can I just be interpretivist & pragmatist at the same time?

The teacher researcher in me feels that any research I embark on to be truly meaningful must have direct application to my existing practices, either in my work  in my small school, in my university teacher education initiatives and to networks in the name of public service.

Any product, program or artefact finds meaning in truth in its utility and not merely to satisfy my need to create. In the process of doing so, I ask, is this as meaningful to others? To what extent? Furthermore, the goal to understand. How is their experience of it? How else can you make that experience meaningful? useful? truthful?

The academic side of me drives me to search for the theory that guides the study and the face the challenge of building on it.

My experiments with the use of technology to search for basic solutions in all these work engagements brought me to the idea of design thinking.

And now with my PhD work, it all comes to this space of where all the above converge into what can be named as Design based Research.

But what bugs me is this: what is the paradigm I am actually drawing from? All this time, I have thought it was interpretivism or constructivism  or is it only because Ive just read that far? And now since Im reading about pragmatism more closely, it is possible that I am actually more guided by it than the former.

Or can I just be both? Or why not let the research questions speak for themselves plainly and should I just junk the idea for finding the paradigm that is  ‘required’ of any research study.

So perhaps a way to go is to understand what a pragmatist paradigm is really about. since ive read it through mixed methods research, why not finally get into it. you still got time...you and your itchy brain! don't worry, you'll find to relax that itch sometime.

What I need to put into words but can only say here.....

...that it has a been quite a roller coaster  journey for me to get here at USQ.

It was  4 years of decluttering my brain of what needs to be shared thru a series of writing (and getting published) on progressive schooling, inquiry learning and dual language while doing further studies under a doctoral program (curriculum studies) at UP, my university of employment.

Then 3 more years to experiment with technologies in my small school alongside adjusting to a university career in an open university.

In between are moments of doubt and joy, of getting out of my small school comfort zone to write about my newly found Open University experiences of virtual community, teaching presence and learner presence, and blended learning.

When I finally thought that I had a major thesis in mind, after completing coursework and comprehensive exams, I realized my research interests were no longer within the field of curriculum studies. The result was a series of research proposal turn downs by my panel—and more so getting lost with all the mix of advises and lack of structure, and being at my wit's end with an impossible research adviser who surely cannot work with an IMPossible me.

Then came the decision to sever ties with my alma matter, at least as a student so I can move on and not simply settle for anything less.

Another round of disappointments came, as I searched for a university to launch my research interests. I was turned down by IGNOU (Phd DE) and OUM.

It was admissions at QUT which assured me that my emerging thesis was worth looking into. That I had in fact qualifications to back me up.  I finally see there's a path I can dare discover.

But the scholarship offer was definitely out of timing. I was in the midst of adjusting to an alternate work commitment so my daughter can enjoy a scholarship benefit from an IB school in the Philippines. Can never say no to that and I'm glad I didn’t. The experience has taught me that at 46, I still have much to learn about perspective, attitude and organizational communication. And that there are in fact limits to what I can accomplish for an institution. Seeing these limitations also showed me possibilities.

Or that, getting back to my university work alongside small school work is in fact the best place for me. Staying with U.P.  and Builders’ School only means I need not give up pursuing lifelong learning if it is the only way to come back to live my last 15 years as an educator before I shall retire happily. 

The journey has brought me here @USQ:   this is me telling myself that there are no limits to what I can choose to learn, how and when. And that now, it is ok to settle and let go of unnecessary load (and learning to actually say NO because that is what it means to say YES to research).

Looking back, I really am a classic case of a student in an unusual circumstance. But don’t we all have our unusual stories to tell?

This is me looking forward to getting back to fulltime University  work by year 2020. This time, to be at a better space to encourage, inspire and understand other research students... and set up a few things which may matter to research students, being most fortunate to experience helping myself and getting the needed student support at USQ.

YES, I still am an  ‘Iskolar ng Bayan’…I am just like any student of the UP Open University, in some pursuit, at times in limbo, but still not giving up.

YES, we will find our way.

End of story – ( I sure hell can’t dump this on my panel)

But this I can: (data analysis table...coming soon).

My Can of Stars = What IFs

After gathering needed readings and first read of articles on Social Presence, I now have real questions---to mean real questions that pop out (not as a means to satisfy a proposal submission nor like somekind of afterthought upon seeing that there is rich source of data to match questions) but more like it was questions that bug me at the onset of this new found curiosity on Social Presence. Of course it was a product of prior interest in sense of community, the COI and teacher presence.  

Looking back at my first month of studies at USQ, I think I picked up Social Presence from 1 email exchange with Dr PR. And then since I thought maybe it was connected with Sense of Community ( the first construct I studied upon entering the online teaching-learning world, and hands on experience with a virtual community site building), I decided to explore a better understanding of it. So I just read and read and read, alongside practising my a new tool, EndNote. 

Then the few interviews and field visits I managed to do alongside only confirm recent research done on Open High Schools. I therefore see that I cannot compromise a few plans I've had at the back of my mind for this research endeavor.

I came around to asking my adviser a question, then of course, she managed to see through what I was trying to word into an actual research question.  

It practically opened what I can only label as a A CAN of STARS-- you can literally see me having stars surrounding my head, not out of a bad bump, but more out of sheer excitement with this new study I am treading on...and neatly seeing how it is a continuation of prior curiosities.

So Id like to capture this moment, knowing that at some point, the stars may become dark clouds of confusion or a mud of messiness...let that take care of itself. For now,  try to see what Im seeing.....

Given that in a specific context such as learning communities in transition,  there are clear cut/ defined roles among  teachers and learners. But then possibly, there may exist shared roles in the area of SP and sense of community.

What if through my study, I initially capture the educational experiences of learners through the elements of the COI:  “what is the nature of the educational experiences of learners in the Open High School?”

Then afterwards,  I attempt to capitalize on SP and TP  in the process of building  a virtual community site in support of existing attempts to go blended or online.

This can be done by introducing/ co-facilitating the use of a virtual learning community site (either as learner support/ tutor/ and HS teacher) to jumpstart online community building, socialization, and with spaces for class related discussion forums, will this still be fine?... and if so, will this mean an action research component?

Then how about, I reexamine and investigate the elements of COI, particularly the development and interaction of the TP and SP overlap, that is, "setting the climate for learning": “Upon the development of a virtual community site for OHS teachers and learners, what will be the manifestations of TP and SP in setting the climate for learning? What will the interactions of TP and SP be like? How do these contribute to specific outcomes—such as sense of community or self efficacy or even initial CP?

Maybe then, a reinterpretation of the COI framework/ model will emerge, if not maybe additional indicators of it, or perhaps a rearrangement of the elements will take place, to fit the context of learning communities in transition…like a prequel version of a COI which may be applied at the secondary, and in support of movement towards the direction of a more genuine COI at the higher education level. Therefore, my study asks:

In what ways can the COI framework be utilized to examine the educational experiences of teachers and learners of the  Open High School  in the Philippines?

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