Category Archives: plans

State of the art of my Phd project

I was applying for one scholarship and therefore I had to prepare thorough research plan. It became as real as possible. What I was wondering when I was writing this is that what is the so-called subject of my PhD project. If someone asks, what is your project about, I usually answer: teacher professional development with e-portfolio, sometimes I add teachers’ knowledge building with e-portfolio or something that. But I was thinking that actually I am focusing a lot on learning organizations, workplace learning, knowledge conversion model and teacher development is like a context and e-portfolio like a medium.. What I mean is that I am emphasizing the implementation of knowledge conversion phases, provided by Nonaka and Takeuchi, in order to keep individual and organizational knowledge dynamically changing, that influences the development of organization and individuals. Just the context that I put this model and medium that supports the implementation of it, is teacher education and extended organization here is school-university partnership.

Anyway, I formulated following research questions and goals:
Goals and research questions
The aim of my thesis is to develop the technologically supported LKB model in cross- organizational settings for teacher education in order to support teacher professional development. In order to accomplish the aim of my thesis, I plan to find answers for the following research questions:
1. How does the LKB activities support the development of self-directive competences of teachers and influences their motivation to develop themselves professionally?
2. How do the members of extended professional community of educators perceive that their knowledge influences and is influenced by the development of organizational knowledge?
3. What kind of technologically supported LKB methods and scenarios would be used by the extended community members of educators?
4. Which aspects influence the implementation of technologically supported LKB model in teacher education context in individual level?

Methodology
Research design
In order to accomplish the aim and to answer the research questions, I will rely mainly on design- based research elements. Wang and Hannafin (2005) have defined design-based research as methodology aimed to improve educational practices through systematic, flexible, and iterative review, analysis, design, development and implementation, based upon collaboration among researchers and practitioners in real-world settings and leading to design principles or theories. The study has follwing phases:
a) Identifying the problem and mapping the current situation in teacher education field in the context of using technology for supporting teachers’ knowledge building activities. Teachers from school, pre-service teachers, novice teachers, school supervisors and university lecturers will be interviewed in this process. This phase gives an input for research question 3 and 4;
b) Together with stakeholders from teacher education field, developed LKB model will be validated. Model will be presented as scenarios in different teacher education context and stakeholders analyze them together with researchers. Phase gives an input for question 3 and 4;
c) Technologically supported LKB model will be tested with teachers in two phases: early prototypes of services and full prototypes of services. Data will be collected by the semi-structured interviews, questionnaire and analysis of the users’ log-information. Phase gives an input for research questions 1, 2, 3, 4.
d) LKB model will be implemented longitudinally in e-portfolio system with the pre-service teachers in school practice context. Scenarios and methodology for portfolio-based school practice will be developed together with university school-practice unit and researchers. Data will be collected by the semi-structured questionnaire, analysis of reflections in weblog and semi- structured interview in the end of the trial. Trials take place in spring 2010, 2011, 2012 and into process school supervisors, pre-service teachers and university will be involved. This phase gives an input for research questions 1, 2, 3, 4.
e) In collaboration with teachers, application of e-portfolio functionality will be designed to Koolielu environment. Scenarios and workflows will be designed by the researcher and evaluated by the teachers. Data will be collected by the semi-structured interviews during the design-sessions. This phase gives an input for the research question 3.

Therefore my project has three methodological approaches. First I identify the problem and map the situation. Then with the design-based approach I’m developing together with stakeholders different scenarios and methodologies for interventions. The next approach involves different trials with teachers in different contexts like pre-service studies and accredidation, And finally my research tries to evaluate how does the theoretical model with technological application influences teacher’s professional development.

As the result of the doctoral thesis, I will provide a) theoretical LKB model for teacher training context; b) description of technology application that would support developed LKB model in teacher training context; c) implementation quidelines that would support the using of technology supported LKB model.
a) Development of theoretical LKB model (2009 – 2011):
i) Meta-analysis of the SECI model will be conducted in order to deepen the theoretical baseline of the research and to analyze what are the applications of SECI model. Article about it will be ready by the February 2012.
ii) Theoretical LKB model have been developed and validated with seven experts from teacher education field. Article “Implementing A Technology-Supported Model for Cross-Organisational Learning and Knowledge Building for Teachers” published by the European Journal of Teacher Education in winter 2012.
iii) heoretical LKB model validated in technology-supported accreditation context. Results presented at CSEDU11 and in ICWL11 conference
iv) Technology-supported LKB model in cross-organizational setting will be tested in Octo- ber 2011 -January 2012 with 20 Estonian teachers. The goal is to evaluate in what way the SECI phased related activity sequences are taking place in cross-organizational LKB model and how are different IntelLEO services supporting the activity sequences related with SECI phases. Article about the results will be ready by the spring 2012.
b) Description of technology application for supporting LKB model (2011-2013):
i) Aim is to study how implementing e-portfolio in teacher education context supports pro- fessional development. Longitudinal study with pre-service teachers has been conducted in spring 2010 and 2011 and another trial takes place in spring 2012. Some trials will be additionally designed for 2012. Article about trials will be ready by the autumn 2012.
c) Implementation guidelines of LKB model in technological settings (2011-2013):
i) Based on data of testing the technology-supported LKB model, I plan to analyze what in- fluences the implementation of the model in teacher education context. I would like to study through the motivational specter what is the need for training and by whom, what facilitation aspects are needed, what barriers might be faced. Article about implementa- tion process will be ready by the summer 2012

Sounds realistic 🙂 But what is even more important – sounds interesting, I am fond of my research and current experiment that has not been very successful, is really important to me and I have strong ownership with it. Feedback is welcome.

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Ootused õppejõuna kursusele “haridustehnoloogia praktika”

Sel sügisel käivitub esimest korda haridustehnoloogia õppeakava kursus “haridustehnoloogia praktika”. Pean seda natuke enda lapseks, kuna kursuse ülesehitus ja kursus on olnud minu vastutada, kuigi muidugi on siia kaasatud ka teised õppekavaga seotud õppejõud. Kuigi olen läbi viinud lühikesi paaritunniseid koolitusi õpetajatele, täiesti veebipõhiseid kursuseid õppejõududele ja olnud kaasõppejõud bakalaureusetudengitele, pole ma olnud vastutav õppejõud tasemeõppes.

Kursusel on küll vaid kaks kontaktkohtumist, kuid ideaalis toimub kümne nädala vältel intensiivne suhtlus ja töö e-õppe toel. Esimene kohtumine oli ära ja see oli minu silmis väga positiivne. Ma nö õppisin endale kõik üliõpilased selgeks – kes nad on ja mis ootustega nad praktikale lähevad. See annab mulle ka parema aluse, kui ma nende praktikapäevikuid loen jooksvalt, kuna nad on mul selgelt silme ees.

Sel nädalal sõnastavad üliõpilased oma praktika eesmärgid ning mis ootused neil praktikale on. Seoses sellega, et mulle see kursus, need osalejad ja meie väike kogukond korda läheb, teen ma sama:

– eelkõige ootan ma, et üliõpilased tõesti praktika jooksul õpivad, arendavad oma reflektiivse õppimise oskusi ning praktikast on neile kasu nii oma arengu jaoks üldiselt kui ka magistritöö jaoks;
– veel ootan ma, et kursuse raames leiaks aset dialoog üliõpilaste vahel ja minu ning üliõpilaste vahel;
– ma loodan, kuigi mõistan, et see on keerulisem, et vestluses osaleksid ka praktikajuhendajad praktikakohast:
– ma olen lubanud üliõpilastele, et lisaks minule, hakkab ülikooli poolt aegajalt tagasisidet andma neile ka nö ekspert, ehk keegi, kes on pädev hindama seda tegevust, mida üliõpilane praktika raames läbi viib.
– ma loodan, et ma õppejõuna oskan olla üliõpilastele toetav ning suunav. Selleks jälgin ma hoolega nende veebipõhiseid praktikapäevikuid ja lisaks jooksvale tagasisidele ning küsimustele, loodan ma märgata, kui keegi on teelt eksinud ning ta tagasi rajale aidata.

Plans for the third study year

My third year of PhD studies started. I remember when I was the first year student and we had some seminar with the third year Phd students. They seemed so bright and clever to me. Now I should seem so bright and clever to someone from the first course, but this is rather impossible 🙂

Anyway, extremely busy fall-semester has started and I should make some plans. First I will focus on my plans for the summer:
– My first scientific article for the journal – European Journal of Teacher Education – was accepted last week. So, I started it in November 2009, presented it to EJTE this March and now it is accpeted. Nice!
– PLE chapter – no news. I am starting to lose hope that it will be published at all.
– I did not started preparing any new articles, but we redesigned the article about induction year and LKB model and presented it to journal again, now waiting for the result
– I contributed quite lot to the IntelLEO – to D5.2, D4.2 and started preparing the testing phase.
– I prepared for my courses that i will teach this autumn
– I started analyzing epoabi data

And this autumn I:

– plan to pass courses like Philosophy of Education (4 ECTS), Learning and Teaching Higher Education (6 ECTS), Practice of Research is Social Sciences (6 ECTS). After passing these courses, my formal studies in TLU are completed, only presentation in seminar once a year should be done. Excellent.
– will be teaching course for bachelor students as co-teacher about personal learning environment and e-portfolio. But I have also with master students of educational technology practice to conduct. My responsibility is to design and the course, coordinate the practice at workplace, read and provide feedback to the reflection of each week, evaluate the assignments and conduct the practice seminar.
– will conduct data collection phase of my studies. October-November 20 teachers will use the IntelLEO technologies in the accreditation context and that trial will give me hopefully needed data
– in spring I hope to prepare to articles based on the collected data
– epoabi data analysis and preparation of development should be started this autumn

I hope this is enough, seems like too much anyway.

Plans for second study year

Although it is quite clear that because of the personal life, my second study year will be more passive, than the first one was, but I think it still would be useful to make some plans for myself. As I am not able to participate so much in lecturers, seminars and other forms of contact-meetings, I should focus more on individual research as much as the new baby allows.

I would be very proud of myself, if I’d be able to during this study year:
– finally finish my long article about “Learning and knowledge building in intelligent learning extended organisations for teacher development”. I started it 11 months ago, presented it in September to the Journal of Computing in Higher Education, but it was rejected because of the wrong scope and focus. I am not saying that it is completely wrong, our article indeed focused rather on school and university partnership than on higher education alone. Last week I resubmitted it to another article, now just have to wait, but publishing this article is one of my priorities this year.
– together with Mart we presented a book chapter to the e-book about personal learning environments in August already. It was about this course that we conducted last year. It was supposed to be published in September, but as I recently heard, there are also some delays with publisher. Also publishing this article is one of my goals.
– In few days we are about to submit an article about accreditation process in Estonian teacher development context to the conference. Hopefully this will be also accepted, as the accepted papers will be published in the conference proceedings which will be submitted for indexation by Thomson Reuters Conference Proceedings Citation Index, INSPEC, DBLP and EI.
– Then I hope to prepare another article about implementation process of learning and knowledge building model in teacher development process. Therefore we should conduct interviews with different stakeholders and at the moment I am not sure how am I able to do it in this winter.
– And there is quite fuzzy idea about another article about induction year teachers together with Kai and few more researchers. But this idea is so fuzzy for me that I am not sure how should I be able to contribute to it. At the moment there should be data-analysis phase and factor analysis is too much for me. I should meet face-to-face with Kai.
– Another article with Martin and Mart about Koolielu environment should also be ready, where my contribution is not too big – online teachers communities and community aspect in Koolielu.
– In Spring, we should conduct another trial with Haapsalu pre-service teachers who used portfolio-based learning environment last year for their observation practice tasks at school. In spring they should have their main school practice, therefore it would be useful to have another trial with the same students.
– I am about to finish the course in TLU about qualitative research methods, this will be my only university subject in autumn.
– Hopefully Debra summer-school will take place in spring, so I have a chance to participate there. Participation in such summer school will be useful for me, as I am still to shy to communicate with other students, especially with international students. Additionally it will give me some credits that I need.
– At the moment we are conducting in-service teachers training course about e-portfolio (second trial). It is quite sure that my another baby will join us before the end of the course, but I believe that somehow I still am able to contribute to it.
– Then together with Priit, we have one master student, who is ambitious to graduate in next spring and whose thesis is our to supervise. She will focus on implementing m-learning at school, my responsibility is to guide her on pedagogical aspects and Priit is responsible for technical aspects and scenarios.
– I should have presentation in our Kerg seminar about my PhD thesis. Last year I missed it, but in order to have credits, I have to present at least once during study year the process of thesis. This should take place in spring maybe?
– And last but not least, as a researcher, I hope to also contribute to my IntelLEO project.

I think it is not too ambitious study plan for second year, probably for the first month I will be more quietly and try to fix this new arrangement here with two little children, but probably in the beginning of next year I’ll be more in track.