Yes, that title says what I want it to say. I’m hoping that by sharing this in my blog, it provides some hope for doctoral students groping through the dark depths of their data.
Admittedly, I have been procrastinating somewhat—a few months, actually. I have done the initial coding of my transcripts using discourse analysis techniques derived from the work of Gee (2010), Potter (1996), and some other significant authors. Then, I did some additional coding for some salient and potential phenomenographic categories that I saw emerging—some expected; some not so expected. I exported from Atlas-TI quotes according to the code categories. I have read through all of them in Word, highlighting and jotting down additional notes in on the pages themselves and in my extremely messy journal. I have plodded along in faith that something would one day make sense, and with an unspoken knowing that these steps would lead me to that place.
As a result of this seemingly blind journey, I started seeing categories of description emerge. And, I am getting a sense for the variation in experience associated with the categories of description.
During my last meeting with my supervisor in which she shared some newly discovered ideas from another student’s viva, I crossed my most profoundly deep threshold of understanding. I am now coding for some additional code-perspectives. And, I can see how discourse analysis strongly supports the study of liminality–sub-liminality, in particular. My supervisor and I discussed the idea of discourses and sub-liminality (hyphenated spelling is intended), and I found the relevant literature by the threshold-concept-gurus in my notes. (Thank gawd for the notes I took on my resources—invaluable.) Today, it feels as if it is just coming together.
At the time of writing this, I was in one of my favourite, sunny coffee-spots, and I was starting to code with these new codes. Suddenly, I saw significant meaning and patterns. I could see the connection between discourse analysis, threshold concepts, Harré’s Vygotsky cycle, and my data emerging as if it is the most natural thing in the world. Whoa. Breakthrough. Now, I must find more time to code.
Of course, my experience in writing my master’s thesis had taught me to expect these moments of lucidity to be punctuated with moments of feeling overwhelming out-of-control. Alas, these are natural ripples in the pond. Keep going.
References:
Edwards, D. (1997). Discourse and Cognition (p. 368). London, UK: Sage Publications, Inc.
Gee, J. P. (2011). An Introduction to Discourse Analysis: Theory and Method (3rd ed., p. 224). New York, NY: Routledge.
I was recently reading Derek Edwards’ (1997) book, Discourse and Cognition. In Chapter 3, Discourse and Reality, he spends some time describing the work of LaTour and Woolgar on the sociology of scientific knowledge (SSK). And, as you might know, this work led to Actor Network Theory (ANT). Along the way, Edwards also mentions Gilbert and Mulkay (1984). The part that I wish to share has to do with empiricist repertoires and contingent repertoires and the humour that arises when the two are compared. The following is quoted from Edwards (1997, p. 59) but originates from Gilbert and Mulkay (1984, p. 177).
What he wrote
What he meant
It has long been known that . . .
I haven’t bothered to look up the reference.
Three of the samples were chosen for detailed study . . .
The results on the others didn’t make sense and were ignored.
Accidentally strained during mounting . . .
Dropped on the floor.
Handled with extreme care throughout the experiment . . .
Not dropped on the floor.
Typical results are shown . . .
The best results are shown, i.e. those that fit the dogma.
Correct within an order of magnitude.
Wrong.
It is suggested that . . .It is believed that . . .It appears that . . .
I think.
It is generally believed that . . .
A couple of other guys think so too.
Fascinating work . . .
Work by a member of our group.
Of doubtful significance . . .
Work by someone else.
It would be fun to come up with some of these for qualitative researchers. Thoughts?
References
Edwards, D. (1997). Discourse and Cognition (p. 368). London, UK: Sage Publications, Inc.
Gilbert, N., & Mulkay, M. (1984). Opening Pandora’s box: an analysis of scientists’ discourse (p. 212). New York, NY: Cambridge University Press.
Koole, M., & Parchoma, G. (2012). Networked Learning and the Web of Identity. In S. Warburton & S. Hatzipanagos (Eds.), Digital identity and social media. London: Information Science Reference, an imprint of IGI Global. [Coming out in July]
Koole, M. (2009). Chapter 2: A Model for Framing Mobile Learning. In M. Ally (Ed.), Mobile Learning: Transforming the Delivery of Education and Training (pp. 25-47). Edmonton, Alberta: AU Press.
Stauffer, K., Lin, F., & Koole, M. (2010). Chapter 19: A Methodology for Developing Learning Objects for Web Course Delivery. In M. R. Syed (Ed.), Technologies Shaping Instruction and Distance Education: New Studies and Utilizations (pp. 280-289). IGI Global. doi:10.4018/978-1-60566-934-2.ch019
Papers in Refereed Journals
Koole, M., & Parchoma, G. (2012). The Ethical and Practical Implications of Systems Architecture on Identity in Networked Learning: A Constructionist Perspective. Interactive Learning Environments. [Coming out in May]
Fahy, P., Spencer, R., & Koole, M. (Awaiting review). The self-reported impact of graduate program completion on the careers and plans of master’s graduate: Second report in a series.
Garrison, D., Cleveland-Innes, M., Koole, M, & Kappelman, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. The Internet and Higher Education, 9(1), 1-8. doi:10.1016/j.iheduc.2005.11.001
Presentations
Identity
Koole, M. (2012). Ontological and epistemological threshold crossings of doctoral students in networked learning environments: “My ontolo- . . . what?” The 4th Biennial Threshold Concepts Conference and 6th NAIRTL Annual Conference (June 27-29). Dublin, Ireland.
Koole, M. (2012). A Social Constructionist Approach to Phenomenographic Analysis of Identity Positioning in Networked Learning. The 8th International Conference on Networked Learning (April 2-4). Maastrict, Netherlands.
Koole, M., & Parchoma, G. (2011). The Web of Identity: Identity Formation in Online Learning. CIDER Sessions (online presentation). The Canadian Institute of Distance Education Research. URL: http://cider.athabascau.ca/CIDERSessions/Koole2/sessiondetails
Koole, M. (2010). The web of identity: Selfhood and belonging in online learning networks. The 7th International Conference on Networked Learning (May 3-4). Aalbourg, Denmark. URL: http://www.networkedlearningconference.org.uk/
Mobile Learning
Koole, M., de Waard, I., & Elsayed Meawad, F. (2010). Mobile Learning: Solutions & Challenges. CIDER Sessions (online presentation). The Canadian Institute of Distance Education Research. URL: http://cider.athabascau.ca/CIDERSessions/mkoole/sessiondetails
Ally, M., Cleveland-Innes, M., Koole, Marguerite, Kenny, R. F., & Park, C. (2009). Developing a Community of Inquiry in a Mobile Learning Context. Learning and Technology: A Capital Idea! (Canadian Network for Innovation in Education Annual Conference, Ottawa, Ontario) URL: http://www.cnie-rcie.ca/?q=node/115
Koole, M. (2009). Workshop: Go Mobile! Advantages, Issues, and Examples of Mobile Technologies in Distance Education. 8th Annual International MADLaT Conference (Winnipeg, Manitoba). URL: http://www.madlat.ca/conference2009
Koole, M., & Ally, M. (2008). UMLAUT-M Understanding Mobile Learning at a University Through MobiGlam: Utility or Futility? MLearn: The bridge from text to context (October 6-10). Telford, UK.
Koole, M., Ally, M., Elsayed Meawad, F., & Letkeman McQuilkin, J. (2008). UMLAUT-M: Understanding Mobile Learning at Athabasca University through MobiGlam. Canadian Network for Innovation in Education Annual Conference (April 27-30). Banff, AB.
Koole, M., & Ally, M. (2006). Framework for the Rational Analysis of Mobile Education (FRAME) Model: Revising the ABCs of Educational Practices. International Conference on Networking, International Conference on Systems and International Conference on Mobile Communications and Learning Technologies (ICN ICONS MCL’06) (pp. 216-216). Mauritius: IEEE. doi:10.1109/ICNICONSMCL.2006.103
Koole, M. (2006). Practical Issues in Mobile Education. Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education (WMTE’06) (pp. 142-146). Athens: IEEE. doi:10.1109/WMTE.2006.261363
Koole, M., & Ally, M. (2006). Framework for the Rational Analysis of Mobile Education (FRAME) Model: Revising the ABCs of Educational Practices. The 1st International Conference on Interactive Computer Aided Learning (IMCL), April 19-22. Princess Sumaya University for Technology, Amman, Jordan.
Ally, M., & Koole, M. (2006). Workshop: Best practices for instructors and trainers who use mobile devices to deliver instruction to students. The 1st International Conference on Interactive Computer Aided Learning (IMCL), April 19-22. Amman, Jordan.
Koole, M. (2006). Mobile Devices in Distance Education: Compare, Consider and Collaborate. 5th World Conference on Mobile Learning (October 20-26). Banff, AB.
Koole, M., & McGreal, R. (2006). mLearning: What is it and where is it going? Innovations in Education: Challenges, Issues, and Solutions. (CADE/AMTEC Annual Conference) May 23-26. Montreal, QU.
E-Portfolios
Moisey, S., Hoven, D., Kenny, R., & Koole, Marguerite. (2009). E-portfolios – A Viable capstone activity for graduate programs. Learning and Technology: A Capital Idea! (Canadian Network for Innovation in Education Annual Conference, Ottawa, Ontario) URL: http://www.cnie-rcie.ca/?q=node/115
Hoven, D., & Koole, M. (2008). Integration of an e-Portfolio into a Master of Education program. Invited presentation for the Teaching and Learning Effectiveness Program. University of Alberta, Edmonton, AB.
Koole, M. (2007). Reflecting, scaffolding and showcasing: Integrating an e-portfolio tool into a master’s program. ADETA: Distributed Learning in the 21st Century (October). Edmonton, AB
Technology & Learner Support
Spencer, R., & Koole, M. (2008). Value and uses of open source products in support of graduate student learning. MADLaT: E-Learning Comes Together (May 8-9). Winnipeg, MN.
Spencer, R., & Koole, M. (2008). Workshop: Moodle – An open source LMS. MADLaT: E-Learning Comes Together (May 8-9). Winnipeg, MN.
Wagenaar, C., & Koole, M. (2007). Podcasting in a blended learning environment: Alberta Children’s Services. ADETA: Distributed Learning in the 21st Century (October). Edmonton, AB.
Spencer, R., Moisey, S., & Koole, M. (2007). Moodle and the Master of Distance Education Program. Moodle Moot. Edmonton, AB.
Cleveland-Innes, M., Koole, M. & Kinsel, E. (2006, May). Teaching presence in online communities of inquiry: Learners, facilitators and learning. Paper presented at CADE/AMTEC Annual Conference Conference, Montreal, P.Q.
Cleveland-Innes, M., & Koole, M. (2005). Learner Support in Online Learning. Annual Conference on Distance Teaching and Learning (August 3-5). Madison, WI.
Cleveland-Innes, M., & Koole, M. (2005). Workshop: Student Support Technology. Annual Conference on Distance Teaching and Learning (August 3-5). Madison, WI.
Cleveland-Innes, M. & Koole, M. (2004). Role adjustment for students in online environments. Invited keynote address, Learner Services Forum 2004, Campus Saskatchewan. Saskatoon, Saskatchewan.
