241 pages (without the front bits and bibliography)
77298 words (and rising)
My thesis is now in a single word file and beginning to look serious. But never mind the research; it’s the section breaks and captions which are defeating me.
In case you’re wondering, don’t rely on cross references transferring when you merge chapter files. The table links broke. Why? I have no idea but I have to recaption them again. As for trying to insert landscape pages within portrait ones or an Abstract page without messing up existing numbering or heading styles – it isn’t happening.
Each thesis will be different and if you don’t have a pre-formatted template which expands and adjusts as you add content, then you’re on your own.
I’ve been word processing since the DOS version of Wordstar and WordPerfect 5.1. Pre-windows. I thought I knew my way around the ribbons and menus of Word which I’ve been using since Windows 95 but I don’t.
l couldn’t achieve my aims, couldn’t keep asking colleagues for help, and could feel my confidence levels dropping. This reinforced how digital literacies are situational. We know what we need to know and this knowledge is only transferable if we want to do the same thing somewhere different. Even with the help of google, and years of working with programmes like Flash, Dreamweaver, and WordPress, I’ve struggled to format this document the way I want it.
Because I’m dealing with editing tools I havent used before.
I used to proofread research papers for medical journals. I didn’t understand the words but was good at spotting inconsistent spelling and although my supervisor might be surprised, I always thought my punctuation and grammar was good enough. When it comes to text I know my way around the alphabet but give me a page of numerical data and I break out in a cold sweat.
We know what we know.
When it comes to something new, education theory suggests effective learning comes through applying new knowledge to what is already known, in ways which make sense to us as individuals. Success comes from situations which are contextual.
I believe experiential learning is key to becoming digitally fluent.
For some time, I’ve been immersed in data. NVivo has been another challenge. Anyone whose used it will be familiar with ‘Environment Change Down East’, This is their in-package training programme. It’s well made and shows what can be done with regard to data analysis. However, the chances are your data will be different and applying the principles from these tutorials is not always as seamless as they suggest.
I never want to see NVivo again!
My research is practice-led. Participants were enrolled on my online teacher education courses; Teaching and Learning in the Digital Age (TELEDA). This meant researcher and researched were all embedded within the environment being studied, which was digital practice. How do staff teaching and supporting learning conceptualise higher education? What influences their attitudes and actions? I was particularly interested to work alongside the later adopters of learning technologies, whose voices and experiences are often excluded from a literature privileging the innovators and early adopters. How did participants negotiate shifts in their digital practice? What could I do to encourage engagement in the digital world of teaching and learning in 21st century?
A 12 month HEA Change Academy programme exploring the adoption of open educational resources showed me how the most resistant of colleagues found new ways to engage with digital tools and platforms. Approaching digital development from a contextual position, and directly working alongside students, rather than an isolated technology-first training approach which focused on the how rather than the why, proved to be transformative. TELEDA emerged from seeing first-hand the power of experiential learning to support change.
In these days of review and restructure, it seems investment in the digital practice of staff teaching and supporting learing is first to go. There appears to be a growing assumption that digital literacy is a given. After all, we live in an increasingly digital society, where public services are digital-by-default and everyone is going online to manage all the aspects of their lives. The need to address digital skill sets seems to be less of a requirement.
I get this.
My research suggested participants were in possession of digital capital. The later adopters could communicate and collaborate in online environments and were aware of the advantages for students of any-time, any-place access through devices of choice. But specific application of this digital capital to pedagogic development was not seamless. My recent experiences with NVivo and formatting a large and complex document appeared to reinforce the situational nature of digital practice.
If, with all my digital experience, I was struggling with section breaks and cross referencing because they represented areas I was unfamiliar with, then how can institutions expect their staff to make use of virtual environments for anything other than what they already know.
The literature of digital education speaks of independent student-centred learning through the construction of activities which support the co-production and co-construction of knowledge, but the scholarship of teaching and learning appears to be lacking a digital domain.
It seems there’s a gap between what could be done and the reality of day-to-day practice, while investment in the development of digitally confident practitioners appears to be returning to technology-first approaches.
There’s an increasing focus on measurement of engagement through counting logins and downloads of recorded lectures rather than creating time and opportunities to explore questions such as what do you want your students to do and which pedagogic approaches are best suited to achieving this – with or without technology but it’s 2019, the tech is going to be in there somewhere. It just needs a more situated view of developing digital practice, one which is embedded within individual context.
Experiential learning works but it takes time and resources. It needs a sociological imagination, one which makes the familiar strange through critical, reflexive questioning. We’re all digital citizens but with citizenship comes a responsibility for to ensure equality.
I think the principles of inclusion can be usefully applied to digital development within higher education. Access appears to be a given but what’s too often missing is relevant and meaningful opportunities to critically examine the ways in which access is used.
In the meantime, I have section breaks to return to…