Becoming and Being an (Open) Distance Learning Practitioner and Researcher
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Invited presentation in the Doctor of Distance Education Program (EDDE 806), Athabasca University, 17 November 2016
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Becoming and Being an (Open) Distance Learning Practitioner and Researcher
- 1. Becoming and Being an (Open) Distance Learning Practitioner and Researcher Paul Prinsloo University of South Africa (Unisa) @14prinspImage credit: https://pixabay.com/en/spiderweb-morning-dew-waterdrop-1684807/ Invited presentation in the Doctor of Distance Education Program (EDDE 806), Athabasca University, 17 November 2016
- 2. ACKNOWLEDGEMENTS • Except for the personal photographs, I don’t own the copyright of any of the images used and hereby acknowledge their original copyright and licensing regimes. All the images used in this presentation have been sourced from Google and were labeled for non-commercial reuse • This work (excluding the licencing regimes of the images from Google) is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License • Elements in this presentation were covered in Prinsloo. P. (2014, October 22). Mene, mene, tekel, upharsin: researcher identity and performance. Inaugural University of South Africa (Unisa). Retrieved from https://www.researchgate.net/publication/267395307_Mene_mene_tekel_upharsin_r esearcher_identity_and_performance
- 3. Disclaimer: This is a personal reflection. My experiences, insights (or lack thereof) are my own and any resemblance to the experiences of other researchers is unintentional… Not all the… may be Image adapted from https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
- 4. • How does one become a researcher in distance education? • When is one acknowledged as a researcher in distance education and from whom does this recognition come? • How will I know if/when I’ve made it? • What does it mean to be a distance education researcher? Some preliminary questions for consideration… Image credit: https://pixabay.com/en/stairs-architecture-secret-curve-1636573/
- 5. Context & identity Serendipity/luck Curiosity and trouble Networks Image credit: https://pixabay.com/en/tree-branches-spring-nature-sky-439171/ At the intersections of…
- 6. Overview of the presentation • Map the field on which I play as distance education practitioner and researcher • Explore my own journey in terms of context, serendipity, curiosity and trouble as well as networks • Share some themes and examples of my own work • Towards digital scholarship and being • (In)conclusions
- 7. Researcher identity as plural, dynamic construct… Becoming researcher Who I am as a researcher, how I am measured, what I value Age Home language Publication language Being researcherRace Gender Performing researcher identity 7 Location/ Context Health Culture Dispositions Habits Networks
- 8. [(habitus)(capital)] + field = practice/agency My habitus - how my past and present (and my understanding thereof) shaped and still shape me The capital that I have acquired in the process (or not) The field – the context in which I find myself in. This is not a neutral space, but is, itself, shaped by various structures, and agencies of individuals and collectives My practice/agency and my understanding thereof… [(habitus)(capital)] + field = practice/agency 8 Adapted from Bourdieu, P. (1984). Distinction: a social critique of the judgment of taste. Richard Nice (trans). Cambridge: Harvard University Press
- 9. Image retrieved from http://www.allstaractivities.com/images/soccer-positions.gif Exploring research as field… • Players have set/ predetermined positions • Rules are predetermined • Players have different skills • What players can do is determined by their position on the field • The physical condition of the field impacts play 9 See: Thomson, P. (2012). Field. In M. Grenfell (ed.). Pierre Bourdieu. Key concepts (pp. 65—82) Durham, UK: Acumen Publishing.
- 10. Context is (almost) everything Image credit: https://pixabay.com/en/milky-way-rocks-night-landscape-916523/ Becoming a distance education researcher…
- 12. Image credit: https://pixabay.com/en/milky-way-rocks-night-landscape-916523/ Image credit: https://en.wikipedia.org/wiki/Geography_of_Africa#/media/File:LocationAfrica.png My identity and being a researcher are irrevocably linked to and impacted by my context
- 13. My story of becoming and being: [(habitus)(capital)] 1948 – eleven years before I was born Image credits: http://espressostalinist.files.wordpress.com/2011/01/europeans- only.jpg Image credits: http://en.wikipedia.org/wiki/Apartheid 13
- 14. [(habitus)(capital)] My story of becoming and being: [(habitus)(capital)] (cont.) 1956 – the Bantu Education Act of 1955 "There is no place for [the Bantu] in the European community above the level of certain forms of labor ... What is the use of teaching the Bantu child mathematics when it (sic) cannot use it in practice?“ (Hendrik Verwoerd, Minister of Native Affairs, South Africa) 14
- 15. My story of becoming and being: [(habitus)(capital)] (cont.) 15 Born white and male into a system of intergenerational privilege, white superiority and epistemological license • Born 1959 • Started school in 1965 • Schooled in my home language • Classified a European • Grew up in a segregated mining village, in a middle-class family
- 16. My story of becoming and being: [(habitus)(capital)] (cont.) 16 I matriculated in 1976 when (black) schools in Soweto were burning and when (black) school were kids killed for protesting against Bantu education Image credits: http://kgothatsomanale.blogspot.com/2013/06/soweto- uprising-16-june-1976.html
- 17. 17 I enrolled at universities of my choice, worked on the mines to fund my studies and somehow pulled it off Yes I worked hard – but it would be disingenuous to disregard the opportunities afforded to me because of my race, my language and my gender Image credit: https://pixabay.com/en/key-stump-nature-forest-1683108/
- 18. Recap: [(habitus)(capital)] + field = practice/agency My habitus - how my past and present (and my understanding thereof) shaped and still shape me The capital that I have acquired in the process (or not) The field – the context in which I find myself in. This is not a neutral space, but is, itself, shaped by various structures, and agencies of individuals and collectives My practice/agency and my understanding thereof… [(habitus)(capital)] + field = practice/agency 18
- 19. My story of becoming and being a (distance education) researcher 19 When I entered the field of distance education as an administrative officer, a curriculum developer and later as researcher – the field, practice in and research on distance education were dominated by white, male theorists and scholars, and predominantly white, male administrative and academic staff
- 20. But… 20 I entered the field of distance education research ill-prepared (theoretically and methodologically), battling to find a voice as African distance education scholar in a field dominated by mainstream educational research, and a field ‘ruled’ by North Atlantic (white, male) voices, journals and networks I discovered the power of networks as not only connecting people, but also disconnecting others
- 22. Context & identity Serendipity/luck Curiosity and trouble Networks Image credit: https://pixabay.com/en/tree-branches-spring-nature-sky-439171/ Becoming and being…
- 23. Some themes and examples of my research journey: context, serendipity, curiousity and trouble Image credit: https://pixabay.com/en/doors-choices-choose-open-decision-1587329/
- 24. Prinsloo, P. (2003). The anonymous learners: a critical reflection on some assumptions regarding rural and city learners. Progressio, 25(1): 48-60. Du Plessis, A., Muller, H., & Prinsloo, P. (2005). Determining the profile of the successful first-year accounting student. South African Journal for Higher Education, 19(4): 684-698. Du Plessis, A., Muller, H., & Prinsloo, P. (2007). Validating the profile of the successful first-year accounting student. Meditari Accountancy Research Vol. 15 No. 1 2007 : 19-33. Prinsloo, P., Muller, H., Du Plessis, A. (2009). Raising awareness of the risk of failure in first-year Accounting students. Accounting Education, 19(1-2), 203-218. DOI: 10.1080/09639280802618130. FIRST THEME: A preoccupation with the student experience/student success Pretorius, A.M., Uys, M.D., & Prinsloo, P. (2010). Exploring the impact of raising students’ risk awareness in Introductory Microeconomics at an African open and distance learning institution. Progressio 32(1): 131-154.
- 25. Subotzky, G., & Prinsloo, P. (2011). Turning the tide: a socio-critical model and framework for improving student success in open distance learning at the University of South Africa. Distance Education, 32(2): 177-19. A turning point: serendipity, luck & hard work George Subotzky Image credit: https://www.flickr.com/photos/rocketman80120/3980724036/sizes/l/
- 26. SECOND theme: The student online experience Slade, S., Galpin, F.A.V., & Prinsloo, P. (2011). Through the looking glass and what we found there: exploring student entries in online learning diaries. Open Learning. The Journal of Open and Distance Learning, 26(1): 27-38. Liebenberg, H., Chetty, Y., & Prinsloo, P. (2012). Student access to and skills in using technology in an open distance learning context. International Review of Research in Open Distance Learning (IRRODL) 13(4). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1303/2348 A turning point Slade, S., & Prinsloo, P. (2013). Learning Analytics: Ethical Issues and Dilemmas. American Behavioral Scientist 57(1) pp. 1509–1528. Van Rooyen, A., & Prinsloo, P. (2007). Exploring a blended learning approach to improve student success in the teaching of second year Accounting. Meditari Accountancy Research Vol. 15 (1): 51-69.
- 27. A turning point: serendipity, luck and hard work Slade, S., & Prinsloo, P. (2013). Learning Analytics: Ethical Issues and Dilemmas., American Behavioral Scientist 57(1) 1509– 1528 2007 – International Fellowship, Open University Business School (Dr Sharon Slade & Fenella Galpin) 2008 – Unisa International Fellowship to the OU 2009 – Second International Fellowship Open University Business School
- 28. THIRD theme: Learning analytics Prinsloo, P., & Slade, S. (2014). Educational triage in higher online education: walking a moral tightrope. International Review of Research in Open Distributed Learning (IRRODL), 14(4), pp. 306- 331. http://www.irrodl.org/index.php/irrodl/article/view/1881 Prinsloo, P., & Slade, S. (2015, March). Student privacy self-management: implications for learning analytics. In Proceedings of the Fifth International Conference on Learning Analytics And Knowledge (pp. 83-92). ACM. Slade, S., & Prinsloo, P. (2015). Student perspectives on the use of their data: between intrusion, surveillance and care. European Journal of Open, Distance and Elearning. (pp.16-28).Special Issue. http://www.eurodl.org/materials/special/2015/Slade_Prinsloo.pdf Prinsloo, P., & Slade, S. (2016). Student vulnerability, agency, and learning analytics: an exploration. Journal of Learning Analytics, 3(1), 159-182. Willis, J. E., Slade, S., & Prinsloo, P. (2016). Ethical oversight of student data in learning analytics: A typology derived from a cross-continental, cross-institutional perspective. Educational Technology Research and Development. DOI: 10.1007/s11423-016-9463-4 http://link.springer.com/article/10.1007/s11423-016-9463-4
- 29. FOURTH emerging theme: Supervision and supervisor identities Maritz, J., & Prinsloo, P. (2015): A Bourdieusian perspective on becoming and being a postgraduate supervisor: the role of capital, Higher Education Research & Development, DOI: 10.1080/07294360.2015.1011085 (pp 1-14). http://www.tandfonline.com/doi/abs/10.1080/07294360.2015.1011085 Prinsloo, P., & Maritz, J. (2015) “Queering” and querying supervisor identities in postgraduate education. Higher Education Research and Development (HERDA), 34(4), 695-708. http://www.tandfonline.com/doi/abs/10.1080/07294360.2015.1051007
- 30. Image credit: https://pixabay.com/en/beaded-cobweb-network-dew-drip-1630493/ Networked and networking scholarship: a personal approach
- 37. • How does one become a researcher in distance education? • When is one acknowledged as a researcher in distance education and from whom does this recognition come? • How will I know if/when I’ve made it? • What does it mean to be a distance education researcher? (In)conclusions Image credit: https://pixabay.com/en/stairs-architecture-secret-curve-1636573/
- 38. THANK YOU Paul Prinsloo Research Professor in Open Distance Learning (ODL) College of Economic and Management Sciences, Office number 3-15, Club 1, Hazelwood, P O Box 392 Unisa, 0003, Republic of South Africa T: +27 (0) 12 433 4719 (office) prinsp@unisa.ac.za Skype: paul.prinsloo59 Personal blog: http://opendistanceteachingandlearning.wordpress.com Twitter profile: @14prinsp