog

Yesterday i explored choreography for learning in the Social Age: it’s really a call to arms, a recognition that we need to adapt, away from the old notions of learning being ‘done‘ to people, towards more co-creative, scaffolded, social models. Facilitated by technology, engaging by design, not by accident.

A model for Choreography in Learning

Today i want to present two sketches around this, both still in development. The first is a model for Choreography: it looks at three aspects. PROGRAMMING, which is about the context and casting of the learning. it’s about the design and positioning. POSTURE, which is about the way it is executed, and PERFORMANCE, which is about the experience as it’s lived.

Bear in mind that the purpose of Choreographing learning is to deliver an integrated, paced, seamless experience. It’s about designing and delivering total quality. It’s about the way we introduce, deliver and…

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Reflections on mLearnCon & Performance Support Symposium 2015 – Day 1

Reflections on mobile learning, gadgets, and more!!

Julian Stodd's Learning Blog

It’s hot in Austin. After a long day exploring yesterday, i was almost ready for a day in a ubiquitous and air conditioned hotel. A day exploring ideas, which started well with a session on our evolved relationship with knowledge. It’s easy to say, but things are changing. Have changed. It used to be about what you know, but today it’s about your ability to find things out, and to create (and co-create) the meaning within it. It’s about being effective: my session tomorrow includes ‘effective‘ in the title. It’s not about the technology: it’s about the outcomes.

Knowledge, Performance, Technology

Trends? Well, it’s good that the conversation has moved beyond the technology: it’s about performance, about meaning, about what we do with it. I always enjoy a conversation about knowledge: what is now unneeded? What do we push, in what context, and how? Clearly…

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My (new) daily post (2)

My daily 700 words! Lets see if I can get on with them today 🙂

I had a fast read of a paper written by James E. Willis III: MOOCs and Foucault’s Heterotopia: On community and self-efficacy. 

The main question or quest they had was to understand why and help with the huge amount of dropouts in MOOCs (Massive Open Online Courses). They touch the concept of self-efficacy and community and how intertwining them could help participants in completing a MOOC (very roughly put of course).

Why did I read the paper and where is my interest? I am trying to find theories that could explain the dialectic between being or inhabiting a place but not really doing so in physical terms, understanding the meaning of this relatively new phenomena and how can this feeling of inhabiting/not inhabiting can be analysed and make sense of it. I am trying to find some explanations or words, concepts, constructs that could define this dichotomy and its consequences. I am looking for theories that can account for the idea of belonging to a virtual space and transform that -even inexistent- space into a place. What are the differences then, between space and place? Geo-phenomenography is a theoretical framework used by Hung and Stabble (2011) in their work –Lost in space located in place– in relation to this idea of transformation but in a different context, namely school. What interest me is their idea of transforming the space into a place in the context of HE.

I am exploring ideas in relation to sense of belonging which the literature demonstrate is so important when learning. How can we enact this sense of belonging in students and in particular if we are thinking of having them designing their own space-place(?). Sorry I realised this is in the wrong order. It goes like this, I think or have a guess in Feynman’s words, that the idea of having a strong sense of belonging of a place will make you more likely to do things in this place, to commit to working in this place, to be confident or at least to feel safe within this place and you are more likely to learn in this place, hence building or crafting -co-creating- your own learning environment is very productive for a meaningful learning experience. Furthermore it is a rich learning experience per se, with varied learning outcomes, some of them unforeseeable. All this of course needs to be framed theoretically, which is always my biggest challenge!! I hope I can get there.

Here the video of one of Feynman’s lectures (where he speaks about the guess, the calculation or consequences and then the observations) that are always a pleasure to watch 🙂

I have made my guess, what follows now is the research for theoretical frameworks that explain this guess. In words of Feynman the next step is to do the calculations and look for the consequences of this guess and then compare it to the observations of nature, in the context of the event.

I found a work of Foucault together with Jay Miskoviec in 1986: Texts/contexts of other places

Starting with Galileo and the 17th century extension was substituted for localisation (P.22)

We might attempt to describe these different sites by looking for the set of relations by which a given site can be defined. For example describing the user of relations that define the site of …transportation, streets, trains  (P.23)

Well maybe there can be some answers find in this text? Some hours after…nop! I did not find any answer at the moment in this idea of heterotopias. A second reading will be done, lets see what emerges from that.

In any case I will keep on searching for theories that could have a language with which to name the phenomenon I am interest in.

There is a text of Carlos Giovanella: where he speaks of liquid spaces, fluid with no boundaries…liquid spaces in an organic era.

Non representational theory is another option I am looking at. John Wylie, Emma Waterton.

Exploring the theory, pedagogy and practice of Networked Learning (book)

Exploring the theory, pedagogy and practice of Networked Learning. (2012) by: Dirckinck-Holmfeld, Hodgson Vivien and McConnel David. Springer Verlag


Definition of networked learning

Learning in which information and communications technology is used to promote connections: between one learner and other learners, between learners and tutors, between learning community and its learning resources. P. 6

What is the pedagogic framework can this kind of knowledge underpin?

  • Openness in the educational process
  • Self-determined learning
  • A real purpose in the cooperative process
  • A supportive learning environment
  • Collaborative assessment of learning
  • Assessment and evaluation of the ongoing learning process

One key aspect in network learning is connectivity not only among learners but also among learners and resources.

Chapter 2:

Network learning, stepping beyond the net generation and digital natives (Chris Jones)
There were variations among students within the Net Generation age band and students’s section of tools were related to other characteristics, including age, gender, socioeconomic background, academic discipline and year of study. A limitation or constraint I have to face is that students’ high levels of use and skill did not necessarily translate into preferences for increased of technology in the classroom (Schulmeister, 2010) and a large number os students still hold conventional attitudes toward teaching (Margaryan et al. 2011). The variation that are seen in the research, Jones (2012) argues that patterns of access to, use of and preference for a range of other technologies varied considerably among students of similar age. He argues the argument is not generational in character this is reinforced by a work done by Kennedy et al. (2008). 

 I think that there is a vernacular among young students, they are talking in a digital language, or at least they are communicating with each other in digital format through smart devices and this shapes their social identities which underlies that vernacular. It is very likely that when this vernacular is a natural part of the learning experience there is engagement 

The authors propose two ideas instead of using the “generation” concept. Agency and Affordances. The authors are against of thinking that technology is an independent and external structural factor acting on social forms but not being conditioned by them. They are more in line with the idea that young people are active agents in the process of engagement with technology. Agency concerned with the shaping of processes by the intentions and projects of humans.

For Archer, agency is emergent and cannot be reduced to structure nor vice versa. For him agency is related with the person and the self and social identity. Agent is a subset of personal identity, it is the individual who holds the power to be active and reflexive. With this concept there is no space for technological or social determinism. The author (Jones, et al. 2000) suggest that there might be a relationship between teachers’ approach to teaching and learners’ approach to learning. Margaryan et al. (2011) noted that:

our findings show that, regardless of age and subject discipline, students’ attitude to learning appear to be influenced by the teaching approaches used by lecturers. p. 10

Archer, M. (2002) Realism and the problem of agency. Journal of critical realism, 5, 11-20
Archer, M. (2003) Structure, agency and the internal conversation . Cambridge. Cambridge University Press.

In this chapter the author finds that PLE is opposed to networked learning in relation with the extremely individualised and learner-centric view of learning in comparison with a more social perspective of networked learning. Again in my particular research which will be in the context of the dissertation module, there is a mix of personal and individual learning, a time for quiet and reflexive work and of course a part of a social work but the social work is not very much focused on learning together, co-constructing knowledge as such. I think the focus will be in sharing the knowledge in constructing the PLE and sharing valuable resources and tools used for the dissertation. Still of course under thinking and evaluating all this ideas. 

IMPORTANT –> The way research has been done is through self-reporting method, surveys and interview data. There is a need to step away from there and use new methods to access data that reveals the actual use of new technologies. It must be a way to access in a different way what students do while studying for example. What Judd and Kennedy (2010) call actual rather than reported use. (Logs of on-campus computer) I think in which could be a way to gather data within their devices. 

From this chapter there are articles that I have bookmarked in diigo and some I have put here in the post. There is an important page where there is good evidence that shows that “digital natives” are not a solid reason to make changes in education, one must go beyond this argument and look further.

For a good literature review

This is taken from Dr. Sonja K. Foss, she has a coherent plan in order to craft the literature review of a dissertation. I want to add that the idea of doing a literature review, I think is not to find any answer but to be able to state a good and relevant question. It is aimed to see which are the missing bits in the field of interest one is in. So one important skill in the literature review is to be able to discover things and to see if there are new connections one can establish among the key terms of the research. In those connections is where possible the new can emerge.

Here we go with the plan:

Create a conceptual plan for the dissertation first: The lit rev will be useful and efficient when it responds to a clear conceptual plan. The conceptual plan should include:

  • Research question and subquestions
  • Bodies of literature that will be relevant to review
  • Data to be collected to find the evidence you are looking for
  • Procedures for collecting and analysing the data
  • Reasons why the study is significant or relevant
  • An outline of the dissertation -What will happen in each chapter-

Then other steps are still to describe but I will start with my conceptual plan Research question:

What processes are involved in the design and development of a personal learning environment for last year Education Studies undergraduates to use in ED6001?

Another tentative question is:

How can the university support and encourage last year undergraduates in the Education Studies degree (the majority are prospective PGCE students) to enable their effective engagement with digital technology and research skills to become digital research literate and flourish in the 21st century?

How might the university encourage last-year Educational Studies undergraduates to design and craft a PLE to use as a workbench in the dissertation module and engage them with digital literacy building on their digital capability?  Sub-questions:

  1. What are students’ needs, expectations, visions, aspirations, fears, etc. in relation to the use of technology (the digital environment) and the dissertation process? Can both aspects be then matched? (Students voice and engagement in relation to the digital experience at the university level)
  2. What informal systems (of digital and non digital tools) do students have already set up? (How can I find out how students do their studying? How can I capture what I do not know about their habits and ways to do stuff related to their studies? Cultural probes? What needs to be seen is how they have put in place thier tools and how they use them in order to see how can any design improve what is already in place and attend what they need. What I need to do is to uncover the meaning which is going on within their minds. Observe them in action, see what is not obvious to understand how they use the web-based tools.
  3. What is involved (or what structures need to be in place) in the design, production, and implementation of a digital ecosystem –a personalised learning environment- for last-year Education Studies undergraduate? (i.e. scaffolding, modelling, feedback. This will be part of what the external environment provides).
  4. What prior competences -in words of Wild, (2009) minimal conditions, (skills, abilities, attitudes, habits, and knowledge) are (or need?) to be present in the student when beginning to consciously build a PLE?
  5. What necessary triggers (Wild, et. al.Ibid) are developed along the journey towards the intended outcomes of the process?
  6. What are the intended outcomes for the student? (Do I need to specify the area in which I am considering those outcomes? Is it about digital literacy or is it also about knowledge and metacognitive (LLL skills?)
  7. How can the digital experience be embedded in the curriculum in a way that is meaningful for the student?
  8. What is the impact for the student (digital literacy, self-regulation, digital capability), the teachers, and the university?

It is important to scope the challenge or question I are aiming to resolve. In order to do so I need to ask 3 question to the research question following IDEO methodology which is more focused in designing processes than objects. I think that I am designing a process, the process of designing and implementing a PLE in a particular compulsory module of last-year students. Or maybe how the process of effectively learning digital literacy and enhance the digital capability?

  1. Is the question focused on ultimate impact?
    • Ultimate impact is something that needs to be addressed in more detail but generally speaking it has to do with who benefits from the findings of a research and in which ways. In general terms the solution is addressing a current need: improving digital skills in last-year students and in doing so enhancing their digital capability on one hand and on the other is to engage students as change agents of their own process. Also addressing their needs and expectations in relation to their digital experience in HE. Enhancing their digital research skills which is the core of the module. On the other hand if I could be able to find some theoretical answers to this new learning paradigm (not quite sure if it is new paradigm) maybe just learning in the post-digital era, that would be also an impact in a different level, more theoretical.
  2. Does the question allow for a variety of solutions?
    • I am not sure about this point. I am afraid that I am already proposing a solution which might be a big limitation? Ohh my God! this all so confusing!!!
  3. Does the question take into account context and constraints?
    • Yes it does. Although new constraints will arise once I have interviewed the new cohort of students. The research question tries to overcome some of those constrains and it is very clear about the context of the research, namely last-year Ed Studies undergraduates working in the dissertation module.

Now let me go to the bodies of literature I will review for my study. I made a conceptual map where I outlined the main literature (of course a work in progress). I am working on the link to the web-page format of this conceptual map. I need to find out how to export it as a web page so you can access all the documents. Here an image of the map. E-DynamicSpace - How can we engage students in digital literacy across the curriculum

Important–> Think about constructing solid theoretical foundations in order to the solution be sustainable within time. Next step is to code the literature: Once gathered the literature, take each book and article and while reading look for:

  1. Ideas that will help your thinking about your project
  2. Ideas that have a direct bearing on your project
  3. Claims and findings that support or disagree with your ideas
  4. Definition of terms
  5. Calls for follow-up studies relevant to your study
  6. Gaps you notice in the literature

PilesCreating piles: Print out labels with the key terms. Pile the notes you have taken in the step before in the right pile. For example, I am reading: A pedagogy-driven framework for integrating Web 2.0 tools into the educational practices and building PLEs (an article in the special issue of PLE) This article will go on the pile of PLE and also in the pile of students’ model, which is the learning theory pile. Later I will need to rethink it but for now it is ok. The piles that are to small should be rethought. Combining piles that may need to be combined.

To be continued with the other stages of the lit rev, but I am now DOING this step, lets see how it goes.

 –> How to write a thesis? May be useful for others 🙂