Category Archives: research skills

Cape Town with #go_gn + OEGlobal. Fantastic!


I am part of a wonderful network, the @GOER_GN, a global network of PhD students that are researching in open education in general. Everyone has a slightly different focus, but all of us are interested in using OPEN as a tool to social justice and inclusion. The #go_gn (how the gang is called) organises once a year a gather together, an intensive seminar for 3 days. There, all of us have a chance to present our research for 20 min, and we get 10 min for comments and feedback from the gang. That is a luxury I have to say! So many bright scholars around me focusing on what I am doing and thinking how to shed light in the not so clear spots.

I had good feedback on my work, basically two things: I can’t solve the world with my PhD, that is for later, so I need to pick up ONE strand and go deep into it. As my beautiful friend @catherinecronin says, go in and go out!  (advice she, in turn, got from one of her committee’s members). Second, I need to differentiate between doing research, as objective as possible, finding out things from the data, discovering the problem and barriers to students’ digital practice, and another is to solve those problems. And I agree, I have a tendency to be pragmatic, well, I am pragmatic! But when one is doing research, the real need is to do the research, to flesh that little bit of the world we are worried about.

Here is the feedback and a succinct account of my work in words of @phillospher1978 aka Rob Farrow, who was taking notes during the sessions.

Caroline’s research centres on personal learning spaces as an alternative for institutional students.  Her project has had to evolve somewhat since she started.  She has been working with undergraduates to explore their personal learning environments.  Similar themes were also raised at a ‘student voice’ conference at Bath Spa.  Guided by Selwyn, Caroline is looking at actual practices and analysing them in terms of openness. Several theoretical frameworks are currently under consideration, including Schatzki (2006) and Kemmis et al (2010).  The aim of education is taken to be flourishing (Wright, 2010).  

A constructive grounded theory approach (Charmaz, 2014) explored assumptions about ‘digital natives’ and provides a richer description of actual student learning ‘spaces’ and the extent to which these are ‘open’ or ‘closed’.  Interesting things arising from the data include the idea that students are overwhelmed by the sheer amount of material available online; students are also concerned about their grades and this can impede experimentation.  There is no shared understanding of digital literacies, but Google is so commonplace as to not even be thought of as a tool.  Many students are intimidated by technology with which they are unfamiliar.   This work has led her to the idea that an explorative mindset needs to be cultivated and encouraged.  


  • Similar themes emerging in the work of others in the grou
  • Need to distinguish the research elements and the attempt to be pragmatic and improve student learning
  • How to deal with students who are risk-averse?
  • Maybe a need to narrow down the study and be less tempted to follow every idea or theoretical lead.  Clear research questions may help.

One thing that has become clearer to me is the danger to be an advocate of our own research. Doing research should not be done to re-confirm what one is advocating for. Instead, it should be the outcome of the study. I attended the talk that Cheryl Hodgkinson-Williams gave at OEGLobal. She was telling us about the new project they are undertaking within a bigger project she leads, ROER4D. The project is studying the impact of OEP in the world. This new project is a meta-analysis (synthesis she also called it), that will analyse and unpack the causes of change in the different countries that are taking part of the project. She said it is not the role of the researcher to advocate but to understand what are the barriers and then find ways to overcome those barriers. And that is where my research will aim to go, to identify the barriers students encounter in their daily academic digital practice. This will be accomplished exploring the state-of-the-actual of students’ academic practice, scrutinising the present and not the potential, staying grounded in the reality, in the daily entanglements of students when engaging with the Web for academic purposes. 

In the conference, I presented my work but in a slightly different manner than I had planned. The reason for this? We had the gala dinner the night before and it was the first talk the last day!! It needed to be dynamic and challenging in some way. So I did a sort of flipped talked. I was willing to explore what the audience thought about the data I have collected. To do this I gave each group (3 groups of ± 6 participants). Luckily enough 2 members of the #go_gn were in the groups which allowed me to have a more detail view of what was discussed in each group.

In this Padlet wall you can see what each group thought was the data about. The stories are short but I am working with some participants to get more details and have a more detailed version of what was discussed in each table. This work has resulted in amazing and unexpected answers!

Overall the experience in Cape Town was one of the best I have had so far and I have assisted to many of them as part of my development as a researcher. I am really grateful for the generosity not only of the organiser, the GOER_GN but also of all the participants that made the work so joyful and intellectually productive. And some dancing did also happen there 🙂


five days five quotes challenge – #3

The way to describe a first and last sentence in a piece of writing is just.too much!!
Again, in awe to Patt Thomson and her magnificent advise. I am getting there!


So far so good with the quotations then. This one may seem bitdifferent at first – but then maybe you are starting to see a bit of a theme in my choices...

First sentences are promissory notes. Whether they foreshadowplot, sketch in character, establish mood, or jump-start arguments, the road ahead of them stretches invitingly and all things are, at least for the moment, possible. Last sentences are more contained in their possibilities. They can sum up, refuse to sum up, change the subject, leave you satisfied, leave you wanting more, put everything into perspective, or explode perspectives. They do have one advantage: they become the heirs of the interest that isgenerated by everything that precedes them; they don’t have to start the engine, all they have to do is shut it down. This means they often come across as elegiac: the reader is leaving something he or she…

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Write + flourish by Tara Gray


Excellent advice to start writing 🙂 The tittle is revealing and I think it is so true. We do flourish writing!

Structure as a booster for the argument

By Susan Carter In our writing class we were talking about the structure of academic writing. Although structure is a framework that can be revised through ordinary workerly diligence, its effect w…

Source: Structure as a booster for the argument

Improving my writing skills with the Magna Carta

I am taking a very curious MOOC with Future Learn, Exploring English: Magna Carta. I want to improve my writing skills and I thought this is an interesting way to deepen my knowledge about the Magna Carta and at the same time improve my writing skills.
I am sharing this as I consider the resource can be useful for others interested in improving their english writing skills. The learning is contextualised in one of the most important documents in humanity: The Magna Carta!  I am very curious how the design of the course is going to be as I am my self a teacher interested in the use of technology in the process of learning.

Click here and here to see two beautifully illustrated videos that explains briefly what the document is about and its importance throughout history.

Let’s see how it goes!