Club Admiralty

v7.2 - moving along, a point increase at a time

Multilitteratus Incognitus

Pondering what to learn next 🤔

EDDE 806 - Post V - The final one of the spring 2016 season

A couple of weeks after the last session of 806 for this spring aired I had an opportunity to observe the proceedings from across time and space (aren't recordings grand?).  Looking at the (small) crowd that attended the live session maybe I should have attended!  Anyway! It does should like next fall, or perhaps next spring once I am formally in 806, there might be a ton of people attending, so the check-ins might only be for people who are done with 805.  I like the check-ins as it provides me with a sense of what others are going through (the whole "suffering together" bit), but I also don't want an 806 session that goes on for 2 hours (or more).  I would almost prefer to have more sessions but have them seriously capped at 90 minutes rather than have marathon sessions.  Something for pedagogical planning I guess :-)  I plan on attending 806 sessions (at least some of them) while I am in 805, so we'll see how that goes.

In any case, this session had presentations by Lynn Farquhar (cohort 5) and Shamini Ramanujan (also cohort 5), along with a small research interlude.  I think I'll start with the interlude and then give you a quick "aha!" from the presentations.

So Lisa & Peggy Lynn shared some interesting time-related things for us to keep in mind.  They said that brevity matters, which reminds me a lot of Pat Fahy and his favorite topic: parsimony! :-)  Lisa & Peggy Lynn told us that it takes:
  • 540 minutes to read a dissertation
  • 20 minutes to defend our dissertation
  • 3 minutes to present our dissertation in the 3 minute thesis
  • 15 seconds (1/4 minute) to articulate your elevator speech about your research
The last three items I sort of knew, but the 9 hours (540 minutes) to read a dissertation...wow! I assume that this is a "deep read" because I don't have any intent to write a 9 hour long dissertation.  Of course, I say this now before I've started the process, let's see how things shape up in the next 18 months...  Anyway, the key take-away here is that you have a message, and an audience, and context in which that message is heard.  You need to learn how to present that message appropriately for the audience and the context.

Another activity that Lisa & Peggy Lynn had for us was to consider the following questions with regard to research and our dissertation.  Since I am not at the proposal stage yet, I am going to write about a topic that I am considering on proposing.  Here are the questions:
  1. Who are you?
  2. What do you do?
  3. Who do you do it for?
  4. What do those people want or need?
  5. How they will be changed by what you do?
And here are my answers:
  1. I go by many names. Apostolos, AK, Aποστόλης, φοβερός, AdmiralAK...and a few others.  Depends on the context.  For our purposes let's call me AK
  2. I research how learners form their identity and process their learning through blogs
  3. I do this research for the learners; so that instructors can help learners be public, connected, networked scholars that are ready for lifelong learning
  4. These students need to know that they aren't the only weirdo out there learning openly in public spaces, and that learning in the open is a safe environment. They also need to learn how to develop thick skin against internet trolls.
  5. This research will show learners that they should take the leap and be public learners, and it will show instructors some traits of learners that they might want to foster as they get an opportunity to learn how public/open learning processes work.



In terms of the presentations for this recording, I'll try to be brief :-)


Lynn Farquhar's presentation was about her dissertation research. The dissertation is looking at wisdom development within online learning communities. She is using the WisCom Instructional Design Model (new to me, need to look into this, pictured partly above). This reminds me a little bit of my knowledge management course, back when I was an MBA student, but it also reminds me of EDDE 802 and 806!  Lynn mentioned looking at a shared learning space between successive cohorts of learners. So, when a new group of learners comes the work of previous groups is still there and it can be built upon by the new learners.  The previous learners can also come back and continue to contribute to the learning.  This is how 802 is setup in a sense.  While Moodle exists, and that can change from term to term, the Landing page for 802 where a lot of the course action happens is additive in nature.  This seems like an interesting project :-)

Shamini Ramanujan's project, the second presentation, is titled "Promoting self-regulation in online religious education: An ethnographic case study of Himalayan Academy" and it's looking at the educational wing of a monastery.  The educational wing's sole focus is on educating, and everything is distance education. These monks design, develop, and deliver online training, and they also create OER.  I had never thought of educator monks before, but it makes sense!  This project is looking at self-regulation in the learners and the findings are significant for anyone who learns (or teaches!) online.  Shamini said that there were two schools of thought on self-reg, one being that learners need to already have developed self-reg before they join online courses; so self-reg as a pre-req.  The other school of thought is that teachers need to support self-reg, and help students further develop and hone those skills; so instructors can't wash their hands of a responsibility to foster development of self-reg skills.

Interesting session overall. Looking forward to next fall!



 Comments
Stacks Image 20

Archive

 Aug 2022 (1)
 Jul 2022 (1)
 Jun 2022 (1)
 May 2022 (2)
 Mar 2022 (2)
 Dec 2021 (2)
 Oct 2021 (1)
 Sep 2021 (1)
 Aug 2021 (2)
 Jul 2021 (1)
 Jun 2021 (1)
 Nov 2020 (1)
 Oct 2020 (1)
 Sep 2020 (1)
 Jun 2020 (2)
 May 2020 (2)
 Mar 2020 (1)
 Jan 2020 (3)
 Nov 2019 (2)
 Sep 2019 (1)
 Aug 2019 (1)
 Jun 2019 (1)
 May 2019 (1)
 Apr 2019 (1)
 Jan 2019 (5)
 Dec 2018 (1)
 Nov 2018 (2)
 Oct 2018 (2)
 Jul 2018 (1)
 May 2018 (1)
 Apr 2018 (2)
 Mar 2018 (2)
 Feb 2018 (1)
 Jan 2018 (1)
 Dec 2017 (2)
 Nov 2017 (1)
 Oct 2017 (2)
 Sep 2017 (2)
 Aug 2017 (2)
 Jul 2017 (4)
 Jun 2017 (7)
 May 2017 (3)
 Mar 2017 (4)
 Feb 2017 (5)
 Jan 2017 (5)
 Dec 2016 (9)
 Nov 2016 (1)
 Oct 2016 (6)
 Sep 2016 (4)
 Aug 2016 (7)
 Jul 2016 (8)
 Jun 2016 (9)
 May 2016 (10)
 Apr 2016 (12)
 Mar 2016 (13)
 Feb 2016 (7)
 Jan 2016 (11)
 Dec 2015 (10)
 Nov 2015 (7)
 Oct 2015 (5)
 Sep 2015 (8)
 Aug 2015 (9)
 Jul 2015 (7)
 Jun 2015 (7)
 May 2015 (15)
 Apr 2015 (2)
 Mar 2015 (10)
 Feb 2015 (4)
 Jan 2015 (7)
 Dec 2014 (5)
 Nov 2014 (13)
 Oct 2014 (10)
 Sep 2014 (8)
 Aug 2014 (8)
 Jul 2014 (5)
 Jun 2014 (5)
 May 2014 (3)
 Apr 2014 (4)
 Mar 2014 (8)
 Feb 2014 (10)
 Jan 2014 (10)
 Dec 2013 (4)
 Nov 2013 (8)
 Oct 2013 (6)
 Sep 2013 (10)
 Aug 2013 (6)
 Jul 2013 (4)
 Jun 2013 (3)
 May 2013 (2)
 Apr 2013 (8)
 Mar 2013 (4)
 Feb 2013 (10)
 Jan 2013 (11)
 Dec 2012 (3)
 Nov 2012 (8)
 Oct 2012 (17)
 Sep 2012 (15)
 Aug 2012 (16)
 Jul 2012 (19)
 Jun 2012 (12)
 May 2012 (12)
 Apr 2012 (12)
 Mar 2012 (12)
 Feb 2012 (13)
 Jan 2012 (14)
 Dec 2011 (19)
 Nov 2011 (21)
 Oct 2011 (31)
 Sep 2011 (12)
 Aug 2011 (8)
 Jul 2011 (7)
 Jun 2011 (3)
 May 2011 (2)
 Apr 2011 (8)
 Mar 2011 (5)
 Feb 2011 (6)
 Jan 2011 (6)
 Dec 2010 (3)
 Nov 2010 (2)
 Oct 2010 (2)
 Sep 2010 (4)
 Aug 2010 (9)
 Jul 2010 (8)
 Jun 2010 (5)
 May 2010 (4)
 Apr 2010 (2)
 Mar 2010 (3)
 Feb 2010 (7)
 Jan 2010 (9)
 Dec 2009 (5)
 Nov 2009 (9)
 Oct 2009 (13)
 Sep 2009 (13)
 Aug 2009 (13)
 Jul 2009 (13)
 Jun 2009 (15)
 May 2009 (15)
 Apr 2009 (14)
 Mar 2009 (13)
 Feb 2009 (10)
 Jan 2009 (12)
 Dec 2008 (6)
 Nov 2008 (8)
 Oct 2008 (2)
 Jul 2008 (1)
 Jun 2008 (6)
 May 2008 (1)
Stacks Image 18