David Noble (@parslad), a Scottish educator with a long track record of innovative and supportive blogging and podcasting, interviewed me last month. David’s one of the founding members of EdTechRoundUp, so I’ve known him for a while. He too is doing an Ed.D. but hasn’t taken the easy route (as I have) and is actually doing some original research!
Focusing on the question How are learning professionals dealing with the social web?, David’s podcasts can be found on his Booruch blog. You can listen to mine either on his blog or by clicking below. 🙂
- My (professional) educational background
- My experiences of ICT-related training and professional development: as a student teacher, during INSET, and as part of CPD
- My previous workplaces and the level of web access availble learning professionals
- My notion of a ‘learning network’
- My uses of the social web
- Changes I anticipate in use of ICT over the next 3 years.
Northumberland Church of England Academy’s ICT vision statement, as seen by Wordle
Further to my previous blog post setting out what I was going to do at interview, I’m delighted to report that I was successful! Many thanks to my Twitter network for their support. As of next academic year (September 2009) I shall be ‘Director of E-Learning’ at Northumberland Church of England Academy.
This is a significant promotion for me and, as the Academy comes into existence as I assume the role, means I’ve got (almost) a blank slate with which to work. Hence the need for me to have a clear and coherent plan as to the E-Learning ecosystem I want to create.
I’m embarking on a series of blog posts over the Easter holiday period which, provisionally, I’m going to title:
- Attendance: what are the pros and cons of SIMS, Serco and Phoenix?
- Behaviour: what are the e-options for real-time monitoring and tracking of student behaviour?
- Communication: which tools are available to enable anyone within an organization be able to appropriately communicate and collaborate with anyone else?
- Design: what are the standards upon which pedagogically-sound learning design can be constructed?
- Engagement: which technologies lead to confident engagement in learning?
I have perhaps phrased some of the above clumsily so I’d welcome your feedback! 🙂
I submitted the second version of my Ed.D. thesis proposal a while back now. I had to re-submit as I failed the first submission. This was a bit of a shock to the system, never having failed anything academically before. It was actually partly my supervisor’s fault – who has now left the University of Durham and doesn’t have a doctorate himself… :p
I was advised to wait until I had the marks back for the thesis proposal before posting it on my blog. Upon reflection, I could see this was a sensible thing to do, so now I’ve heard back and I’ve passed I’m going to post it in its entirity. I received 63% for the following, which isn’t disastrous but less than I would have hoped for. Because it’s my second submission, however, the mark that’s recorded is 50%. At the end of the day, I’m not overly concerned: my Ed.D. overall is pass/fail… 🙂
The comments on the following were:
This is a solid proposal which provides a detailed reflection of the relevant literature in which the proposed study is to be grounded. Although covered in less detail than the literature section, the proposal provides an appropriate methodological base for the research. The proposal suggests a cross-cultural component and it is important in this context that similarities as well as ‘discrepancies’ are identified and that the study does not become unmanageable. In general this is a good solid proposal.
The proposal itself follows after the ‘tag’ cloud that is indicative of its contents (courtesy of TweetClouds)
Continue reading “My Ed.D. thesis proposal: What does it mean to be ‘digitally literate’?”