H809-28. ECA first draft

I spent long hours Saturday, Sunday and yesterday to knock out a 4000-word draft. I followed an 'expanded version' of a research proposal outline I found on the Internet, which was an enormous timesaver. I realise that the tutors do not want to impose a certain format on us, but I do think that, contrary to the feedback given, there is a standard format for writing research proposals. I always spend the greatest part of my planning time figuring out how to organise the dozens of articles I've read, so for me, a model is essential, even if I later modify it to suit my own purposes.

Well, I'm of course relieved to have a draft I can show to my tutor and (hopefully) get (timely) feedback on, but I'm not entirely happy with it and will work on it for a few more days before asking for comments. I think I need more transitions between the two parts of the literature review, 'Blogging in higher education' and 'An outline of activity theory', as well as from the literature review to the methodology section. As always, the word limit was confining; I needed more space to do the literature review justice. As it was, I just concentrated on a few crucial themes and what I see as lacking in the literature. I get really annoyed with the 'cut-and-paste' technique used in the background sections of so many research papers. They give the impression that the studies they cite really back up what they say, but when you track them down and read them, they actually provide very little empirical support. I guess I am at the point in my development as a researcher when I just don't find a bit of 'positive feedback from students' good enough anymore. A few extracts (most likely chosen to support the researcher's agenda) from the data no longer easily convince me. That is why I loved Krause's article ('When blogging goes bad: A cautionary tale about blogs, email lists, discussion and interaction') so much: it was so practical, so honest. Sometimes these research studies are a bit over-dressed.

I am happy with what I have learned from reading further papers on blogging in preparation for this assignment, and I am also confident about the blog design I am going to use next semester - the design on which my proposed study is based. I feel more confident that students are going to engage with it, and I also feel confident that activity theory will help me to identify the reasons for anything that may go wrong. For the first time, I am giving my students more autonomy to blog. I wasn't ready to let go before and clung to the idea of the central class blog. I am really curious to see if they will be inspired to use their blogs creatively.

H809-27. Activity theory rules the day

How interesting - and how typical of me - that the theory of which I was the most sceptical/dismissive of at the outset is the theory I have now chosen as the analytical framework for my ECA! I blogged before about my initial thoughts on activity theory. At that time, I found Jonassen and Rohrer-Murphy's massively long list of questions mind-boggling and absurd. Now I am seeing them as potential questions to guide me through an analysis of my data...

I have decided to apply AT to student blogs. For the first time next semester, I will ask students to keep their own blogs rather than contribute to a class blog. I will also keep a blog, à la Jo Iacovides - I will summarise and comment on what is happening on students' blogs. Thanks for that idea, Jo and H809!

I predict that I will find serious contradictions in the various relationships between the components of the activity system, which will account for why (some) students don't use their blogs or 'hate' blogging (read 'hate homework' and 'hate expectation'). I think this sort of overall evaluation will enable me to make a decision as to whether it is really worthwhile to continue to try to integrate blogging into my particular educational context. If I do have to abandon it, I reckon it will be time to change jobs, as I wish to work in a university where the system encourages and the students value formative learning opportunities. Trying to take a social constructivist approach in an exam-based culture is like trying to walk across a ceiling.

H809-26. Unexpected relief

I got answers to my questions! I can proceed with my research and writing. I just needed that little bit of confirmation.

H809-25. Struggling on

I eventually finished TMA 03, but getting answers to my queries just days before the due date did not improve my mood, and the 'answers' I got must remain in quotation marks because for the most part, they were simply reformulations of my questions! But somehow, miraculously, I got the paper done on the Tuesday and submitted it on the Friday before the due date, as planned. I say miraculous because it turned out that I did indeed need to do extra reading. Thankfully, Jo stepped in to give me some advice about not overdoing it for the number of points on offer, and so I didn't. I have to say that I could not have done this TMA without Rhona's and Vic's comments - the early ones I mean, because the later ones were posted too late for me to make use of them. How fortunate that I visit all three discussion forums, right?!

So on to the ECA and more frustration. After a prompt response to my initial questions, my tutor is now 'off the boards' for a few days to mark TMA o3! I already feel like 4 weeks is not enough time to do this proposal justice - as I actually intend to carry out the study next semester and need/want to do a good job. We were advised to 'answer each others' questions.' I'm sorry, but especially at this point, I need to rely on the expertise of - well, the experts. No offence is intended by that. But I think we pay a lot of money to learn from people who have published extensively within their fields. Of course morally supporting each other is important, and we can exchange ideas, but there is a limit to what we can gain from that method. At some point, the tutors have to acknowledge their directional role. I mean, if I saw that my students were struggling, having made a sincere effort to work things out for themselves, I would try to guide them! And not with more of the same questions - at times, input is actually required.

If this sounds harsh, it is but a pale reflection of what I want to say, but I am ever mindful of my (unknown) audience. I have seen now at firsthand that feedback takes on a far more crucial role in a completely online environment. I have mentioned before that I am doing another postgraduate degree by distance at the same time as this one. I cannot say enough good things about that course. Even the librarians read our posts and contribute where appropriate! No flabby thinking goes uncommented on; not only are our thoughts about translation being shaped, but also our use of vocabulary to talk about the field. This is done in a firm but supportive manner, and it is simply fantastic. The tutor is so involved in the course and is keen to share her experience and expertise. I have never had to wait for more than a day for an answer to a question. Students are not left to flounder; contributions are acknowledged, and guess what! In a single course, we have posted 1200 comments, and more keep coming even though it's the end of the semester when students are busy writing their essays! (I got mine done early, what a relief!)

Now, I'm not saying I hold the Open University to the same standard, since it operates in a different context and I have learned to be conscious of such things on this course, but -

- but - I think that through frustration, I am increasing my expectations rather than lowering them.

Anyway, I will not give up easily, and I will not let anything defeat my goals. I am undertaking these two degrees in preparation for my PhD and nothing is going to dissuade me from following this path.

I just hope the Open University will be 'open' to the (constructive) criticism I am planning to send at the end of the course.