Skip to main content
Virtual Canuck

Journals as Filters and Active Agents

Written by terrya
11 Comments

George Siemens sent me a link  to a post by Cameron Neylon that attempts to pound yet another nail in the coffin of peer review. As an editor of a peer reviewed Journal (IRRODL) I was naturally both curious and a bit defensive about the charges.

Neylon argues that for peer review “ Whatever value it might have we largely throw away. Few journals make referee’s reports available, virtually none track the changes made in response to referee’s comments enabling a reader to make their own judgment as to whether a paper was improved or made worse. Referees get no public credit for good work, and no public opprobrium for poor or even malicious work. And in most cases a paper rejected from one journal starts completely afresh when submitted to a new journal, the work of the previous referees simply thrown out of the window.

Let me respond by describing some  IRRODL practices. We don’t make referee’s reports public, mostly because of the work that would be involved in cleaning them up, getting permissions and my questioning the value of these reports. Do the readers really care if reviewer A doesn’t like the wording of the abstract, or Reviewer B’s thinks the author has missed a major reference, or reviewer C says the statistical analysis of the data is weak? We return all these comments to the reviewer and ask them (using tracked changes and a point form response) how they responded (or why they choose not to respond) to the concerns and suggestions of the reviewers. Now of course this applies only if we want to see the article again for further review or publication. As Neylon suggests if we decline the offer to publish, the process may start anew with a second journal, but the work of the reviewers is not “simply thrown out the window”. In some cases the author gives up (often appropriately so, as the reviewers found fatal flaws or ones that demand more work than the author is willing to give to the paper). The author also gains the lesson learned and experience (hard though it may feel) of  how NOT to write a scholarly article. But in other cases, a smart author will take into account the comments of the reviewers and improve the paper- thus increasing its chances of successful publication elsewhere. This demonstrates the ongoing value of the reviewers’ work, even if the article is, or is not, published elsewhere.Read More

IRRODL, My Work

Two new Qualitative analysis books

Written by terrya
1 Comment

I have often had problems helping students learn to analyze qualitative data such as interviews, meeting transcripts, field notes etc. It seems common understanding is to read and extract the themes- but what does that actually mean and how do you know if you are doing it correctly?

I thus was motivated to order two books from Amazon that arrived yesterday.

The first is the 3rd (2009) edition of well know qualitative author Harry Wolcott’s “Writing up Qualitative Research” (big chunks of the 2nd 2001 edition are available here from Google Books) The book is written for researchers facing a gigantic pile of transcripts and suffering from both writer’s block and anxiety. It has chapter themes like ready, set, go  then linking, tightening and getting published – thus it is a VERY practical book written for the student researcher. The main theme is to “get it down on paper” (ok make that on the screen), unless it is written it can’t possibly be edited into publishable text. I like the way Wolcott emphasizes ‘telling the story”-his way. He talks about taking the time to do a full draft of a qualitative writeup before asking the opinion of anxiety stricken dissertation writers like himself, or even his committee members. He also talks of techniques, sorting on paper and on machines files, creating the outlines and other practical content. His approach is not radical, critical or overly focussed on subject’s voice, but rather seems to be a gentle guide to writing the type of qualitative narrative that gets by supervisory committees and makes it into the academic press.

The second book The Coding manual for Qualitative Researchers by Johnny Saldana (2009) is alas not available for Google Book Preview. This book is a reference book that looks at 29 different (well marginally different) ways to code qualitative data. For each ‘method” he gives a source reference, a description, typical or suggested applications, a rather lengthy example (using data from hypothetical interview or observation transcripts) and an analysis of the strengths and weaknesses of that method. The book begins however with two introductory chapters – the first defining just what a “code” is and why and how they are used in qualitative analysis. The second chapter details the function and value of writing analytic notes or memos to oneself (which can and should be coded as well), and may end up in the finished work, but help get the writer to that finish line!

I think these two books complement each other well. Wolcott’s is one of many general qualitative methods books, written with a fatherly voice to help get this hardest part of the research process completed. And Saldana’s reference is very useful for someone looking to find a way to examine data that clicks with their own view of the world and intent of their study.

Distance Education, My Work

Canadian Government Folds on Education (again)

Written by terrya
1 Comment

I was shocked last week to read a story in Globe and Mail that they were allowing Inukshuk Wireless (a telephone company owned by Rogers and Bell) to discontinue its funding of educational multi-media projects.

By way of background in 2000 the federal government offered bandwidth that was being reserved for educational use, to the private sector. But one of the conditions was that the winner had to propose a funding arrangement to return value to the education system. This bandwidth had been allocated to education back in the days when everyone thought that educational TV would be a big deal. In Manitoba and Sask, they were using the bandwidth, so they were not made to give up the bandwidth, nor reap any compensatory services.

So Inukshuk won the bid, began issuing calls for proposals to develop educational media and developed a system to administer this funding. The 2009 call offered $2.4 million for projects, as per the terms of the agreement. Naturally, Inukshuk would rather not have to cover this expense, so I assume, went whining to the federal government. Our Conservative government, not wanting to get involved in business nor displease their corporate backers, allowed them to cease funding the programming. This was done without consultation nor notification, beyond that the fund was no longer operational.

I realize that Canada is plagued with a system that does not allow for national learning programs, but why on earth – except for ideological bias, would a government allow a company to renege on a contractual agreement, that has brought needed investment to Canadian education?

I hope other Canadians  will join me in writing to Industry Minster Tony Clement, asking him who he is governing on behalf of and to demand that this contract be fulfilled as negotiated.

Distance Education, My Work,

Year End Notes

Written by terrya
1 Comment

I have been neglecting the ‘Canuck’ lately and wanted to take a few minutes on this last day of 2009, to share a few odds and ends that I’ve been meaning to write about.

Earlier this month I had a great time in Second Life doing a guest appearance with Ross McKerlich in a  Danish Education Masters Class with Mariane Riss blogged by her SecondLife Avatar Mariis Mills at http://milmariis.wordpress.com/2009/12/24/case-mil09-didactic-design-discussion-4/. I was presenting on Community of Inquiry Model and our work on identifying COI indicators of social, cognitive and social presence in immersive environments. Technically the presentation went well, slides and audio was clear and then we had fund answering questions by positioning our avatars on a large wheel – with 5 point Likert like scale inscribed (see Mariis blog for a picture). Having to move and see where others clustered (and changed our locations) gave a more real expression of individual and collective ideas and gave opportunity to talk or whisper to others with same answer. A simple but engaging illustration of the value add of immersive contexts.

This month also marked the release of another distance education related book from AUPress. Dietmar Kennepohl edited Accessible Elements: Teaching Science Online and at a Distance that focuses on the unique challenges of teaching science (including labs) at a distance. I haven’t read all the chapters, (OK, I skimmed through my own :-)) but thought the book has both theoretical and practical insights into the special challenges of teaching science when physical labs and face-to-face interaction are not possible. Like other AUPress books, the full text is available online and paper copy can be purchased for $40 (Canadian).

I also noticed this week a new online journal (published by the E-learning Network of Australasia, using the Open Journal System) Impact: Journal of Applied Research in Workplace E-learning.  I have often thought that we focus too much of our time and energy as DE researchers on formal education, ignoring the value and impact of Net based learning in the workplace and informal learning. The first issue features articles on Connectivism, Heutogogy (the study of self-determined learning), a good lit review of e-learning the workplace and a couple of good articles on evaluation. I look forward to following this journal into the future and congratulate the editors on offering a quality, open access journal in an important area of study.

Finally, I see that Gilly Slamon and her colleagues in the Beyond Distance Research Alliance at the University of Leichester are offering their 5th online/F2F learning and research festival. Positively Disruptive: Learning Futures Festival Online The week long affair features Elluminate keynote sessions, break outs and lots of blog and twitter action. Seems like good value and likely good learning for 70 pound registration fee

Well, Best of the season and New Year to all!

Terry

Distance Education, My Work
Written by terrya
1 Comment

Happy Holidays!
For your holiday reading, The International review of Research in Open and Distance Learning (IRRODL) offers a final edition, featuring 6 research articles, one note from the field, a book review, and 5 web conference recordings from the Canadian Institute for Distance Education Research.

This issue marks our tenth year and largest number – 6 of issues.  This success makes us mindful of the support of our publisher, Athabasca University Press, our sponsor, Athabasca University, and the many academics and students who volunteer their time and talents in creating, reviewing, and promoting open education research.

Best wishes for a rejuvenating, yet learning-filled holiday and New Year!

Terry Anderson, Editor

IRRODL and the Virtual Canuck

Table of Contents  from www.irrodl.org

Editorial

IRRODL year in review HTML PDF EPUB MP3
Terry Anderson i-ii

Research Articles

A case study of an international e-learning training division: Meeting objectives HTML PDF EPUB MP3
Rory McGreal 1-20
Review of distance education research (2000 to 2008): Analysis of research areas, methods, and authorship patterns HTML PDF EPUB MP3
Olaf Zawacki-Richter, Eva Maria Baecker, Sebastian Vogt 21-50
Time students spend reading threaded discussions in online graduate courses requiring asynchronous participation HTML PDF EPUB MP3
Abbie H. Brown, Tim Green 51-64
Online and blended communities of inquiry: Exploring the developmental and perceptional differences HTML PDF EPUB MP3
Zehra Akyol, D. Randy Garrison, M. Yasar Ozden 65-83
A review of adventure learning
 HTML PDF EPUB MP3
George Veletsianos, Irene Kleanthous 84-105
Evaluation of an undergraduate physics programme of Indira Gandhi National Open University: A case study HTML PDF EPUB MP3
Arundhati Mishra, – Vijayshri, Suresh Garg 106-123

Field Notes

The first doctoral program in distance education in North America HTML PDF EPUB MP3
Dorothy (Willy) Fahlman 124-136

Book Notes

Online learning as a strategic asset HTML PDF EPUB MP3
Michael F. Beaudoin
IRRODL, My Work

On naming my discipline

Written by terrya
1 Comment

This has been quite an eventful last week. It started with the 16 hour flight to Melbourne and the publication  of a short article in the Journal of Distance Education.  A Rose by Any Other Name: Still Distance Education – A Response to D.R. Garrison Implications of Online and Blended Learning for the Conceptual Development and Practice of Distance Education. In the article, I challenge Randy’s assertion that distance education is really only independent study and that e-learning has a completely different epistemological history. I came out in favour of the inclusiveness of the term “distance education” to encompass print, mass media, conferencing and other web based mediated forms of teaching and learning.

But since being in Australia, I see that the term distance education is quite out of favour. I spent three days at a symposium at Deakin University that focused on flexible learning. Flexible learning is defined very broadly  at Deakin but MAY (where appropriate) include pace, place, content, approach, form of interaction, teaching types, content etc. We spent some time trying to clarify the “where appropriate” and realizing that sometimes flexibility is either too expensive or not even desired by students – and then of course a teachers’ perspective on flexibility may be radically different than students’.

I then prepared for a presentation on Boundless Learning” for a group from Haaga-Helia University of  Applied Sciences in Helsinki Finland, that I presented using Adobe Connect. I won’t whine about the performance of Connect, except to say the sound quality, not to mention the dropping from the system, leaves it far behind competitive web conferencing systems. After a few reboots of both my own machine and the Connect server, I managed to do the show, but it wasn’t great. I tried to explore some of the potential of OERs, open publication, open courses etc the need to form some sort of boundaries – on the boundless and often overwhelming opportunity of learning in a new infused society.

All of which, made me realize again that “distance education’ at least when considered from a geographic notion of distance, is but one dimension of flexibility, boundlessness and openness. Maybe I will have to give up the term, but then, to be inclusive, I’d have to become Canada Research Chair in Boundless, Flexible, Open, Customizable, Adaptable, Configurable, Learner-centered, and Distance Education! I think I’ll keep with the status quo for my last 2 years as Canada research Chair in Distance Education!

Distance Education, My Work

IRRODL 10(5) on Openness and the Future of Higher Education

Written by terrya
1 Comment

We are pleased to present this very topical issue of the International Review of Research in Open and Distance Learning (IRRODL) on openness. Notions of open scholarship, open access publication, open educational resources, tuition-free institutions, and open source software continue to gain popular, research, and commercial interest. Thus, I was very pleased to receive an email 18 months ago from David Wiley offering to guest edit a special issue of IRRODL on openness.

He and his colleague John Hilton III coordinated a call for proposals and had over 25 responses. From these, 12 were selected for full paper development, and 8 survived peer review and appear as the contents of this issue. Brigette and I would like to thank David and John for their considerable efforts in very actively managing the editorial work involved. I am sure you will join me in congratulating David and John as well as the authors for contributing to this very important and timely special issue. Finally, links are provided to the archived recordings of 5 sessions presented by Athabasca University as part of our Open Access Week celebrations. Enjoy!
Terry Anderson
Editor, International Review of Research in Open and Distance Learning

Special Issue: Openness and the Future of Higher Education

International Review of Research in Open and Distance Learning 10(5)

Table of ContentsRead More

IRRODL, My Work

Guide to Field Blogging

Written by terrya

Glenn Groulx, a student in our Masters of Distance Education programming, has been doing significant work on EduBlogging. He presented at a CIDER session last month (recording here and Powerpoints here) where he outlined a set of metaphors that helps us recognize and appreciate the different types of blogs and motivations of bloggers in educational contexts.

Most recently he has also done a series of two podcasts with graphics  on Field blogging – blogging where and whenever  the occasion is right. These postings will help newcomers get a handle on both blogs and podcasts as very inexpensive ways for learners and teachers to express themselves digitally and gain network presence.

Thanks for this work Glenn- much appreciated.

Distance Education, My Work

Keynote at Athabasca's Learning Services conference

Written by terrya
1 Comment

Each year, Athabasca University hosts its several hundred part time tutors and undergraduate faculty to a face-to-face conference. The usual format is not unlike standard academic conference with political or academic keynotes from ‘away’ doing keynote speeches, followed by a variety of concurrent sessions. This year the theme was “Celebrating our Own” meaning we were looking to save money and focus on homegrown AU expertise – and I was asked to do one of the two keynotes.

This was a very big speech for me, given that “an expert is someone more than 50 miles away from home”, I really had to rise to the occasion to demonstrate my expertise, a couple of klicks from my house in Edmonton. But more importantly, I wanted this rare opportunity to confront the University and the main actors with my growing conviction that our undergraduate model of unpaced education is at a pedagogical and economical dead-end. This is a serious charge, as this model has served Athabasca well in the past and still accounts for around 70% of our registrations. – thus it is our core business. I was also concerned that I was going to talk about our undergraduate programming, despite the fact that I am not involved at all in this model, instead I teach in the more traditional paced model of distance education used in the graduate programs. I was hardly comforted on checking in and seeing a colleague from our undergraduate adult education program, who when overhearing of my topic, told me that “I didn’t know what I was talking about.” However undaunted, I presented the talk and was gratified by the many compliments and suggests. I posted the slides to our institutional repository – AUSpace.

I used the talk to overview a new taxonomy of distance education (DE) pedagogies, that moves away from the usual generations of DE based on technology (see for example Jim Taylor’s example of the 5th generation of DE) . I argued in the keynote that our self paced learning model (now migrating from text and mail correspondence, to  text and email) is an example of the first Cognitive/Behavourial Pedgagogy of DE.  This model is associated with creating the “perfect package”, individualized tutoring and no opportunity for peer interactions or learning. The model scales well, but denies the situated and contextual nature of learning and does not afford any student-student interaction. I noted that the model is grounded in the value of good content- despite the fact that the explosion of content in Open Educational Resource repositories, ITunesU, publisher offerings, open textbooks and professional development organization offerings, is causing a massive devaluation of content, despite the costs of creating high quality content.

I then moved onto constructivist moels of DE pedagogy as demonstrate in our graduate programs and most e-learning and bledned learning systems in operation today. This model is alive and well and a whole series of LMS learning environments have been created to support it.

The third pedgagpgical model I described is based on connectivist  ideals. This model with its use of web 2.0 tools continues to allow for self-paced programming but works to allow students to create and enhnace connections – with other learners, with content, with learning networks and with machines.

I’m now working on a paper noting the typical and emerging types of teaching, cognitive and social presence associated with each model. Naturally our experience and expertise with connectivist pedagogical models and learning activities is much more limited than that with earlier pedagogical models. Nonetheless, I hope I was able to convey my excitement and interest in further developing connectivist models to serve as replacement for our aging and somewhat moribund cognitive/behaviourist models. I was also really pleased to see some of the innovations (audio based assignment marking, web 2.0 library interfaces, web conferencing tutor ours, voicethread intergation etc. etc.) that are emerging from faculty interventions to develop connectivist learning possibilities.

All and all, I came away from the conference with renewed energy and excitement about the future of our self-paced programming.

Distance Education, My Work, ,