♣ Research Skills: Critical +Creative thinking by Dr. Michel Whiting
She showed us a technique that would help us to talk confidently about our research with people that not necessarily are in our field. It helps to convince others about our research.
She talked about
Elevator Pitch (an example here) and a blank worksheet to practice
Essential Elements of a Powerful Elevator Pitch
- Concise. Your pitch should take no longer than 30-60 seconds.
- Clear. Use language that everyone understands. Don’t use fancy words thinking it will make you sound smarter. Your listener won’t understand you and you’ll have lost your opportunity to hook them.
- Powerful. Use words that are powerful and strong. Deliver the “Sis-Boom-Bang” to grab their attention!
- Visual. Use words that create a visual image in your listeners mind. This will make your message memorable.
- Tell a Story. A short story, that is. A good story is essentially this: someone with a problem either finds a solution or faces tragedy. Either type of story can be used to illuminate what you do.
- Targeted. A great elevator pitch is aimed for a specific audience. If you have target audiences that are vastly different, you might want to have a unique pitch for each.
- Goal Oriented. A kick-ass elevator pitch is designed with a specific outcome in mind. What is your desired outcome? You may have different pitches depending on different objectives. For instance do you want to: make a sale, gain a prospect, enlist support for an idea, or earn a referral.
- Has a Hook. This is the element that literally snags your listener’s interest and makes them want to know more. This is the phrase or words that strike a chord in your listener.
- Write 6 key words, power words
- Can you think a hook
- My contribution to the field is? Overview
- Outcomes that you hope for
- What are the next steps into the future?
For the key words think in words that you own, that makes you feel powerful, simple, clear, have authority over those words, honest.
The hook: Is there something current that you can relate your research to. Something that is going on at the moment, a trend, somewhere you can hang on your topic that engage your audience. Something bigger. The broader picture. May be your project could help a bigger project.
In my case it could be the European project of Life Long Learning that is looking into how to teach LLL skills in learners so they can be capable to learn by them self and adapt to the continuous changes that are happening in the labor market. These skills are necessary to insert productively in the 21 century.
On the other hand there are 2 reports that argue the importance of personalisation:
1. The Institute for the Future for the University of Phoenix that states
2. Redeckers Report Learning for the Future
3. Learning as Network Theory_Mohamend_Chanti
Outcomes that you hope for:
What have I found out?
What am I might going to find out?
Where will it enable me to go?
What is my own mark? What is the ME in this research? How and it what ways?
The idea is to have your research in a nutshell
Keeping a a sketch book a dairy, is a way to unpack what is in our minds along the journey. Emotional + analytical journey.
Personal Dynamic Learning Space
Numeracy and digital skills
Young students at risk
History + mathematics
My powerful paragraph
Students crafting their Dynamic Personal Learning Environment.
I am seeking to taking their social media knowledge into account as crafting skills for the design and construction of a dynamic learning space. In order to engage them actively in the learning of mathematics and in that way help them in the re-engagement of their learning process.
For that I need to find out how can the the history of mathematics be integrated in the learning process, finding opportunities in the combination of the performative approach to learning and the potential of history to connect ideas and context to cross the bridge from exclude – included
analog – digital
Producers – Consumers
disengaged to engaged
[in a way that enables students to establish fruitful connections between ideas and context that will guide them through a re-invention process as a way to understand mathematical ideas and concepts]
I like to raise consciousness about the power of students as creators of their space, part of their learning material, their learning path.
I like to become a very good researcher in order to continue the exploration of the philosophy of thoughts, ideas and learning and help in the improvement of learning in young students at risk.
- Writing your thesis. Paul Oliver
- The unwritten rules of PhD research. Gordon Rugg and Marian Petre. OU Press
- Becoming a researcher, a research companion for the social sciences. Mairead Dunne, John Pryor and Paul Yales.
- How to get a PhD. Estelle M. Phillips, Derek S. Pugh. OU Press