Archive for the 'PhD Studies' category

#phdchat #tweetup London

Jan 06 2012 Published by under PhD Studies

We’ve had a little communication on Twitter, and it appears a #phdchat #tweetup of sorts is appropriate for my trip to the UK, and London in particular. I will arrive in London the morning of February 16, 2012, depart sometime on the 18th, and return the on the 26th until my departure on the 28th. I’m staying at the Union Jack Club, Sandell Street, on the South Bank by Waterloo Station. I understand I can bring guests to the bar so, subject to confirmation based on numbers, I am going to take the lead and suggest the location, date, and time.

Let me propose meeting at the Union Jack Club, or a close by alternative if it doesn’t work out, at 5:30 p.m. on Friday, February 17.

Please let me know if this works for you and if you might likely attend! Comments on the blog or on Twitter to @aeratcliffe and #phdchat would be appreciated.

Cheers!

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#phdchat meeting Edmonton

Sep 11 2011 Published by under PhD Studies

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#phdchat on Twitter has proven to be a great tool for networking with doctoral students and others worldwide. I look forward to the days when I meet some of these colleagues in person at conferences and other events. It is also nice to meet those whom are in the same community, and that has started to happen here in Edmonton.

Marguerite (@mkooleaday) and I have met previously through our respective affiliations with Athabasca University. She is studying through the University of Lancaster. Next to be added was Kari, studying at the University of Leicester. We were joined this time by Tristram (@pigironjoe), faculty at the University of Derby, and Sarah (@exigneresurgam) from the University of Alberta. I had the pleasure of meeting Tristram when I visited Leicester, and Sarah while attending the Teaching Development Week at the University of Alberta. Of course, I am from the University of Leicester.

What a lovely day it was, eating on the patio at Hudsons Canadian Tap House on 104 Avenue, also accessing their free wifi. Tristram is touring Canada on a study related visit, and others took time away from work, studies, and other activities to join.

Our meetings are being held every month or so, and we welcome others as our group grows. It is a chance to share what we are doing informally while building relationships in the academic community. I hesitate to use the terms ‘meetups’ or ‘tweetups,’ as we have not registered the group as of yet at meetup.com, and not all are necessary active on Twitter. Perhaps that is a topic for our next get-together.

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Preparing to teach the masses!

Sep 03 2011 Published by under PhD Studies

The Faculty of Graduate Studies and Research (FGSR), at the University of Alberta, is holding a Teaching Development Week, September 1, 2, and 6, 2011, “for graduate students, postdoctoral fellows, and the campus community at large.” Apparently directed to those with no experience, or minimal, the inexperienced were there along with others whom have been teaching for a while. I’ve taught for 9+ years in postsecondary education, and I was one who took advantage of the opportunity to attend. While I do not expect to be teaching postsecondary classes again in the near future, it has been well worth my time. It was a good refresher on many points, and there is always something new to learn. I especially like to watch outstanding presenters, and take away ideas from how they do it. I am indebted to the FGSR for allowing me to attend as a non University of Alberta student.

When I referred to the “masses,” I wasn’t kidding. In the college environment where I primarily taught, 5o students was a large class. At the University of Alberta, some classes may be in the 100s, although not all are large–especially in grad school! Many of the participants were to be teaching Assistants (TAs), teaching and/or grading papers. Hearing about a course size of 800 to 1,000, with perhaps 20+ TAs, was eye opening. I need to clarify if those numbers are broken into smaller classes for the lectures.

In my PhD program, I am expected to continue my personal training and development in related areas. While teaching classes is not something I will need to do, there are always presentation opportunities, and teaching skills help make a well-rounded academic/educator. It is time to dust off some teaching related books from my shelf, such as Brookfield and Preskill’s 1999 book, “Discussion as a Way of Teaching” (from Jossey-Bass).

These are the sessions I attended so far:

  • Code of Student Ethics
  • Plagiarism
  • The First Class: How to make it First Class
  • Giving Effective Feedback to Your Students
  • Strategies for Interacting with Different Types of Students
  • Learning Objectives
  • Teaching with PowerPoint
  • Graduate Student Perspectives on Teaching
  • Developing your Teaching Philosophy
  • Effective Grading in Biology (really more generic than the title)

    • Upcoming on September 6:

  • Leading Discussions
  • Teaching Effectively in the Lab
  • Introduction to Canadian Culture and Teaching
  • Bringing the Library and Literature research into your Classroom
  • Smart Classroom Technology – How Smart Classrooms Work
  • Teaching with English as your Second Language

    • I’m looking forward to attending the final day in this series.

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    A non-traditional learning history

    Aug 30 2011 Published by under PhD Studies

    My academic journey is toward a PhD in eLearning and Learning Technologies at the University of Leicester, with a stated focus on informal and self-directed work-based learning. There are recent experiences that support my interest, but I can also trace back to earlier days when given opportunities to learn in non-traditional ways.

    Grades 5 and 6 (ages 10-12, 1968-70) were in an enrichment program at an open concept school, Runningbrook Elementary in Mississauga, Ontario. My recollection is of assignments given at the beginning of the week, minimal instructional sessions, and the opportunity to spend Fridays reading in the library, on big cushions on the floor if we liked, if the assignments were complete. I am currently trying to identify research or reports that might exist, in addition to contacting the teacher.

    At T.A. Blakelock High School in Oakville, Ontario, secondary education was grades 9 to 12, with an optional grade 13 for university admission. With the newly introduced semester systems, I was able to complete 4 years in 3 years and move on to full-time employment with the Metropolitan Toronto Police at the age of 17 in 1975. At that time, I was not interested in grade 13. Also, my recollection of grade 9 was studying at home for about 6 weeks due to injuries sustained when hit by a car. My grades went up in all subjects but one in which I recall little support from the teacher.

    In 1977, I undertook pilot training. The Cessna Private Pilot Training Program ground school component was independent study using a text book, filmstrips, and audiocassettes. Fortunately, my flight instructor was new and had time to act in a tutorial role to support the ground school learning. My commercial pilot training followed in a traditional setting, but sadly I did not continue flying after about 1988.

    Four years after leaving high school, encouraged and supported by my employer, the City of Edmonton Police, I entered the Bachelor of Administration degree program at Athabasca University. With open admission standards, the grade 13 deficiency played no role. Through distance learning, I was able to complete my studies without the need to attend classes, although I did complete about 4 at other institutions. Working shift-work in the early stages made this ideal. Hearing many stories about student procrastination, I empathise having taken from 1979 until 1992 to complete a 3-year degree.

    In 1997, I commenced Master of Distance Education studies through Athabasca University’s Centre for Distance Education. With some background in training, a new part-time college teaching position, and encouragement from a mentor, I began studying about distance education through distance learning. My thesis, completed in 2002, looked at the perceptions of participants in a competency-based apprenticeship programme.

    Despite assuring myself, after the undergraduate degree, and then after the master’s degree, that I was done with formal education, I made enquiries about doctoral studies on several occasions. By late 2010, I was committed to applying to my current programme. Despite looking at a number of options, including other subject areas, my preference was to build on the subject matter covered by my graduate studies in distance education.

    I have had an opportunity to experience continuing professional development (CPD) toward professional designations and regulatory education requirements, including the field of life and health insurance where I am currently self-employed as a broker. Facets of this CPD create interest for me, and I find that further study may fit well in my stated subject area while building on past education. Of course, it will tie to elearning and a particular focus on collaborative learning.

    More will follow, as the direction becomes clearer.

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    Continuing Professional Development

    Aug 30 2011 Published by under PhD Studies

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    As I contemplate my literature review and future research, continuing professional development (CPD) is top of mind. I’m tending to focus on the CPD that pertains to achieving a professional designation and the CPD required to meet requirements such as that for licensing. Some is face-to-face in a traditional class, while other CPD is quite commonly self-study at a distance. My particular interest is in the distance approach where technology is used to foster collaborative learning, as in a personal learning environment (PLE).

    Many will continue to prefer opportunities to attend CPD in the physical presence of others. This may be for a variety of factors that include receiving a number of credit hours in a condensed period, and this is made even more appealing with socialization and a nice environment. Despite my extensive background as a distance learner, I took part in a face-to-face setting that I wrote about as Advocis Banff School 2011.Your may be interested in the blog post and photos. Yes, it was an enjoyable experience, but I still continue to research relating to eLearning opportunities.

    I should be writing more toward my literature review right now, but I have returned to a book on my bookshelf, of which I have the newly updated edition: The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. In this book, Knowles, Holton, and Swanson (2011) discuss the application of andragogical principles in adult learning. If I continue on this CPD/PLE path of interest, it is becoming obvious that adult learning is a necessary foundation for the reading in my literature review. A second book that is referenced and in my collection awaiting a return to it, is The Meaning of Adult Education. Lindeman (1961) is a classic (republished from original 1926 edition). It and other writings are going to inform my exploration of this area.

    References

    Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development. Amsterdam: Elsevier.

    Lindeman, E. (1961). The meaning of adult education. Montreal: Harvest House.

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    Research training

    Jul 03 2011 Published by under PhD Studies

    Where have the past five months gone? In late January I started my programme, and a lot of time has been spent reading literature relating to my areas of research interest. It is now time to focus on research methodologies as well. In a post on the Beyond Distance Research Alliance blog, I mention the training manuals we have, and I describe the workshop series that I attended from June 20 to 24, 2011, here in Edmonton.

    Click to read my blog post

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    Are you following the BDRA blog?

    May 12 2011 Published by under PhD Studies

    In addition to posting to this blog yesterday, I posted a separate topic to the BDRA (Beyond Distance Research Alliance) blog at the University of Leicester, titled “Beware of distractions.” In a recent presentation, I spoke of the use of Twitter, while a colleague provided a little skepticism with the use of some technologies…such as when they are a distraction. My post was a follow up acknowledging her point.

    Unrelated, I am looking forward to a video conference this morning with my 3 student colleagues, followed immediately by a tutorial with one of my supervisors. Yes, an advanced (or early) degree can be done at a distance.

    I hope you are subscribed to the BDRA blog. You can read posts from the students, supervisors, and researchers of my department.

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    Critical reading and self-critical writing are key skills for literature review

    May 11 2011 Published by under PhD Studies

    Three weeks ago, I identified a need for a change of direction. So that I might be able to start to draw from readings and write with the literature review in mind, it was necessary for me to learn more about the critical writing process that would be involved. I was having difficulty when faced with a relevant book and not knowing how to approach the task. Keep in mind that my PhD programme does not have formal courses.

    Wallace and Wray (2011) was to be the answer to my need for guidance, and a completion of the reading has affirmed my thought. This book is about critical reading, self-critical writing, and how it is incorporated into the literature review, papers, or presentations. It became apparent that the skill of critical reading allows one to become a self-critical writer, conscious of ensuring that reviews and other personal writings are well developed. The research question developed for my early proposal will serve well as a general guide to selecting literature for review. More specific review questions will guide my reading and writing. This begins with critical synopsis questions for first readings of the literature. When more depth is required, knowing that it will form part of the review in the thesis, critical analysis questions provide more depth.

    Not all articles or books will receive the same level of attention, but Wallace and Wray (2011) encourage use of their template questions in the early stage to develop skills through their self-professed “structure approach” (p. viii). A complementary text is Hart (1998). It appears to provide depth in its approach to leading readers through an analysis of literature:

    It is about reviewing a research literature. It introduces and provides examples of a range of techniques that can be used to analyse ideas, find relationships between different ideas and understand the nature and use of argument in research. What you can expect, therefore, is explanation, discussion and examples on how to analyse other people’s ideas, those ideas that constitute the body of knowledge on the topic of your research. (p. 1)

    I will return to Hart (1998) in the future, but I now feel ready to apply the skills from Wallace and Wray (2011) with critical synopses of several subject related readings.

    As I prepare to commence further reading, I am cognisant of the need to read in my subject areas and about research methodologies. While there are books on my shelf, ones I have read from the library, and others on my recommended reading list, now is the time to develop maps of the books and ideas. To begin, I am creating a list under subject headings and will develop this in the immediate future.

    I would be interested in knowing, in your studies, what resources have you used to develop your critical reading and writing skills?

    References

    Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. London: SAGE.

    Wallace, M., & Wray, A. (2011). Critical reading and writing for postgraduates (2nd ed.). London: SAGE.

    7 responses so far

    A couple of more posts at BDRA

    Mar 31 2011 Published by under PhD Studies

    As you may have learned from a previous post, I accepted an invitation to write on the Beyond Distance Research Alliance blog on a rotational basis. There is range of contributors from within the community, from me as the newest postgrad student to seasoned academics/researchers. Each brings his or her unique experiences. Something that I like in particular is the assignment of a ‘critical friend’ for each post we do. Someone from within the group will review what we’ve written before publishing and provide comments. It might catch an oversight, steer us on course if we are drifting, add something new to consider, or just reinforce that the topic selected is interesting. It helps build relationships within the BDRA and it provides critical feedback for me as a developing researcher. I know that it is important to read and write in the PhD process. This is one more opportunity to encourage writing on a regular basis.

    My last two posts:

    Time confused!

    Backups are so important!

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    First Progress Report

    Mar 30 2011 Published by under PhD Studies

    As I look at recent posts, I note two things. They have not been as frequent as I would like, and there have been a lot of ‘firsts’! Well, here is another.

    I was surprised to receive a request to complete a progress report for my PhD programme so early. I’ve been underway just over two months. They will be required every six months, and the Centre for Labour Market Studies, under which our department falls, requests completion by all students regardless of the stage reached. It was not a difficult task, and I was able to provide evidence that I have in fact made progress.

    We have heard stories of students being forgotten about in doctoral studies. There is no doubt, success is up to us as individuals, particularly since there are no formal courses to take. However, it is nice to see that the university is serious about their oversight to ensure students are on track. I am also fortunate to have supervisors offering bi-weekly tutorials, so I remain visible and accountable. One task that I readily agreed to was the submission of a short writing each fortnight based upon readings I have completed. This provides the nudge reminding me to read and to write continually during the process.

    So, the first progress report is complete, and I continue with my literature search and review.

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