Thoughts on Publishing and on Being an Academic

It's the end of the year, and I'm growing reflective. I'm thinking back over the past year, the things I've done, and the things I've left undone. I deliberately didn't set a lot of goals for this year (in my first post of this year I talked some about that), but informally, I figured I would do some writing, and try to publish a few things. I've become an academic...and that's a big part of what academics do, after all.

One of my proudest accomplishments--academically speaking--of the past academic year was getting an article I co-wrote with two of my professional colleagues and friends published in a highly regarded EdTech journal. Our piece is entitled "Assessing Digital Nativeness in Pre-Service Teachers: Analysis of the Digital Natives Assessment Scale and Implications for Practice," and we got it published in the Journal of Research on Technology in Education, which is a top-10 journal in the EdTech field (depending on the way the question is asked, anyway. I'm basing it on the research included in the chapter "Where Should Educational Technologists Publish Their Research?") Matt and Jake and I have been researching different aspects of the so-called "digital natives" and "digital immigrants" for several years, and have presented some of our research together at conferences, and now have published this piece. It was a lot of work, but gratifying to see our research in print. 

But I recently read this piece from John Hwang entitled "Christian Scholars have a Distribution Problem," and boy did this resonate with me. Hwang's basic argument is that academics are doing great work...but very few people wind up reading/viewing the work because it's often (primarily) done for others within our specific guilds. And this connected with me...because who is really going to read the article Matt and Jake and I published? Honest answer: probably only a handful of other EdTech researchers who are also interested in the digital natives/digital immigrants "construct," and the problems associated with the abject lack of empirical evidence for it.

In fact, I can check how many people have cited our work on Google Scholar...and after a year out in the world, it has been cited by...wait for it...ONE person so far. I hope that a few others have actually read the piece, but I don't really know if they have. And if they have read it, have they found it beneficial in any substantive way?

On the other hand, I write things here on the blog--infrequently as they come--and I regularly have 100+ people read the posts I'm putting out in this format. My most read posts have had 10,000+ reads, though there are precious few in that category; only 3 or 4 over the decade I've been writing on here. But I've had 440,000 views of things I've written on this little ol' blog in that decade, and that feels like something substantial. In contrast, I've had a total of 38 citations of things I've published formally as journal articles, book reviews, and chapters in edited books in that same 10 year period. While I'm quite sure I've had more than 38 people read those pieces that have gone through peer review...it's still a striking difference.

The numbers don't tell the whole story, of course. Certainly there is a difference in these two forms of writing, and the informality of publishing my thoughts-in-process on the blog is WILDLY DIFFERENT than the rigorously peer-reviewed approach to getting an article published in JRTE. Not to mention that I don't typically use my thickest educationese and academic writing style here--it's much more informal writing, and much more of "here's what I'm thinking about in the 30 minutes I had to write this thing" rather than the careful, painstaking, thoroughly-sourced writing in a journal.

But I do wonder about whether the things I write here on the blog have more practical value for the readers than the more academic writing I also do. Is this going to be more likely to spur a conversation between practicing educators than a journal article? I wonder about this, and it makes me think I should keep writing things and pushing my first-draft thinking here.

Or take podcasting as another experiment in informal publishing. Along with my Education department buddies, Abby and Matt, we started recording Hallway Conversations about a year ago. In that time, we have had just about 11,000 downloads over 44 episodes. This means we are averaging about 250 listens to each episode--which is a modest audience by some measures, but I'm incredibly grateful for the dedicated community of regular listeners we've developed over time. We get feedback, questions, and affirmations regularly from our listeners, and this gives us a fair confidence that what we are putting out into the world each week is fostering valuable reflection and discussion, at least for a small number of educators. 

Is there value in traditional, peer-reviewed academic publishing? Certainly. And I'm grateful that I get to do this, and that people have read and cited my work--this is affirmation that it is valued, at least by people in my weird little guild of EdTech researchers.

But is there also value in non-traditional, more informal publishing venues? I think so. And, when push comes to shove...are these going to be more impactful for practice for educators than peer-reviewed articles that are likely to end up behind a paywall or in an academic library on a university campus? I'm thinking that this is likely the case.

The real problem for me is time. I have lots of ideas of things I'd like to research and write about. I'm most limited by the amount of time I have to dedicate to this work that I find so enjoyable! So this prompts the question for me: where should I devote my limited time? Peer-reviewed writing for my guild that is more reputable and reliable, but less likely to be accessed? Or informally-published work that has less prestige, but might have more widespread impact? 

Regardless of the answer to this question, I hope I'll keep doing both for the foreseeable future. And I know I've got a couple of books in me too...it's just a matter of finding the time to start writing them!

Image by Mohammed Hassan via Pixabay

Learning Styles (Again?)

I often get requests through the professional organizations of which I am a member to participate in research studies being conducted by colleagues and graduate students. I'm happy to do this, if the topic of the study is germane to my experience, education, or context. It's interesting to see what other people in my field (EdTech) are working on, the kinds of questions they are asking, and the connections they are making. It's also a good way to keep up with developments in the field.

Today I participated in a study about preparation for online teaching. I've been part of several studies in this area in the past; with the continuing growth of online education, there is a lot of ongoing research here. What caught my eye was this item on the survey:

A screen-grab from the survey I was taking...

I was not sure how to respond to this one. Here's why:

Reconsidering Learning Styles in Light of Research

Ah, Learning Styles...

This is one of those topics I have to approach with grace and truth, because there was a significant chunk of my own teaching practice in K-12 where I emphasized the idea that different students learn differently, and that we should tailor our teaching based on these learning styles.

And appealing as that idea is...the research just doesn't bear it out.

Grad School: I'm Headed to Fairbanks

Time for a brief grad school update.

I have submitted my final papers for this semester, and I have achieved a landmark: I am finished with my coursework!

This semester I was taking a research elective (Design-Based Research, which was absolutely fascinating and helpful for my current and future research agenda) and conducting an "innovative experience" (basically an internship intended to help me synthesize the things I've learned in my coursework and begin applying it to a real-world problem in a way that "stretches" me.) Both were excellent learning adventures, but I feel drained--I am definitely at "the end" of this semester, limping my way to the finish line. I think it is because I kicked off this semester with comprehensive exams, which meant a ton of extra reading and preparation during Christmas break (normally a respite from the hectic, 60-hour+ per week schedule of the semester.) Honestly, I am tired...really, really tired.

But despite this fatigue, I feel great, submitting those last papers from this semester!

For my innovative experience, my final paper was a reflection on the things I had done and learned, and when I submitted it to my advisor and our program director, I shared my joy at reaching this point.

In response, one of my professors encouraged me to think of it this way:

The drive from NYC to Seattle is about 2,800 miles. To get to Fairbanks, AK, it's another 2,300 miles. When you've completed coursework for the program ... you're in Seattle. But ... you need to get to Fairbanks. ;-)

Truly, I'm grateful for this encouragement. I have said to a few people that I am now "ABD" (All But Dissertation.) One fellow academic commented to me that I should never say that; ABD is often used to indicate folks who got to this point where I find myself...and then stall out, not completing the degree.

I needed that encouragement too. I am NOT going to end up at "ABD" status. I'm proud of the work I've completed so far, and by the grace of God I'll see this journey through to the end. It's been quite a trip so far; I've enjoyed it thoroughly, but I am not at the end.

So I'm taking a rest stop in Seattle for a few days here...but I'm headed to Fairbanks.

Image by J. Stephen Conn [CC BY-SA 2.0]

Educational Design Research in my Future

I am nearing the end of my final coursework for my doctoral program. That brings up some mixed feelings for me–I am definitely excited to be moving on to the next phase and starting my dissertation, but this does feel like a conclusion to things as well. It has been a joy working with my cohort throughout the past three years, building friendships even though we rarely meet up in person and live on several continents.

A key part of my course work this semester has been practicing peer review. I have found this so very beneficial; we are at a point where the members of our cohort have become real friends, and it’s a pleasure to read each others’ work, and reflect upon, critique, and encourage our classmates to continue to strengthen what we have developed. I have enjoyed getting to know how my friends think about our field, and this is one aspect of the cohort model that I have found so beneficial for me: we develop relationships that are strong enough that we don’t take it personally when we hear the critique; we welcome it, because we know that our friends are looking out for us to help us make our work ever stronger! It is strange to think that we will not meet up online regularly after this course wraps up. And while I know we will continue to keep in touch, it will be different not interacting with them on a weekly basis.

Getting Started with Education Design Research

This semester I am taking Education Design Research (EDR) as a research elective for my doctoral work. While I had heard of EDR before as a methodology, I really had never learned too much about it, so this course is is a great opportunity to learn more. EDR is also known as design-based research (DBR). This terminology may be more familiar for some, as it is sometimes used in other fields beyond education. I am fascinated by this approach so far, and I am interested in learning more!

The text we are using for this course is by McKinney and Reeves (2012), and I found their definition for EDR helpful; they describe this methodology as “a genre of research in which the iterative development of solutions to practical and complex educational problems also provides the context for empirical investigation, which yields theoretical understanding that can inform the work of others” (p. 7). The basic idea of EDR, then, is to develop an intervention to address a particular problem in education, while at the same time also generating theoretical understanding of the situation. Both quantitative and qualitative research methods can be used, depending on the nature of the research question, and from the reading I have done so far, EDR seems to be one way to make mixed-methods research a reality. (There is some contention about the used of both quantitative and qualitative methods in the same study in education; I can not speak to weather this is the case in all disciplines.)

Taking this as an introduction for the uninitiated into the idea of EDR, I feel that I should say that am not fully certain about just what this approach looks like in practice. I have looked at several examples of EDR studies, and it seems like there is a wide variety among them. So…a few parts are still a bit muddy for me.

Reflecting on Research in EdTech

I'm four weeks into my doctoral program now. I can confess that I’ve been struggling throughout the first weeks of this program with feelings of inadequacy. Mostly this is due to comments made by classmates in our discussion forums in which they refer to their impending research designs. I have only very rudimentary ideas about what I might like to research, so this has been stressing me out (thanks to my professor for assuaging my doubts via a Skype conversation this week!) But tonight I read a chapter that gave me further confidence in my beginning inklings of research plans.

One of the big themes that stood out to me here was the emphasis on action research, case study, and contextually-relevant studies. Most of my ideas at this point relate to my position as a teacher educator: I want to find ways of helping the pre-service teachers I’m teaching to prepare for the technological expectations of the profession today. I would love whatever research I wind up conducting for my dissertation to have strong application to my current setting, and thus action research reported as a case study, or a contextually-relevant study are very appealing! 

I've heard of the "community of practice" model before (the idea that groups of practitioners--teachers? researchers? business people?--have particular ways of conducting their work), but this reading introduced me to the idea of "constellations of practice": large groups in a given field in which there might be many communities of practice that deal with similar challenges but respond in ways unique to their peculiar contexts. I think the “constellation of practice” model is healthy for me to keep in mind: the research I conduct will likely have limited immediate application to other contexts, but it will (probably) still be able to inform educators in other similar-though-not-identical contexts.

I really appreciated the emphasis in this piece on relevance. Research in educational technology must be relevant--both to the context of practice and to the practitioners. This is exhibited in many ways, but I found some of the examples particularly useful explanations. Two I'll share here:

• The relative failure of “One Laptop per Child” initiative is a great example of the problem of lack of contextual relevance. The shortcomings of this project were (are?) largely due to the very different social and cultural settings in the nations where this project has been attempted. 
• Technology used at home or work doesn’t always transfer well to an educational setting. For example, students ability to search for and find a particular video on YouTube at home may not be a skill that translates into academic research in school. Teachers need practically applicable research that works in their particular teaching contexts.

It's important for me to remember that much educational research focuses on new tools or cutting-edge approaches. It’s not that these aren’t useful studies--they surely can be--but other kinds of educational research certainly also has value. These “proof of concept” studies might not do justice to existing research educational technology unless a deliberate connection is made. This is a good reminder for me as I begin this program; I want to avoid falling into this trap!