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A111 Journal – March 2021

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6 March 21

I didn’t make it to the TMA tutorial, but I did work through the online materials for Remembering and Forgetting in Ireland.

Since the clock is now ticking quite loudly, it’s time to get strategic.

I have two things to do during this session: go to a recording of an online tutorial about the Gothic Revival, and go straight onto the online activities.

I found the recorded tutorial interesting. Our tutor spoke about Catholicism, Protestantism, the Palace of Westminster, and the Gothic revival. He also touched on broader aspects of architecture such as modernism (specifically mentioning Le Corbusier) and the design of the Reichstagsgebäude building by Foster.

My next step was to actually look at the TMA question: “’Writing may be as important as designing for an architect.’ Discuss”. I found this immediately puzzling, but maybe the reason what I hadn’t yet been through the online materials, and had only very briefly read the module materials that had been presented in the course text.

To try to fill this gap, it is back to the materials, where I soon learnt more about the difference between a classical arch, and a gothic arch.

12 March 21

A few days earlier, I worked through the printed module materials again, making notes, in pencil, in the margins of the book. This gave me some good ideas, and a bit of focus about what to write about.

I gave the TMA a good go; I re-wrote my essay plan and then set out all the key points I wanted to make. I felt that I was responding to the question, whilst also drawing on the sources that were presented in the module materials. I was able to quote some of the phrases and terms I had identified from my re-reading of the materials. 

I got up to approximately 1200 words, which suggests that there is a little more I might be able to write about. I have some ideas.

13 March 21

I’ve done it! I’ve submitted TMA 4.

I found it difficult to answer the essay question and write about the materials that were presented within the module. I found it easier to go outside, but I hope the external materials that I’ve drawn upon are appropriate and useful, and connect well to the context (and themes) that were presented within the module materials. I tried to “bring myself back” to the examples in the module materials to try to show that I had understood everything.

Next bit: a section called Moving Forward. I can also see there’s a discussion forum that I need to have a good look at. These resources are all about making a choice about the next module, and answering the question: “what bits did I enjoy the most?” I also listened to these short audio clips of students talking about their experiences.

The moving forward section offered a strong steer towards the optional further study activities. I’m going to look at Revival of the Gothic Tradition materials (if I have the time, of course).

Having a quick look through the websites, I think the next module is going to be (providing I finish this one, of course) A112 Cultures.

16 March 21

I went to a module wide event, which was called “moving forward”, whilst I was doing a bit of multi-tasking in my day job. I was surprised to see that there must have been over 450 students attending. 

20 March 21

I have started to start reading the first chapter of the next book, Crossing Boundaries. This chapter was about Antigone (an-tig-on-nee, apparently), a Greek tragedy written by Sophocles.

21 March 21

I’ve finished Antigone. I’m don’t really know whether I liked it or not. I think I did. Spoiler alert: everyone dies.

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A111 Journal – January 2021

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Edited by Christopher Douce, Monday, 1 Feb 2021, 09:26

1 Jan 21

I have a few things I want to finish off before having a good look at the TMA questions again. The first thing is the online section about the set text: The Faber Book of Beasts.

We were set an activity: to create a mini anthology of five poems. I went over the table of contents of the book a number of times, and looked at a few, before settling on an animal related theme. 

The next bit was a discussion about the concept of conceit, and what it means in the context of poetry. I had never heard this term before (other than within the word conceited). One poem was used to demonstrate the idea that a conceit is a “turn of thought” or an “artistic device or concept” (p.182) 

The final bit was a return to the online materials, where we were introduced to the Oxford English Dictionary, Oxford Dictionary of National Biography and Oxford Art Online. I had once used a physical version of the OED, but I hadn’t heard of the other two. 

That’s enough for today.

2 Jan 21

I’ve been misunderstanding things! I thought we had to answer two questions for this TMA; instead, we’ve just got to answer one of them!

In some ways, I’m relieved, but I’m also slightly disappointed that the course isn’t forcing me (in a good way) to really look at another topic in detail.  This said, there’s nothing stopping me from carrying out some independent study.

I’ve made good progress today; I’ve made a rough plan, I’ve started a story, and I’ve made some notes about what I’ve been thinking as I progress. 

9 Jan 21

It seems like I’ve had an accidental short break from everything, which coincides with my first week back at work, following the new year break.

Today is the day of a tutorial. Unfortunately, I arrived half an hour late to a session on Roman and Greek sculpture. I made a note of the phrase that it isn’t about just copying the forms of the sculpture, but recreating and engaging in a symbolic dialogue with the artefacts. There was also a discussion about how the sculptures may have been used, and what they symbolised.

Next up was a section about poetry. 

We were asked the question: what is poetry? And also: how do we recognise a poem when we wee one? We were put into breakout rooms, and asked to discuss some short poems from the set texts. A quite enjoyed this activity, and was quite surprised at the range of different interpretations everyone came up with.

I took away an important point from this tutorial: do remember to include an essay plan for TMA 3.

13 Jan 21

Another day, another tutorial. This time it was a session about creative writing and The Blues. Unfortunately, due to internet connectivity issues, the session had to be cut short. Our tutor dropped out a few times, and there was sometimes a bit of audio lag.

Key points I took away was that there are different ways to define a short story, and there are different definitions for the terms story and plot; a story relates to what happens, an event or circumstance whereas a plot is all about why something happens.

Points to bear in mind when writing a short story includes what happens (story), who things happen to (character), where things happen (place), how and why things happen (plot), and why everything matters.

23 Jan 21

For TMA 3 we have to choose a tradition and make a short post to a discussion forum. Before making my choice, I did a bit of reading, on a popular online encyclopaedia. I became quite engrossed in the subject, and started to look at the references at the bottom of each of the articles. I ended up choosing a subject that I hadn’t really thought of as a tradition before. I remembered that the tradition that I focussed on was also very briefly addressed in the previous tutorial. I’m now looking forward to seeing what other students submit.

It’s back onto my short story. I had completely forgotten where I got to. Before I begin my writing, I prepare a cup of tea to keep me going. I find that tea always helps. There’s something in it that helps you (one) to concentrate.

30 Jan 21

I’ve finished my story. I’m pretty pleased with it. A friend has kindly read it. He has given me a few comments which I’m very grateful for. The process of reflecting on those comments will feed into the reflective bit of the TMA.

I’ve spent a couple of hours revisiting the chapter on creative writing, and rereading the TMA questions just to make sure I’ve got a thorough handle on what is required. 

Although I have done some planning for my writing, it was all very informal – and I think I’m going to have to say this in the TMA. I’m also going to have to have a think about the effect of what my formal planning had on my final version of my story.

Looking back on what I’ve written, I think I’ve managed to address the key ingredients that the TMA was asking for. I’ve also managed to include a couple of surprises too.

On Monday I’m going to send a couple of replies to posts other students have made about the theme of 'tradition', choose the reply I like best, and start to pull together my TMA 3 submission.

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Getting published in Open Learning

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Edited by Christopher Douce, Wednesday, 24 Jun 2020, 10:05

It’s been a few months since I have taken over being the lead editor of a journal called Open Learning (Taylor and Francis website). I’m not on my own, though: there are two fabulous co-editors and an editorial assistant to help me out (thankfully!) The aim of this short blog post is to share some thoughts that might be helpful to anyone who is potentially considering making a submission to the journal. I hope this is useful!

Tip 1: Does your research fit?

The question: ‘does my research fit with the aims and objectives of the journal?’ is, perhaps, one of the most important questions that needs to be asked. This question should be applied to any kind of research that you want to share: some journals are more likely to publish your research if it is more in keeping with the aims and objectives of that journal. Another question is: who is the audience of the journal likely to be? Stop for a moment and imagine who they might be. If you can’t imagine them, or picture what kind of research they might be working on, then you need to consider whether you are looking at the right journal. 

Tip 2: Write a clear abstract

Put another way: clarity is important. Does your abstract clearly summaries the aims and objectives of the research. Also, does it present some clear research questions? I’ve seen papers that have been submitted that do not have an abstract, or have an abstract that just isn’t clear. Although academic papers sometimes be appropriately challenging to read, I’m a great believer in respecting the reader, and a way to show that an author is doing this is simple: take time to write a good abstract. 

Tip 3: Consider what has gone before

A really important tip is to be aware of the literature and debates that presented through the journal; reference earlier debates that have been published. This enables your article to be positioned amongst others. This is important, since as a researcher, as well as looking at the title, and abstract, I regularly look at the references before I even start to read a paper to see how it fits into the work of others. If I see that there are a few papers that have been published in Open Learning before, I view this as a very good thing.

Tip 4: Not too long please!

Make sure that the size of your paper is appropriate for the journal. Open Learning has a limit of seven thousand words. In my short time as editor, I have seen papers that are longer than this. Length is very important, since the publishers (and the editors) are working to a fixed number of pages per issue.

Tip 5: Practice papers are very welcome

Open Learning welcomes papers that present case studies or summaries of professional practice. Although practice papers may not be very theoretical, descriptions of teaching practice and accompanying challenges can inspire theoretical thinking and reflections amongst other researchers. As educational practitioners, always recognise what you’re doing is important and consider writing about it; this is an important aspect of your own professional development and contribution to a community.

Tip 6: Approach the editors

Don’t be afraid of the editors. They want to be helpful, so do ask them questions; they are approachable! If you are not sure whether a paper or research is appropriate, feel free to ask. Also, if you’re interested in getting more involved in a journal (it doesn’t have to be Open Learning) don’t be afraid about being cheeky. Ask to become a reviewer; introduce yourself. Any journal contributes to an academic community, so don’t be afraid to ask to become more involved in that community.

Tip 7: Be patient and engage with the process

This is a very big tip and one that I’m sharing from my own experience. Peer review sometimes feels like a brutal process. Treat the peer review as an opportunity to engage and develop, and again, do correspond with the editor if you have concerns that your own submission has been understood or interpreted by reviewers; dialogue is important. If you ever receive what you think is a negative review, try not to take things personally; they are not criticising you; they are only commenting on what they have read. After reflecting on their comments, do engage and work with the reviewers and the editors. Very often, this can lead to a much better submission than you had ever imagined. Plus, the more that you submit papers, the more experience you get.

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Open Learning first editorial

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Edited by Christopher Douce, Thursday, 16 Mar 2017, 08:11

In 2013 I became a deputy editor of Open Learning: The Journal of Open, Distance and e-Learning. Open Learning is a journal that began at a internal OU journal that shared information about distance education practice. As distance and open learning became more established, the Journal changed to adopt a more international and wider outlook.

Ever since being appointed, I have been busily working behind the scenes, getting papers reviewed and contributing to editorial discussions. It has been a lot of work, and really good fun. I also feel blessed, since the lead editor, Professor Simon Bell, and editorial assistant, Maria Relaki have been great to work with.

For the January 2017 edition (which is also colloquially known as Volume 32, Issue 1), Simon asked me to write my first editorial, and I'm really pleased with the result; the journal contains some really interesting papers. A copy of the editorial is given below. I finish this post with a resolution: 2017 is going to be the year when I start to do more to 'get out there' and to promote the great work that is published in Open Learning.

Editorial: Open Learning, Vol 32, Issue 1

Welcome to the first 2017 issue of Open Learning. Not only is this the first issue of a new year, it is also my first editorial as deputy editor. I would like to thank our editor, Simon Bell, for giving me this opportunity to introduce this edition.

This issue begins with a short interview with Paulo Dias, Rector of Universidade Aberta, Portugal by António Teixeira and Sandra Caeiro. This is the last in a series of interviews with senior leaders at European Open and Distance learning institutions. This series began with an interview with Peter Horrocks, the Vice Chancellor of the UK Open University in Open Learning Vol. 31, No.1. Our next issue will contain a paper that will present a synthesis of key themes and points that have emerged from all these important interviews. As I write, I know that various authors are working on this synthesis. From my personal perspective, this is a paper that I’m very much looking forward to reading.

This issue contains six substantial papers. The first paper is entitled ‘Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach’, written by José Bidarra, who is also from Universidade Aberta and Ellen Rusman, from the Welten Institute, Open University of the Netherlands. Their paper introduces a compelling model called the Science Learning Activities Model, which is abbreviated to SLAM. Their model is compelling because of its simplicity; it highlights three key concepts: context, technology and pedagogies. The model also contains a set of dimensions called ‘seamless dualities’ which address themes such as openness, collaboration and formality. In some respects, Bidarra and Rusman’s paper can and should be used to facilitate debate, but it can also be used as a tool to think about our own teaching and educational practice. Although their paper has a science and technology focus, they are keen to emphasise the importance of wider disciplines, underlining the importance of arts in STEM (science, technology, engineering and mathematics). Their reflections about storytelling, gamification and the notion of the personal learning environment are all worth studying.

The second paper by Pankaj Khanna, entitled ‘A conceptual framework for achieving good governance at open and distance learning institutions’ has some similarities with the paper by Bidarra and Rusman; it is also about a framework or a model, but it considers an entirely different but complementary perspective: university governance. Drawing upon the work of earlier scholars, Khanna proposes a framework that comprises seven distinct principles. Some of the key principles include the importance of accountability, transparency and openness. Other principles include the importance of freedom of information and expression, and the necessity for sound financial management. Just as Bidarra and Rusman proposed a set of dimensions to add depth to their model, Khanna offers us a set of important governance practices. These practices include the assigning of clear responsibilities, ensuring capacity and capability, and the need to make well-informed decisions with full information, advice and support. Khanna’s paper is one that is necessarily provocative; it tells university management what they should be doing, whilst at the same time notes the complexity of university life and comments on the challenges of balancing the essential importance of academic standards, the need to ‘bring in business, maximise student satisfaction and develop partnerships’.

A complementary perspective is offered by Ngoni Chipere from the University of the West Indies. Chipere’s paper is titled ‘A framework for developing sustainable e-learning programmes’. Not only does Chipere present a framework, but also offers a detailed description of how 18 degree programmes were delivered. From my perspective, the strength of Chipere’s framework lies with its simple pragmatism; it consists of three key points: the importance of stakeholders, cost effectiveness and operational efficiency. Those involved in the delivery and management of online and distance education will benefit from reading the details, lessons and warnings that are presented in this paper.

Moving from the practical to the pedagogic, Kim Becnel and Robin Moeller from the Appalachian State University write about ‘Community-embedded learning experiences: putting the pedagogy of service-learning to work in online courses’. Service-learning was not a concept I had heard about before, which meant I was very intrigued. Becnel and Moeller’s paper is an interesting case study which applies an approach that could be loosely described as a variant of blended learning. In their research, their students work in a community library, where they learn how to offer services to the library and its visitors. After a period of practical work, students are asked to participate in online course meetings to reflect on their experiences. The strength of the case study lies with how technology can facilitate the productive sharing of learning experiences.

This issue concludes with two studies. The first is by Isla Gemmell and Roger Harrison who studied whether there are differences in the extent to which students access support materials and experience technical difficulties when studying a Masters of Public Health programme. Two student groups were of primary interest: UK national students and transnational students. Their paper is recommended to anyone who is interested in studying issues that relate to differences in a study population.

The final paper, by John Richardson, titled ‘Academic attainment in students with autism spectrum disorders in distance education’ also explores differences. Based on data from the UK Open University Richardson compares three groups of students: non-disabled students; students with autism spectrum disorders and students with autism spectrum disorders who also have additional disabilities. Richardson’s statistical methods and conclusions are very interesting and are worthy of detailed study. Whilst Richardson states that distance learning may be of benefit to particular student populations, he is also mindful of the importance of ensuring that disabled students are supported through effective teaching and learning environments. On this token, I would like to remind readers about Vol. 30, No.1 of Open Learning, a Special issue on the ‘Accessibility of open, distance and e-learning for students with disabilities’.

This issue emphasises the international scope of open and distance learning and the diversity of methodological approaches that can be used to contribute to this field. The concluding papers also offer us an important reminder about the importance of the diversity of the students that we all collectively endeavour to support.

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