When the PhD changes you, what remains 1

My PhD journey meant facing up to my flawed self yet trusting even more that I do have a rightful place in higher education, the space which I aim to navigate further as a late-career researcher.  I’d rather be in this space, vacillating between comfort and uncertainty with 2^nd guessing myself at certain points. This way I work harder and put my hyper-thinking to good use.  Also, because I know myself- when things become too certain and too comfortable, I become bored and arrogant that way. Not good.

Looking back, I believe what greatly helped in this journey was taking part in the PGECR symposium where I had a small and cozy audience with whom I let that part of my narrative out in the open. The process of owning my flaws and failures have been empowering after all. 

Sometimes, I think the PGECR, Research Support Team, English Angel, HDR-LA and my Supervisors were the answers to my question: Why USQ? Why not at QUT or my U.P.?  Perhaps, I am meant to be here to see beyond my actual thesis and embrace me, and most of all learn ‘empathy’ and concrete ways to demonstrate these to future teacher-researchers in my university.  It was God’s way of telling me, my failures are all right and it will be alright…that we all had our share in our brokenness and pitfalls, and with great effort and positivity, transcend these to become better versions of ourselves. In the process, things will fall into place, as Dr Redmond had assured me time and again.

So, these remaining months of my extended study is meant for me to suck it all up – and still rely on God for all the little things and big things.  The sad part is my daydreaming moments are no longer within the comfort zone of my small school, rather with any K-12 school willing to collaborate with UPOU for that matter.  That perhaps, I am now really saying goodbye to that space for the next few years.  This also means savoring my last few months of dressing down or getting dressed up in whatever, being thankful for my workspace at home,  pause to enjoy a good window view of our trees (compared to a cluttered govt office) and in between still have time to do online chit-chats and a share a good meal with my loved ones.

Post-PhD, I only hope to work towards contributing to the valuable role of the UPOUs Faculty of Education.  Whether that means taking on more admin work because nobody else is there to take it, redefining an office’s mandate, or supervising 2 other programs while managing to teach my favorite teacher education courses.  And perhaps my full time work environment will now be 20 hours at the UPOU main campus and hopefully with a great view of our version of the UP Oblation.

This also means trying to be a Captain Marvel so that I can still get to do research I love doing.  My curiosities still remain within the teaching and learning space but now having clearer themes and terms of reference: of being and becoming, transitioning, teacher narratives and identities, lived experiences and daydreams, teacher knowledge, transplanting of ideas and research journeys. 

In a way, my daydreams have changed but still sinking my teeth in research collaborations. The here and now remains constant - that is being in touch with my best friends to listen to each other’s woes and worries for the nth time of our lives and enjoying our aging and still evolving selves getting more in touch with our real selves separate and yet linked with our beloveds.

ICON 79724 to Student ID 61094432

Woops, where did this come from. Pulled it out of my USQ app folder.
There you go aLeTa.
A reminder for your Implications and Significance portion -

SUMMARY OF RESEARCH INTERESTS and EXPERIENCES
My initial research interests are in the areas of inquiry learning , integrated curriculum and progressive education. These are borne out my rich classroom-based experiences at the K12 levels and being a co-founder of a small, multi grade progressive school (builderschool.org) The small school serves as venue for my classroom practice and have naturally become a source of research ideas to capture program models and pedagogies through case studies in the context of curriculum as lived experience. Graduate level coursework provided me with the tools to critically examine and analyze school practices in curriculum development and supervision. Four (4) published works and a few conference paper presentations are evidences of these sustained research pursuits throughout the years.

With my movement towards teacher education through open university work, I have found new meaning, but still through qualitative research in these areas: virtual communities, platforms and frameworks for blended and online learning, virtual schooling at the K12, and more recently, the communities of inquiry , particularly teaching presence and learning presence. The frames of analysis have widened a bit, but with more focus as seen through three (3) published works and a series of conference presentations, all of which have been made possible through one faculty research grant and research dissemination grant.

My proposed research is about the elements of the Communities of Inquiry Framework, namely teaching and learning presence in the Philippine Open High School programs. My current experiences as a teacher of teachers in an open university has provided me with the theoretical lens to examine blended and online teaching and learning. I foresee fruitful application of this study in the areas of teacher training and professional development related to blended and online course design/delivery among K12/ high school learners, postsecondary learners in alternative and open learning systems. This thesis shall provide the space for prospective linkages towards the development of continuing education short courses for K12 blended and online instructors, quality blended programs at the basic education level and possible Yr 11-12 partner institutional offerings .

Therefore this research shall continue to fuel my humble contribution to the Philippine educational system in the area of educational innovations, improvements and reform which will benefit a select but marginalized group of teachers and learners who have made their choice to get into flexible modes, open schooling or alternative learning systems.

What UP Education Means to Me version 2.017

And so finally those who can make it to the Batch 87 get together made it. I went out of my way to kinda organize it -- tipong when to 2 or 3 are gathered in the name of the Lord kinda thing but obviously, it was in the name of UP Sigma Delta Phi...and let's not forget the UP which goes with our sorority name.

Perhaps it was that common initiation experience held at the grounds of the University of the Philippines which brought us  females together which I may say is part and parcel of the UP brand of education--learning outside the classroom. Like somekind of hidden curriculum, UP education offers that kind of learning for life, never the textbook kind and quite organic cuz the learning sprouts on the path you yourself choose or happen to be in as you literally cut class to explore all types of student orgs, all types of minds (the weirdest kind the better).

It was definitely like that for all of us at Sigma Delta Phi, and even just being with Batch '87 has made my UP life more memorable and colorful.  For how many times did we make that choice to be together-- from our initiation rights and joyrides,  to THAT trip to Baguio, all sorts of fundraisers, and of course, Mammanu Adarna. We spent precious time beyond our acads to be together to work for a common goal, or even just to have the last laugh or the latest chismis or finish that last smoke or drink that last drop of beer.

That was of course 30 years back.  Now at 48, Ive started to rethink my current bonds. I mean, what keeps me tied down in the Philippines despite all odds? And what keeps other fellow UP folks here...or should others decide it best to take flight or migrate, what memories of UP do they hold dear?

Then I ask, what better memories can I create from here until I reach my deathbed? Yeah, living life earns me the right to look forward to death...and it gives me reason to rethink the remaining life Id like to lead.  So yes, Id like to see more of my ka-batches. And this time, take sweeter time to be with them.

So here we are as Batch 87 at Mary Grace, just a few of us. This time, we finally got to talk about where that UP education brought us to where we are and how having that UP brand of education really meant to us. Buzz word - flexiblilty and risk taking. And with Sigma Delta Phi -- that meant having the heart to dare the inconvenient, the uncomfortable and the impossible. I was trying to envision my ka batch Armie in Sudan, Congo, Uganda, Rwanda while I had my share of India.

But then daring the impossible need not be out there but even  closer to home as Liezl recounted her explorations with aquaponics and organic farming,  homeschooling and school searching, while Cujo has gotten back once again to UP, this time as a Phd student.

And same goes for me. Yes, I've decided to give this thesis another shot. The topic is very timely anyway. Only this time, things simply fell in place-- no hassles at all: USQ found my qualifications sufficient, my research adviser invited me for a Skype and pretty much convinced that my research ideas are worth pursuing, my study grant was approved, loans approved so I can rightfully accept the offer...study grant contract and funds to follow.

Finally, this is what UP education means to me now version 2017. UP education to me now means finding time to appreciate where Im at so far and still carrying on with the work ahead --- but this time, pushing the boundaries of what academic excellence is all about. So what is THIS  A-EXCELLENCE all about?

These days, it only means Im not getting any younger and therefore I choose not to settle for anything less. Anything less means 'pwede na' mode. I can just safely supervise a program, teach as usual, do consultancy as usual, learn from peers, as usual. I mean that can be, right? Or so...so...

But when I got back to UPOU, I was confronted with a simple problem or  gap. Just when I thought I could settle, came something unsettling. You come in contact with students in need of research mentoring or a bit of inspiration to carry on just as well because they need their education badly.  So I asked myself, what else can I do? Should I dare again? What if things do not go well...? etcetera etcetera etcetera.  I simply said to myself time to set new goals or should I say, find other reasons to motivate myself to carry on.  Id really like to learn how to mentor fellow teachers to do research and/ or special projects they themselves can be proud of.

So the only way to do this is to do it myself first. And I look forward to the day when I will know I have done it and I can say, if a mediocre UP student such as I did it, so can you-- so can the teacher in you....so can the U.P. in you.

There's is U.P. in all of us, Batch '87...and other students of UP's only Open University. Looking forward to more times together, through thick and thin, till death do us part.

Keep living and learning!

Research as a Purifying Act

I finally gave my IELTS a-GO, after 2-3 day review! So now I'm back on track to look at my  Rproposal=it's 1/2way done and meaning there's still a 1/2way 2go, hence a pause for a few musings.

While a few HDI's require either a Statement of Purpose  OR Research Proposal, others require BOTH. A friend looked at my draft SOP and advise against specific declarations but then a part me, wishes to claim failure as part of my process as an adult learner. A part of me wants to test whether in fact a HDI shall accept my for who I am--a kinda late bloomer, but for very good reasons, hence have arrived at this point when all bets, all that is left of me I shall gamble and lay out on the table for this thing called theses=research=pursuit of knowledge=and now, a single purifying act I must hurdle for that is the challenge placed before me. A big part of what I have hurdled is accepting who I am and how I think and work. And all I ask is one HDI to see this and take a chance on viewing me as a prospective lifelong learner.

I have always followed a different track when it comes to my studies...so why should my PhD be any different? It has taken me a longer amount of time to get to the questions I really wanted to ask...and for me to delineate the tasks and processes required, so that "what is unknown may be known".
My formal studies, doctoral level at that became only instrumental to establish a school program in my basic ed life and accomplish publications and university tenure in my university life. These publications are symbolic codification of what has been my length of practice---action and reflection on educational, school and classroom ideas, largely curriculum driven: roots of curr integration, teaching Fil and teaching SS in an integrated curriculum, sample SS inquiry units, dual language programs.  My conference paper presentations represented evolving multidisciplinary connections: open schooling+ K12 learning+platforms and pedagogies for online learning=basic education curriculum+education technology +ODeL  alongside my explorations with qualitative methodology. All these took place from 2004-2010= a good six years I do not regret to reach this stage when I can say, "May I have a rightful place and space for ME to be selfish and give this PhD one last try?"

With this realization, also comes a clearer view of what I would like to study:





Next comes  2 paragraphs to justify why this is worth doing. This has to be convincing to my panel or prospective adviser. 

Live Audience Chopped, so Blog Away....

Hmmm...how should I say this.  The experience of presenting at LitCon was not as satisfactory as the process with which I came up with my study. I shouldn't feel bad, but I do. Maybe because I've worked hard on this for months then the trip was terrible on my sleep/rest cycle due to the unholy hours of arrival and waiting for my connecting flight etcetera etcetera etcetera. I had a small audience and I noticed my presentation didn't capture the essence of my study.

BUT, I am telling myself to be content after all this is how some conferences turn out to be. You got a shrinking audience towards the afternoon. Half of that shrinked portion are half-listening. There's not much to expect really. AND after all, I already was superglad enough that I was able to write what I wanted to write plus received 2 comments here in my blog.  So, I blog away here another portion of my case report...
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Engaging and Sustaining Language Learning and Interactions

At the onset, the choice of topics tackled in 'Speak English Now' appear to be practical and functional for any language learner. Examples of conversational topics in her sessions are marriage, money, uniforms, leisure time, and holidays. The interactions are facilitated mainly through the use of discussions, debates, songs and storytelling. Nellie's choice of content and techniques can be likened to that of F2F language classes as she uses a combination of direct instruction, facilitation and modelling. These techniques are aimed at oral language development and fluency in English while teaching basic spellings, vocabulary and word usage which naturally arise from the interactions based on the discussion topics or debate questions. Some of these may be directed to an individual's response but since there is a chatbox where she sometimes does this, then everyone gets to see it and benefit from these interactions.


Beyond these are responses which I refer to as language teaching points or opportune moments when Nellie decides to pick up from a salient interaction in order to explicitly teach or point out aspects of the English language. One example was when she takes the conversation to a different level when 2 student asked via chat respectively: “Why is your stress american?” and “Which english is better American/British?”. This allowed for Nellie to segue into forms or versions of English around the world as well as languages other than English. In other times, appreciation for all types of English is one aspect Nellie implicitly imparts in her classes as she acknowledges nuances of the accents.


Upon viewing transcripts which appear in the chatbox, one may think that exchanges are relatively simplistic, hardly indicative of complex language use among persons involved. However, once a learner speaks up upon receipt of audio control, the level of discourse starts to elevate and is maintained for everyone to listen to. This maybe attributed to the fact that Nellie herself gives her adult learners the chance and freedom to do so. In fact one can safely say that the learners are provided with good opportunities to control, direct and sustain the type of discourse going on. To sustain the level of discourse, Nellie herself does not water down her vocabulary nor choice of sentence patterns to use just to make herself understood. Alongside this, she is keenly able to listen to the learner on the mic and respond in the chatbox by typing key points, vocabulary words, and popping questions for everyone to see and learn from even while learners themselves may be using the chatbox for social purposes. Since learners maintain a good degree of motivation to use English, the quality of teaching-learning acts happen at a pace all participants are responsible for even if the mic control is relegated to one person at a time. A sample of the flow of 2-3 ongoing interactions, merging at some points, is illustrated as follows: (image with chat—audio response—using speech balloons)


[image needed]

Having control over the features of the virtual classroom afforded by WizIQ, Nellie tries to make use of these efficiently and uniquely to engage and sustain the quality of language interaction in her class. Uniquely to mean interactions are sustained by the nature of her responses which happens to her choice of content, resources and responses through the multimodal features of the classroom. Efficiently to mean that manipulating the features of WizIQ happens simultaneously and seamlessly with Nellie. Through the chatbox, she is able to listen closely to the learner on the mic, type important words to emphasize key points being said by the learner while showing spellings and word meanings via the chatbox. Then she can simultaneously respond to a student query via chat. She is quick to remember a technical problem raised via chat and addresses this either at once or when she finally has the audio control. Similarly, the learners also manage to follow the interactions happening, respond and sustain their engagements even during instances when technical problems arise while the class is going on.

[insert script—Nellie multitasking with audio control]


In sum, one can imagine Nellie occupying different spaces in the virtual class, as if she is also moving in her own F2F classroom to fulfill varied roles as an online participant in her class. She behaves as a master teacher taking center stage when she points out and models good and creative language use of English. She behaves as a facilitator when she asks questions, affirms or summarizes for the class to equally respond to. She exemplifies an image of a guide on the side figuratively and literally whenever she allows a student to freely speak up using the mic and she steps back as the teacher and uses the chatbox on the side while the learner's voice takes center stage. She is one with the learners when she occasionally chitchats via the chatbox and is able to sustain her focus in responding to the learner with the audio control. Add to that, she is clearly a curator when she recommends other online tools and resources she has reviewed and used herself.


This multiplicity of roles Nellie is able to fulfill is heavily mediated through communication---seen, heard and felt via video and audio, read through printed text in chatbox and equally personified through her choice of music and content. So much so that the virtual environment did not even prevent Nellie from pulling a prank on April Fool's Day. This sets an atmosphere of real time learning which is afforded by technology and Nellie's knowledge of pedagogy and technology as well as teaching style. Each class becomes an integrated act of all these roles, initially teacher directed and some equally fulfilled by the learners themselves.

To Chop or not to Chop? So Blog It is!

In Quali R, I have found space to do the kind of writing I'd like to do which is basically a merging of heart and mind. This usually happens when I feel it's finally time to just let it out. In the past, I've struggled with the "I" point of view  and whether this is even acceptable in the academic world. I wring  and wrestle with my brains whenever I need to decide which portions to chop and which to make sticky due to the page limitations set by conference submission requirements.  Then I get pressured and go through an oc-oc mode. Whenever that happens, my energies are spread thin. By the time I do my presentation, I sometimes feel I sound like a robot---I stick to reading parts of my paper for fear of getting lost and failing to connect with the audience. My Fil-Am English may sound good but that simply does not make the cut for me, especially if I am carrying the name of my unive!!!


And so I blog now. I have here the freedom to include an excerpt from my initial case study report about Nellie, one of the  exemplary teachers at WizIQ. [ Why not you do the chopping cuz I just can't!]. And before you go on...Happy World Teachers' Day! Cheers to this one great teacher I met through WizIQ. Of course, I thank the WizIQ community  for your  indications of "following" and thumbs up= "recommendations" as seen in Nellie's profile page. You guys  led me to her (and to Namrata and who can even miss George of EduPunk!)

Connecting with Online Learners All over the World
Nellie (audio+video):“Ok...let's see. We got Romania, India and any other countries?
sali: iran
Nellie (audio + video): Taiwan...Lithuanian. Iran, yes. I see. Great. So we've got almost the whole world....
arun(chat): diversified session
Nellie (audio + video): Diversified session...thank you, Arun.

Nellie takes time to introduce herself  as "Dr Nellie Deutsch" or simply “Nellie”, a female from Canada, in the same way that she bothers to place her learners geographically by asking “Where are you from?”. Learners' responses are seen one after the other via the chatbox and she is quick to acknowledge their country of origin or nationality while also mentioning their usernames right after the learners do their greetings.  At times, Nellie sets the mood: “I am in Toronto and the weather is absolutely beautiful and it's snowing.....Tonight we are going to be really interactive. Elena says it's a beautiful day, it's snowing, it's cold. Ok you can share that in the chatbox. Let me try and see if we can have some background music...” Nellie is also keen when it comes to knowing her learners' names by passing on the mic to them so she can have them properly pronounce their names while she tries to listen and get her pronunciations right enough. She continues to welcome learners anytime in her class even while she is in the midst of a discussion and she quickly restates the context or topic the class is already tackling.


To a few ones, Nellie comes across with more warmth as her tone changes to greet particular learners: “Oh, hello Aka Ken!”... “Virginia, I haven't heard you in such a long time. I miss your voice and I miss seeing you very much...” After a student had his/her turn to speak over the mic for everyone to hear, she naturally pours out praise and encouragement. She does this to each and every student as a way to connect with them and reinforce speaking in English in whatever accents they bring. After all, she names her series of classes at WizIQ “Speak English Now”.


To Nellie, connecting with learners does not stop with finding out names, timezones, geographical settings or nationalities. She does this at a personal level by sharing personal anecdotes about her self, her family roots, her husband, and her daughter. She candidly expresses “I love....” then refer to an object or activity which is to her most liking. Talking about herself becomes an act of sharing that even one time she a matter of factly stated her areas of expertise in response to a student who nonchalantly inquired about her library of books as seen from the learner's video/webcam. Even stating so was perfectly done in context since this response happened in one session which Nellie devoted to facilitate a topic about online language  teaching and learning at WizIQ, and using other online tools and resources.


Connecting with learners is about Nellie revealing her personality as teacher and as a lifelong learner, including her beliefs about teaching and learning online through her online classes: “What is the common goal? It's learning English and not just listen to English but to actually speak it, live it and enjoy it!”. Her manner creates a safe, warm and fun atmosphere for learners to comfortably be who they are, share their views or experiences and even disclose their reflections about themselves as English speakers and language learners. Because Nellie comes across as a person whose curiosity is well meaning then learners equally build rapport with each other through the chatbox by typing their simple 'hi's' or 'hello's' and using the same questions to learn more about each others' backgrounds. Learners naturally respond to sharing their views and experiences due to the topics selected by Nellie which make functional, practical as well as personal use of language. Connecting with online learners all seem to be about taking actions which are grounded on the values of sincerity, sharing and trustbuilding. To my mind, these are the key ingredients which make for learners to equally engage in language use to share about themselves. Hence, communication in Nellie's class is not just about speaking English but even more about communicative acts toward building online identity and connections for all participants. And communication through the tools of technology become the primary vehicle to do just that.

Stuck...!

A few transcriptions are coming in. I've made rough/draft notations on 5 or more recordings. I thought I can just simply carry on but for the past days I've been blogging like hell trying to clear my mind so I can focus. Obviously, I am stuck. I thought I can do this study smoothly once the transcriptions are coming in  but I'm still here worried about something.

I reviewed my proposal and looked at my review of lit and I know that I missed out on writing what I should.  I've been doing case studies before but nothing like this.  My prior work was kinda in the bag---I have  a clear direction in mind, I have the data in my hands, then I add all these theories/lit review to support my study.  All I had to do was come up with thick descriptions, examine these using existing theories etc.

It's quite tempting to do the same for this paper...I can just use the indicators  set by Garrison, et al in the COI framework which has gained support throughout the decade.  I can do my observations, describe the teaching presence based on this indicators and reinforce what COI has been saying about Teaching Presence.

At this point however, I'd like to dump my written proposal and come up with something different= Discuss construct of TP based on prior research done, surface 2-3 recent studies which tried to question TP.... then raise my simple question about TP---I'd like to simply write about what I'm seeing while immersed in the recorded classes---like  a novice teacher learning from an expert online teacher. I have to let go off all these wasteful trimmings I've put in my proposal and trust that  my interpretation shall be credible.

I do not know if that is a kind of Quali R writing that is acceptable.

And now, I  am  badly wishing for a mentor who can patiently read all my prior case studies/published works, tell me what I can work on, tell me what I'm learning and tell me if my experiments are even taking me anywhere. I'm obviously lost and trying my best to get out of this hole.

Funny and even silly that this is making me emotional. I am giving myself only 1 more day to get stuck.

A few resolutions:

1) Go back to what I enjoy best in this study---viewing the classes

2) Continue blogging and perhaps blog about your 1 sole subject for now.

3) Have a psysolution: believe that I will get there because I've always had...except my f****** PhD!

4) Music therapy or jog or yoga :)

5) Now whether or not I will resort to a safe mode or  take chances and dare trod in uncertainties---I simply have to visualize myself on a plane on my way to Penang or Kerala or wherever because I did try to do something than nothing at all.

R.I.P. aLeTa!

"Oh YESSS I Like It!"

That's the Enrique Iglesia tune which has kept me company in this 4 day break ala home alone mode which has given me the time and space to rethink my study therefore reflect on Quali-R. Prior to Iglesias, I was in a Kesha mode for 2 mos just to come up with the research proposal on TP@WizIQ. Now, I'm in a path of disequilibrium which is still within my zone of proximal development, not yet an upsetting nor frustrating level kind since I've managed to postpone gratifying myself with a Cold Chai Frappe or Banana Cream Pie. I deserve to be gratified once I have something settled in my brain.

First thing to settle is this: the term EPISTEMOLOGICAL ASSUMPTION. No matter how many times I've come across that word, the meaning still isn't sticky to me. For one, it sounds like EPISTLE--so suddenly I relate it with the GOSPEL of Paul. Then that -OLOGY reminds me of some science word along with the other -OLOGIES I have to retain in my brain. Then ASSUMPTION, thaaat other Catholic sosyalerang private school which reminds me of a school uniform silly alumni members wear everytime they have a reunion. How did they ever come up with such a hellish idea! And to think it's a tradition they've passed on and on. I'm so glad to be a Maryknoller and UP grad. Anyways... EPISTEMOLOGICAL ASSUMPTION=a way of viewing at knowledge... a positioning....

What is my positioning in my current research of TP@WizIQ? I am an experienced teacher basic ed + developing higher ed online teacher + novice at synchronous platform. This is my reality hence I wanted to observe expert online teachers because....I want to learn from their practices. I am not here to measure how effective they are. I am here to see what and how they are doing it which make them connect with their students and make their interactions come alive as if everything is F2F. As researcher, I'd like to write it--as if the learning interactions are in right in front of my readers--and reflect on what I'm getting--what do their interactions mean. This is the reality I would like to document.
Whenever I view a recording, I do not take notes as if merely to describe--I go straight to interpreting what is happening=this is what I think about what they are doing.

Validity is gradually arrived at after adequate engagement in data collection, member checks (if possible) or stating my research position
. The 'rich & thick' description will be the test of this case study.
As to whether the results are consistent to the data collected...I do not know, YET what that means? :( Why does Quali-R make one delve in a state of uncertainty?

To carry on, I have to slay the obstacle---paper deadline and trust that I will be able to come up with something good to share on October 11.

Need to read on sample study---to see the portion where/when researcher discloses her positioning, and more importantly, how.

May I write this paper using the first person?

As opposed to Iglesias, I would not want to stay in this state for a long time. I would like the idea of arriving at something with having moments of this in bits....fear of being bogged down...hala LAGOT!

EXT-ended Learning in Quali-R

Now I can claim why I got an EXT(=incomplete requirements) in my Quali-R course. My teacher gave me an EXT for lack of forum participation which may earn me a grade lower than 2.0, the EXT is to allow myself to catch up with the DB's but I chose not to because back then, I just got overwhelmed with finishing my paper in time for presentation at Singapore. After 2 semesters, here I am and thinking why the EXT is well deserved--- it is only now that I am learning what it means for Quali-R to be valid and credible. My concerns then was how to structure the paper, and come up with thick descriptions, while working with a co-writer at that.

In the usual view of doing a course, one is to complete requirements to show evidence of learning. However, in the context of lifelong learning, most often genuine learning comes after the course when one is completely satisfied with one's evidence of learning. Back then, I knew I missed out on something when I did that SOC research. And it's only now that I am seeing what I missed because now I've raised questions about validity and reliabilty.

With this new research endeavor on Teaching Presence,
it turns out, my current questions about Quali-R are in fact valuable and indicative of learning something new--and in my own time and effort.

Key words to remember:
internal validity and credibility

In the context of Quali-R, validity is the goal and not the product.
There is no objective reality and data do not speak for themselves.
Instead the researcher is the instrument of data gathering--hence it is through 'I'="me" that reality is interpreted by purposive sampling, making use of multiple data gathering methods, choice of data analysis methods and discussion/interpretation of findings--the researcher becomes the instrument of data collection closest to the data available from which a certain reality shall be examined or constructed.

How does that come into play then? How does my 'view'/'reading' of a certain situation become valid. One is through triangulation, achieved through multiple data sources, multiple methods as well, multiple perspectives/theoretical lens to view my data. For example as planned, in choice of exemplary teachers=sampling is purposive--there is consideration given to consultation with AA of WizIQ alongside public profile and data provided from user interface.

In terms of multiple data sources--I am currently gathering data from: chat/textbox---audio, video. Next level would be looking into the interactions. I also plan to gain member response--go back to the teacher samples about some observations and ask them about it.

In a post modern perspective however, it is crystallization one is after and not triangulation---the idea that what you interpret depends on the angle you choose in order to build/establish a certain reality.

This is my quote:
It is in the process of knowing that one is thing is made known which will mostly like be unknown unless the interpreter makes it known.
Thus the interpretion of that one which makes it a valid act.

Hence internal validity= "how congruent are one's findings with reality(participant's perspectives)"--"are the results consistent w/ data collected and NOT whether research findings can be replicated...

Another strategy I can make use of is "adequate engagement" in data collection... sufficient time spent in collecting data such that data become saturated.


MUST DO's:
1) I need to exhaust the data--until no more themes arise. So does that mean I have to observe more recordings per teacher or do I go for recordings across all teachers until I exhaust the data? Do I treat 1 teacher as 1 sample until I exhaust one or the the totality of recordings as samples until I exhaust all?

2) I have to do this systematically if my goal is to be better with my research technique--hence focusing on one teacher at a time will allow me to do so. I have to keep files, carefully match chat w/ audio then video observations---do printouts of all these transcripts. Then do my usual notations.

3)I have to take this slow and enjoy the learning and self-practice for a purpose.

4) I have to do this systematically because I am accountable---this is not my usual research of my school/classroom practice nor simple pursuit of my curiosities in the area of instructional approaches nor self journey type of narrative. This is about an excellent platform--with a decent award; excellent teachers and I am under a university grant--I have to do better than my prior research undertakings. This is not even about getting published at all. This is something that is meaningful and should matter not just to myself but to the teachers and to WizIQ.

5) I am ready to tasking for weekly accomplishments.

Next read would be reliability...

Hitting Angry Birds with One Stone of a Research

Yeah, aren't all these Angry Birds soooo cute!!! My son made his sketch of Angry Birds on his own. While he is driven and fixated with his all types of drawings, I bring myself to do the same for my research on Teaching Presence. I am now taking note of emerging themes from my observations of exemplary teachers. Thanks to Nellie, George and Namrata, plus a few hired teachers to help with the audio transcriptions, this research has more reason to go on.

For one, my questions are growing: Can 'teaching presence' be taught? Was it meant to be viewed this way? If so, what is the best way to do it for preservice online teachers? Is there some kind of teaching presence particular to synchronous live classes vs f2f? particular to each subject matter?....How is teaching presence best learned by student-teachers/would-be/ novice online teachers? Are there differences between how novice and expert F2F teachers perceive and learn about teaching presence in synchronous platforms?


Secondly, I need to remind myself why I chose to do this over other things:
-I'd like to know how to amply prepare Bachelor of Education Studies student-teachers to run synchronous classes in K-12/ Open HS;
-I'd like to see whether observing of recorded live virtual classes will influence the way they teach and if so, in what ways;
-I'd like to build on this study in order to observe online teachers of K-12 abroad and how they teach synchronously;
-I'd like to design a workshop training on how local teachers can effectively use a videoconferencing platform;
-I'd like to model good teaching practices using WizIQ to our BES/pre service teachers; and lastly,
-I'd like to get into teaching Filipino as a Second Language online via WizIQ, and do this effectively

Now as to whether I can sustain this interest and action in as much as how my son is forever into Naruto-Angry Birds-Wrestling-Manga-Anime-Megalodon-Fossil drawing+video games+cartoons, then this could really be like hitting a bit of everything in one stone of a research.

Reposting Prior Blogs on Homeschooling+Online Teaching+Virtual HS

AS OF SEPT 2008
PLAN D: Program Development of an Online Learning Component
for Grades 6-8 Homeschoolers

-a needs assessment, and curriculum development plan and implementation of distance education for home schoolers

What now: Not prepared to do this as I need an MDDE...but the idea of studying again under this UPOU program excites me

AS OF OCTOBER 2008

What Matters to Me the Most:
1) That the research should be able to sustain my attention for 6 months to 1 year
2) That the research can only be significantly done and achieved through my degree
3) That I be able to contribute a product which a community
can readily use
4) That it is achievable within the maximum time I can devote my attention to it amidst all the other things in my life
5) That the research



AS OF JUNE 2009

What Research Says about Instructional Design Models of Online Learning for High School Home schoolers

Aims
-to investigate what current research says about online learning and high school homeschoolers
-to describe current and effective instructional models of online learning for high schoolers
-to draw out implications pertaining to developing a model for FIlipino homeschoolers

HMMMMM....

Auto ethno of which is which?

After doing more read, I am unsure as to whether my current topic is the one for auto-ethno which is worth writing about. Auto-etho may also mean, SPN=scholarly personal narrative which has already been around.

I came across another interesting site: http://jrp.icaap.org/index.php/jrp/search/results

Lots of writings about the making of autoethnoes.

Here's another idea of an autoethno as I, myself, a teacher.
This is about looking at my current school's curriculum and narrating how I managed to arrive at this kind of curriculum--curriculum making as teacher's meaning making. The paper will also deal with previous engagements with curriculum making in the hope of surfacing lessons learned and critical learning points in my journey as a teaching making meaning out of teaching practice--specific to curriculum making.

So how do I make up my mind then?

Streamlining my Research Work

In my quest for a sense of equilibrium amidst multi-tasking and finally getting started with de-cluttering my closet, I finally got it. From this month onwards, this how my quests will take place:

-target paper presentations: for mini research as product of my self study and experiments with quali research and distance learning

-target submissions for publication: as by product of my experiments in Builders' School and a means to push forth my agenda for social studies and teacher education--for now it's the PUNE PEPPER


-target data gathering (FGD, school observations, questionnaire): as means to achieve a small study on Progressive School practices and Social Studies Education--
for now it's questionnaire status

-2010 targets: Inquiry SS for publication; paper presentation which is distance learning related; 6-month data gathering for Progressive Practice--portions 1-3 are done--to follow, findings, discussion and analysis, conclusion

Any which way will sustain my brain's curiosities and level of functioning in doing research.

Agreed?

Maximum Work Required:
Quarter 1: Pune Paper (now - Feb)
Quarter 2: Soc Studies Paper (summer)
Quarter 3: Inquiry Paper for Publication (PECERA)

Minimum to keep me self assured w/ my goal:
-Pune Paper
-Inquiry based learning: Sample Social Studies and Science Projects

What went wrong? and what now?

WHAT HAPPENED?

Well...I guess it's basically a stubborn attitude when it comes to writing.
I was bent on trying out narrative analysis only to find out, this requires something else. I wanted to try it cuz my previous papers were basically case studies.
I wanted to get out of that safe mode and try some other methodology.

In other words, research is not just about MY personal agenda because there is data which have to be considered and viewed beyond that personal agenda to practice!!!

Here's feedback we got about our paper:
Reviewer A:

Relevance: 5

Originality: 3

Significance : 3

Content : 3

Style and Clarity: 4

Soundness: 3

Recommendation The paper is OUTSTANDING and deserves to be shortlisted for a
best paper award.: No

Change of Paper Type: No

Revision: Revision required, see comments

Comments :
I suggest the author considers including reference to Downing et al (2007).
The full reference is Downing, K., Lam, T., Kwong, T., Downing, W.K., &
Chan, S. (2007)
‘Creating interaction in online learning: a case study’ ALT-J. Vol.15,
No.3 201-215, 2007.
This is because this study identifies some key interaction patterns highly
relevant to the authors paper. This could then be used to add weight to the
authors conclusion which is currently a little short/thin.


MORE QUALIFIERS HERE....
Review Criteria

Relevance 5
The paper is relevant to the conference theme and key areas.
The topic has the potential to encourage interactive discussion.
Originality 3
The paper presents a novel or innovative approach to the research in one of the three key areas.
Research and/or best practice that has not been frequently discussed or provides a different perspective.
Significance 3
The paper will make a valuable contribution to the body of knowledge in the field either empirically or practically.
Content 3
The paper will present a case to the reader that is logical and the reasoning is supported by specific facts.
Style and Clarity 4
The paper is presentable and well organized. The paper increases the understanding of the content to experts, practitioners and lay persons.
The paper is clear and there is an appropriate use of style (APA), standard English, correct grammar and spelling usage, free of errors, and ease of reading.
Soundness 3
Full/Brief Paper - Quality of the literature review, statement of purpose and research goals. Appropriate methodology (reliability and validity), analysis, findings, and conclusions are clear and believable.
Best Practice Paper - Quality of literature review, demonstration of use in professional practice, learning points, and conclusions are clear and believable.


WHAT HAVE I LEARNED?

-methodology is again based on your research aims and purposes plus the data gathered and made available.
-questions clearly reflect that it's a case study in the first place
-methodology has to be clearly stated according to the questions raised by Primo:
What type of data did you use?; covered dates and time periods, why did you choose to make use of the above mentioned data?

WHAT DO I NEED TO UNDERSTAND?

-if this is a case study...what is not? what is narrative inquiry or analysis?
-a question by co writer: what is significance vs relevance?

Light Bulb: On Quali Research

I've reviewed past EDDE 206 readings and browsed through these 2 valuable books: The Foundations of Research by Jonathan Grix and Conceptualizing and Proposing Qualitative Research by Schram. Funny how I'm now seeing and making sense out of these cuz obviously, I have a clearer sense of purpose for this change of topic which is now on virtual communities.

I also think that perhaps with the rise of QUALI research as a viable methodology, it has influenced the way research is being taught and written about. The old books I've read during the earlier part of my Phd classes have a very linear, clear cut step by step manner of presenting the research process. My experience however did not match that at all. All these new readings and perhaps classic ones in the field of QUALI research shows the cyclical and dynamic process-- all because of the word we know to be as RESEARCH Paradigms. It indeed places your research at a certain perspective of looking at data, examining realities and their meanings and what these are for. It situates the research. Trala!

But I still need to get out of this pit: clarifying design, methodology and approach. Different books and readings are interchanging the use of methodology and approach. And so maybe...there is a method of gathering data and approach at looking at your data....a method of analysis and an approach of looking at your analysis of findings.

Case study, ethnography, grounded theory, phenomenology are all part of research approaches which can either be under a quali or quanti type of research.
Data gathering techniques are interviews, document analysis, FGD's, questionnaires, surveys. Where does narrative inquiry fall and what's the diff among these approaches?

Hmmm...

Of Significance

I remember responding to Al in one community site thread re Beyond the Lantern Parade. I also remember asking him about types or forms of social networking sites.
I just had this idea that maybe there is way to support the UPOU community site depending on what stage of development it is in.


It was a concern because for obvious reasons, I was an active user of the comm site and I was wondering how the site's usage can be sustained and maximized by both faculty members and students. So, let's say it is in an exploratory stage, what can a few users do to make it work.


For example, in community organizing or even when one looks at child development, one is aware that there are such things a stages or phases of development. A child is at a certain developmental stage and given that, a child would need this kind of support or intervention. A community would have a core group and at what depending at what stage the group is in, the organizer would provide some kind of consciousness raising or group mobilization depending on the group's level of participation. So maybe I was thinking perhaps, if we know at what stage the community site is in, we know that this is the level of facilitation it needs for it to thrive.

At least now I know, it isn't social networking sites perse which I was concerned about. The correct label would be 'virtual communities', 'online communities', 'communities in cyberspace' or 'computer mediated communities'.

And so, at a curiosity level, this paper is of significance to me. So far, my readings point to the fact that there are levels of community in virtual communities. There are indicators of a 'sense of community'. These concepts are mostly applied to 'virtual learning communities' not particularly to a community site outside the domain of a specified virtual learning community.

At a program chair level, this paper is of significance as I would like to find out in what ways have I communicated or connected effectively with students through this site and maybe in what ways have I excluded/ limited myself from connecting with other students because of this site. I think though, it has benefited me in a way but has it benefited my students?

At the level of my own research pursuits, this paper is of significance because it is a step away from my comfort zone. My previous research has always been within the practice of basic education using a case study design. It will be the first time for me to explore other methodologoies--such as the use of narrative inquiry. First time for me to do research with knowledge of a research paradigm, a knowledge of a theoretical frame to analyze data.

At the level of faculty relations, this paper is of significance because it will be the first time for me to co write with a UPOU colleague. I have yet to figure out if we are working on this from the same level, though I am aware that I've set minimum expectations or bare essentials as indicators that this co writing is indeed working.

Now, as to what this paper can contribute to existing theory...hmmm, I have no idea!

One Missing Piece

I know that there is somewhere.

My thinking patterns when it comes to doing my research in the past was like this:
I have data grounded on my everyday practice or experiences.
Then I have this need to document it to make it worth sharing to others.
Ideas and reflections of the practice go around my head and I feel that perhaps if I write about these, I would feel some kind of release and that hopefully, when I see it written down and read it, it becomes valid. All the more if somebody else reads it or listens to my presentation, then I realize, that my experience does make sense.

In the process of writing the research, I look for ways and means to elevate the way I look at the data based on my experiences. Or perhaps look at the data from another point of view where I can remove myself from the experience, analyze the experience, and go back to my practice with a different way of looking at the experience.

My EDDE 206 provided me with an opportunity to understand from a more conceptual and intellectual stance this process which I have gone through and will continue to go through as a grad student. However, in my need to figure out this QUALI Research, I need some hooks--a structure which I can fit into my thoughts and in the process find connections to my prior experiences and ideas of doing research. I need some kind of graphic organizer or skeleton so that every time I read, I can classify it or sort in some part of my brain.

It wasn't enough that I read the required readings and concentrated on 2 books I borrowed from the library. Now I borrowed 2 more. While reading research to form some kind of theoretical frame, I am also chancing upon research methods and ideas related to quali research. I do need time and I am allowing myself this time to do it. I think I needed that 1 semester to break into the distance ed mode and oil my brains once again to get into a focused mode. I felt a bit bad about myself for not pulling through and so deserved my EXT. However, I do feel a lot better as now, I have more freedom to take hold of my time, and choose topic worth pursuing over the original one.

Looking back, I think I got stuck with the methods. My initial questions were about metanalysis vs document analysis vs content analysis. I got fixated with the technicalities. I think I panicked, and thought that "perhaps my previous researches were not valid and if these were not valid howcome these were published. What did I do wrong? And I can't commit the same mistakes in the future! I have to do this next paper much better than the previous one."

But at least I got on concrete learning--the idea of research paradigms.
That's major light bulb!

Another one is this: that quali research concerns itself with meanings--the search
for it, the making sense of it, the ways of looking at it, and given these, what can be done once meanings are arrived at. That isn't a light bulb yet in my experience. But it's a switch I need to remember.

In the same way that I have to hold this close as a reminder to myself: go back to my research questions. I can easily get swayed while reviewing previous research but I always have to dig deep into my thoughts and ask: What are your questions Aleta?
Why these questions? What do you want to arrive at? Why is it important?

This process of learning I am going through I liken to be like an ongoing conversation in my brain. I know that at some point I will need my teacher to enter and perhaps tell me that this is what I've made sense so far.

Now, all the above fit in perfectly with this figure I chanced upon a book, details of which are as follows:

Book title: Conceptualizing and Proposing Qualitative Research
Author: Thomas H Schram
Publisher: Pearson Education, NJ Year 2006, page 21

"This chapter invites you to experience the creative discomfort of working from a fuzzy concern toward a researchable aim. It directs attention to what it means to pose a researchable problem and how you meaningfully engage a topic of inquiry" (p.21).

This is about engaging in a sense of a problem then moving towards a refined definition of a problem.

Ain't that a good piece to summarize my thoughts today.
It is fine to have a missing piece or missing pieces. It is all part of the process otherwise what will drive me to complete this.

Why Write when I can Co-write

The initial idea of this study I must say was a product of serendipity.
I think I started seriously thinking about writing something related to distance ed sometime September when Pat Arinto, a co-fac at FEd, emailed me about a possible paper presentation for the DE Colloq series. She asked my however for something related to the SS program. I wasn't ready to do that as it didn't fit the goals of the colloq series and primarily the SS program. The greater need then was to fix the SS program. What was immediate to my thoughts then was something about the comm site. However, I felt that if there was one person who can rightfully write a paper about the Comm Site, it was not I but another co-fac, Al Librero of FICS.

But of course, being an active member at the site, I also had ideas brewing in my brain and it was more because I wanted to share to my co facs how the site has helped me as PC to figure out ways to improve the AA program. What held me back was the thought that perhaps my views were highly subjective as admittedly I am one of the most active members hence from the very start my purposes for engagement were clear then a few goals evolved while I was in the thick of interacting with students. I ask myself...Are my views valid enough? Do other students see the site in the same way I do? Does the site moderator share the same views? Am I the only one making this kind of meaning regarding the Comm Site?

And so I let it rest...only to find out, it did not deserve to rest.
Primo asked for an article for Chancy's mag-type year end publication.
This paper idea popped once again. The good thing about it is Primo, a research guru like Mam Jean, was most encouraging. I also emailed Mam Jean to consider this paper idea to be part of my completion of EDRE 206. She said yes. Now the last layer of approval is a potential co-writer, the veteran site moderator ( as he himself coined this term to refer to himself).

But then why co-write? I just felt that the best person to introduce and narrate the development of the site is the author himself. I am but a humble user who is indebted to the author. In the same way that if students do agree to jump with me on this, then they themselves are the best people to share their narratives.

What was a bit surprising is this: in the whole time (let's say a year) that the comm site was evolving into what it is now, it never crossed my mind that the site moderator/author himself had his own concerns/ pursuits. Only because I dared to ask and solicit his support that the idea of this became clearer and perhaps was meant to be. Librero, surprisingly, was curious over student use of moodle, vs community site, vs. much more and how students are connected. Therefore I realized that my initial ideas in this paper could be part of a possible and even bigger research pursuit he was aiming for.

Hmmm....the things one can chance upon over online exchanges! Aha!

The idea of co writing isn't new to me. I've done this once and almost 2x with Ani Almario. For me, it was a good way of validating classroom practices and ideas. I managed to do the review of lit on my own and I had my own paper. She had her own working outline of a paper. We met and merged our ideas...and there you go. But Ani and I had prior working relations, with a strong F2F foundation.

While I have not worked directly with Al, there lies a question as to whether this co writing will in fact work. I am not sure about how he works but I simply have to trust him that when he says yes, he means yes. I simply have to adjust to his work style.

Now if this doesn't work out, then it doesn't...such as it is.
But, it should be worth a try as long as I know my limitations and I am aware that I am determined to write this paper. And well, the abstract acceptance is one indicator that this paper is in fact worth our time and effort.

Self Check 1

I realized that I should just go by my own process of writing research.
I think that's where the confusion came from while I was doing EDRE 206.

It was structured in a way which was different from my way of doing research.
BUT, the point is, I am here to learn. I go back to my goal of why I enrolled in this course.
Beyond what the course guide stipulates, I chose this course because this was the only possible means for me to beef up on Quali Research.

Am I meeting my goals? YES.
Am I meeting the course goals? Not exactly but I will get there. I think because my mind is up to something and the greater need is to satsify that over satisfying the course requirements. But if I adjust my ways, I will be able to comply with my TMA's. So the plan is to get over a few portions of the paper...then back track to do the TMA's.
As an afterthought, I should have relayed this earlier on to my FIC. It's just that I was a bit cautious or played safe. But now that Mam Jean has responded to my request, then that solves a few things already.

So here I am, moving on to doing a review of lit.
It's one of my favorite parts for the following reasons:
1) I enjoy searching for journal and research articles and the feeling of "WOWhhh, what a good find!"
2) I love it when a paper matches exactly what I need.
3) I learn how other researchers structure their papers.
4) I get to trace the "major" sources which most researchers refer to.
5) Now I have a new goal: to look at the paper's theoretical frames...nax!


This is still fun and exciting.
Btw, thanks to Ebscohost and QualR List, FQS and google search.