Where my research is concerned, I have trouble with boundaries
I’ve said this before (Know Your Limits) and am likely to again. It’s nowhere more prevalent than this blog. I start new posts all the time but don’t finish them. Too many ideas and not enough boundaries.
There it is again!
It’s getting worse as the research progresses. The more I reduce the data for analysis, the more I need to give contextual background. I save in one place but increase elsewhere. On reflection, this might show digital shifts are linked to all aspects of higher education. Show me what isn’t digital and , I’ll eat my blog.
This week I’ve taken leave. Allocated PhD time with at least one research-related (and completed) post. The boundary issue is critical. This blog was about Digital Impostor Syndrome (DIS). It’s not core to my research but is related (I rest my case!) in that I’ve a partially-generated theory which suggests DIS might underpin digital shyness and resistance.
afternote: 6 weeks later I return to imposter syndrome, realise it’s populat pyschology rather than hard science, or self-efficacy by another name and abandon the idea of using it.
Reluctance to engage in online activity is well documented. Colleague Patrick Lynch and I facilitate Module Two of the PG Cert in Academic Practice (PCAP). We introduced it as a blended module because the group only meets 5 times in 10 weeks but our online activities were – I think it’s fair to say – not widely adopted. We want to explore why.
We’re told there’s too many competing pressures but a 200 hour Level 7 module with only 15 hours contact time? Why not develop an online PCAP community. My previous TELEDA courses (Teaching and Learning in a Digital Age) were experiential (offering staff a student view of the VLE) and although successful, it feel a similar approach may not work this time.
Again – why not?
At this stage, I’m not suggesting the answer is Digital Impostor Syndrome (DIS) although the idea is hovering. PCAP Evaluation may well reveal we set about it wrong or made errors we’re not yet aware of. But generically, it seems something prevents staff and students from contributing to online forums, blogs, wikis or other places set up to enhance or extend face-to-face education. Why? When the discourse is digital technology transforms – even revolutionises – higher education.
Houston – we have a mismatch.
Is it nerves about negative responses?
A recent seminar on student’s being asked to blog revealed blog URLs being deliberately obscured to prevent them being found by google, and read by strangers. Tthe rationale being to reduce potential trolling or flaming. Someone else went through their student posts, editing out typos to prevent the department being associated with poor writing.
Where is the digital literacy here? The critical reflection on teaching and learning in a digital age? But, aeast the students are blogging, they have an output and will have learned some digital skills.
Digital attitudes and practices tend to be unique to individuals. To become ‘digital’ is to change behaviours in a hundred different ways. For my research I gather these up into the phrase ‘digital shifts’.
Collecting themes for my data analysis hierarchy, I thought about Digital Impostor Syndrome. Of all the reasons for keeping a blog (another post!) reducing large to small can be a challengem one which forces critical reflection on how to ensure it becomes a useful reference.
So I began a post on DIS. Firstly, it needed an explanation of what Impostor Syndrome was, then ‘digital’ in that context. This involved ‘literaries’ as socially-situated practice. Situated learning segued into communities of practice (I’d been wanting analyse Lave and Wenger in the original rather than through third party accounts). Before you could say Tweet, 500 words were written but I found myself with the Browne Review of HE and the subject of teaching accreditation, which led to the teaching/research nexus and ‘professionalisation’ debate – definitely a post for the future, if only I could stay on topic!
The HEA are now ‘Advance HE‘ (Why? Who decided to choose that?) and have a new Academic Professional Practice Apprenticeship Standard (outlined here). Having done some work around Degree Apprenticeships (which are effectively Work Based Learning), and the use of VLE (they’re also blended learning) I found this video which includes an outline of Epigeum’s new resource University Teaching: Core Skills: a new online training programme.
I have a thing about the word ‘training’. Definately another blog post! Put ‘Skills’ and ‘Training’ into T&L in UK HE and I spontaneously combust. 500 words later my thoughts on marketisation, neo-liberalism, metrics and competency checklists are splattered across the page.
With a deep breath, I return to the concept of professional academic development. Comparing the Epigeum content and our Design 4 Active Learning (D4AL) reminds me the rationale blog for D4AL is long overdue (draft outline here).
By now I’ve Tweeted , uploaded photos to Facebook, watched the grandcat playing a board game (a few times) and am so far from the starting point I have to go through my notes to see what it was.
I think the boundary problem is self- evident.
I also think it can be explained.
My work has always been eclectic. Senior Lecturer in Education Development was to be in a third space for professionals, I’ve had a variety of responsibilities; been teacher, student and researcher, often at the same time, while also writing for publication and generating external income. If I had to identify areas of expertise I’d suggest transition, open education, blended and distance learning, digital literacies and inclusive practice, the other DED of digital education development – digital divides, exclusions and diversity. i bought this together in the TELEDA courses, which in turn became the primary instrument for data collection on my PhD, which I titled Digital Shifts and is – surprise surprise –
the subject of another post unpicking what ‘digital shifts’ might cover. Here’s the one I began earlier Digital Shifts
So – my problem with boundaries…
Work responsibilities and interests overlap and blur. Colleagues say you can’t talk about T&L in 21st century without the ‘digital dimensions’ but does ‘digital’ mean in different contexts? We have to stop assuming or taking for granted ‘digital’ is what everyone does. I’s not and positivist, non-critical approaches will miss the mark every time.
The complexity of digital shifts are partially to do with language, where the same phrases mean different things to different people and there’s no central guidance or structures.
I’ve been exploring how much this is generated and reinforced by those working in technology enhanced learning areas. Can academic tribes and territories (going their own subject-specialist ways) be contributing to the confusions by creating TEL-worlds which are mutually exclusive, see The Invisible Tribes and Territories of the TEL People and TEL People, Poetry and Language for first thoughts on this.
We have to get a better understadning of the relationship staff who teach and support learning have with digital technologies and literacies. It’s complex. Have I mentioned digital identity? Did I tell you I don’t know where I belong?
Is it a school of education because of my res?
Is it a technology enhanced learning team through my CMALT accreditation
Or a CPD/academic practice unit via my Senior Fellow status with the HEA (Advance-HE) or Module Two Lead for PCAP?
I’m Pedagogy-first with D4AL which is how technology can be used rather than how it works or what to do when it breaks. At least I know I’m not in ICT!
Lack of confidence in my identity brings me back to Digital Impostor Syndrome – which takes me back to the themes for my data analysis – and hey presto – my research.
Did I tell you – I have a problem with boundaries…