aBowman > Gadgets

This post presents a preliminary draft for a paper I am co-authoring with LeRoy Hill and Tracy Sisson. As some of you will know from previous posts, early this year LeRoy and I designed and presented a series of social media sessions for PhD students and Early Career Researchers at the Jubilee Graduate Centre with the cooperation and support of Tracy, the centre manager. In June, we presented this as a case study of a student-led training initiative, at the Future Learningscapes e-learning conference at the University of Greenwich, and we are accepting their offer to write up the presentation for their post-conference publication next year.

They are keen we incorporate reflections on our experiences from presenting at the conference and feedback from attendees. We also decided it would be appropriate to partly conduct the co-authorship process in the participatory arena of the social web. Therefore both LeRoy and I are presenting our personal perspectives through our own sites. You can read my draft on my wiki and download it here.

I would be happy to receive feedback on this from conference attendees or students who came to the original sessions, though comments and suggestions from anyone else would be greatly appreciated.

Most of us find getting rid of junk and clutter therapeutic and liberating, and for some, digitising and relinquishing our books, photos, videos and music represents more than a contemporary spin. Our newly-emptied shelves and pared-down lifestyles might resemble some kind of minimalist utopia, but if we continue to access these things in their new formats, are our lives any less cluttered? Does the mere act of transferring our possessions from a physical to digital environment really equate to some form of spiritual transformation?

These days, as I become increasingly submerged by journal articles and text books, I don’t have the time, nor often the inclination, to read much fiction. However, walks into University and bus rides can be usefully spent snatching brief opportunities to listen to audio recordings of books.

I’ve long been a supporter of LibriVox, an outstanding non-profit organisation that campaigns to “acoustically liberate” books in the public domain, by releasing volunteer recordings free of charge on the web. The book readings are broken up into sizeable mp3 audio files available through downloads, weekly podcasts, and iTunes subscription. Not surprisingly perhaps, most of the books in the extensive catalogue feature multiple readers sharing chapter duties. However, root around and you’ll find plenty of single-author readings. Personally, I prefer these, they allow you to build trust with the reader as the narrative develops to create a sense of shared experience. A particular favourite is John Greenman’s lyrical reading of Mark Twain’s The Adventures of Tom Sawyer.

Librivox reminds us how a relatively old technology, the global distribution of the web, and people’s willingness to share their time, can combine to provide some of mankind’s finest thoughts free of charge.

Guides to writing a dissertation / thesis, particularly within the social sciences, often stress the act of ‘locating’ or ‘positioning’ oneself within the field of research being studied. In interpreting and conceptualising selected arguments we are expected to take sides; to critically evaluate different perspectives, look for synergies, contradictions and gaps in the constructed debate. Whilst this spatial metaphor is largely confined to the context of literature review, it is seen as a crucial component of doctoral study, indicating the student’s development as a critical and reflective researcher, and representing the process of finding her own voice as an independent scholar.

Depending on your research field, some of the authors you reference may be long departed. Many however, are your contemporaries; living, breathing academics, fellow researchers, supervisors, professors, each with personal perspectives and motivations, influenced by ongoing professional incentives, constraints and experiences. The ‘I agree with x but disagree with y’ type of rationality we routinely adopt in reviewing formal texts belies the personal traits and circumstances and social glue that underpin academic discourse, and the nuances, cliques and politics of faculty and the wider academic field.

How much I wonder, does engagement in Web 2.0 environments indicate these often hidden influences? Does the informality and transparency evident in blogging, Twitter and personal learning networks etc. give us a richer, nuanced and more authentic perspective? What these practices reveal may not be transferable to the formal, structural requirements of the literature review, but they may help us signpost key arguments and their proponents, and give us an ‘edge’ in understanding the social complexities that influence contemporary academic debate.

The massification of Higher Education has effected a huge and seemingly irreversible shift in the custodianship of many vocational training programmes. Recounting the pivotal moment polytechnics were given reign to assume university status and award degrees, Ilana Bet-El, writing in The Guardian, makes an impassioned plea for the sanctity of traditional university scholarship:

“The true and unchanging purpose of universities is to study, think and research: to be removed from the immediate demands and overwhelming directives of everyday life, in the so-called ivory tower, in order to better understand its logic, needs and possibilities. In this way it both enriches society and benefits state and economy.”

I studied Technical Illustration for my first degree; a highly specialised subject, requiring equally highly specialised studio-based and ICT-based training. At the time, Blackpool and the Fylde College was the only institution in the UK to offer it as a degree (amongst a smattering of purely vocational two-year higher diplomas elsewhere). Admittedly, the academic element of the degree was highly modular; sort of ‘tagged on’ rather than integrated into the formal programme, not least in the form of Contextual Studies, where Converse trainers-wearing John Donaldson taught us Berger, Fiske and Barthes.

I left Blackpool as a highly competent technical illustrator with computer software expertise that would be largely obsolete within a year. I also came away with an A+ dissertation on football fanzines (yes, really) and an appetite for academic study, which I was delighted to resume four years later. Whenever I’m asked what is the best thing about my experiences in Higher Education, I always cite the opportunities I’ve had to study alongside people from other countries and cultures, and engage with people from different disciplines and with different perspectives. Whilst these conditions are not exclusive to a university environment, they form an important and integral part of the learning process and academic experience.

I appreciate not everyone is interested in academia, and that its inherent cultural inertia often inhibits attempts to justify its relevance to vocational training. But this does not mean it should remain the exclusive pursuit of an elite. This is where Bet-El’s argument falls flat. Regardless of whether our learning institutions are called universities, polytechnics or whatever, we should be ensuring that the increasingly wide berth of Higher Education provides flexible, transferable and inspirational pedagogies engaged in serving both academic and vocational learning needs, and attuned to inclusivity and lifelong and life-wide learning contexts. I would like to think today’s nursing students will become as technically competent and knowledgeable as their predecessors, in performing the vital medical procedures expected of them. If the more rounded education provided by an academic degree also affords them the skills and confidence to develop as independent, critical and reflective professionals, all the better.

Unfortunately, whilst I support many of Ilana Bet-El’s concerns about universities becoming ‘degree factories’, she seems to be hankering for a return to the days when the top 15% are left alone to wallow in academic navel-gazing, while the rest of us get on with preparing for the real world through narrow-minded training regimes that do not allow us to think beyond the defined roles that society has deemed fit for us to pursue.

A number of recent activities has made me engage with the issue of academic disciplines in relation to my work and studies.

At last month’s JTEL Summer School in Macedonia, I participated in a group task based on one of the three grand challenges, Strengthening Learning Contexts. In presenting disciplinarity as a learning context, I drew largely on Tony Becher’s book (revised with Paul Trowler in 2001), Academic Tribes and Territories, which adopts a geographical metaphor to describe how historically defined academic disciplines and specialisms are perpetuated by the cultural values, norms and traditions which reside within them.

I recently came across a paper by Kuang-Hsu (Iris) Chiang (2003), in which she proposes that disciplinary diversity in doctoral education is engendered by the research training cultures, which she argues, are highly influential, not only in establishing the PhD students’ research environment, but also in their research processes and learning experiences. Taking the research training in Chemistry and Education respectively as examples, Chiang makes a clear distinction between a ‘teamwork’ structure and an ‘individualist’ structure. The social media sessions I’ve been running with LeRoy Hill at Graduate Centres in the University of Nottingham have been delivered to cross-disciplinary audiences (PhD and Early Career Researchers) from a number of Schools and Faculties. There are clear indications that disciplinary cultures may affect (though not exclusively) their attitudes to adopting and using social media in their studies.

I’ve commented before on the ‘privileged positions’ those who work in or study learning technologies have in using social media. The advantage I feel, is not so much in our familiarity and confidence with using the technologies (though that is clearly a factor), but more so in the richness of networks and communities we can rely on in which to participate. If students from other disciplines and specialisms do not have access to critical numbers of fellow academics within their fields who are using these tools – a concern raised by a number of attendees at our sessions – should we expect them to engage with social media at all?

Neil Selwyn’s excellent keynote address to the Ed-Media Conference in Toronto last week no doubt ruffled a few feathers, but his remarks serve to remind us of the clear disconnect between the potential of social media for learning and the reality of current adoption rates. If we are to engage with students and educators outside the ‘ed-tech bubble’, we can demonstrate the tools and establish best practices, but these need to be contextualised within the academic disciplines and research cultures of those we are trying hard to convince.

References

Becher, T., & Trowler, P. R. (2001). Academic Tribes and Territories (2nd Ed.) Buckingham: Open University Press.

Chiang, K.-H. (2003). Learning Experiences of Doctoral Students in UK Universities. International Journal of Sociology and Social Policy, 23 (1/2). 4-32.

In what looks like an excellent programme of presentations from researchers, technologists and educators, led by keynote Gráinne Conole from the Open University, LeRoy Hill and I will be presenting our Graduate training sessions in social media as a case study at the Future Learningscapes conference on July 7th at the University of Greenwich. Our Abstract is as follows:

The effective use of social and participative media is seen as a key requirement in 21st Century academic practice and professional development. This case study describes a collaborative, student-led initiative which, identifying a gap in existing Doctoral training provision, engaged in delivering a series of interactive sessions to PhD students and Early Career Researchers at the University of Nottingham. With an emphasis less on the technologies and more on their social, participatory and collaborative affordances, the sessions were designed and presented by two PhD students to raise awareness of social media and provide an opportunity for discussion and shared practice. Hosted and supported by one of the University Graduate Centres, the sessions were supplemented by an online resource. In this presentation, we will summarise the initiative with key observations, perspectives and feedback from the organisers and attendees, discuss implications for practice within training and professional development contexts, and outline future plans in this area.

It’s a long tradition in the build-up to the Football World Cup to procure a half-decent wallchart to adorn a bedroom wall or the back of the kitchen door. Once the tournament is under way, the results, goal scorers and group standings are ritually inserted in the spaces provided (at least until England make their usual exit in the quarter finals, after which it all seems a bit pointless). Traditionally, these are newspaper or magazine freebies or, more recently, digital promos to download and print.

This year, those clever people at Marca.com, the Spanish sports website, have created a fabulous Flash-based interactive calendar for the forthcoming tournament in South Africa. It’s available in both Spanish and English versions and can be viewed in glorious full-screen. I particularly like the cross-referencing by date, stadia, team and group / stage, though I wonder if it will be updated as the matches take place.

Following on from our successful lunchtime sessions at the Jubilee Graduate Centre earlier this year, me and LeRoy are repeating our Graduate training in social media at the Engineering Graduate Centre (EGC) on Thursday 17 June. This time we are conducting a single, full-day session (10 till 4), which will incorporate all the presentational elements from the Jubilee sessions whilst allowing, we hope, greater opportunities for interaction and discussion from the attendees (as suggested in our Jubilee feedback). As this will be the first time we have delivered a session on the main campus, it is being co-funded by all four main campus Graduate Centres. Whilst the session is open to all Postgraduate students and Early Career Researchers across the University, the venue may attract a strong representative from the Engineering faculty, and EGC manager Rebecca Dowsett has suggested incorporating more ‘hands-on’ approaches might be appreciated. Whilst we will be demonstrating a number of key social media during the sessions, time limitations restrict any formal workshop component, but we hope there will be opportunities to ‘break-out’ from the session room and use the Centre PCs for additional demos during breaks and lunch.