breaking stuff: I think therefore iphone

This is the stuff of my research, yet another reminder to start publishing, fast.
http://www.stuff.co.nz/4613486a20475.html?source=email

I read the February research from two Canterbury University academics Lee Thompson and Julie Cupples, regarding spatial geography and the use of text messaging by young New Zealanders. They are cited on stuffit as saying:
"They facilitate communication among teenagers rather than destroying it. It doesn't make them avoid people; they use it to meet up"

This too is the dominant approach taken by Youthline, an entry point.
The use of texting on the lifeline lowdown website seems to provide further substance if not authority for a radically new approach. Durability is added in.
In actor-network terms this is about translation of counselling using emergent technologies. The translations I have mapped so far include how counsellors distribute counseling; different performances occur whether its in through a phone or through text or through email. Some things change, some stay the same: the strengths based model of affirming, acknowledging and inviting continue to occur. I am surprised that the skill of demonstrating empathy translates across this medium, and all in 160 characters or less, including gaps. Takes talent, and maybe some optimism. As one interviewee told me, its only 160 characters, so its hard to screw up in such little space. Seems one's glass can be half full or half empty on this. The dystopian and utopian arguments seem to prevail. An actor network approach allows a much wider picture to emerge.

Texting is a preferred medium of this generation and whether it can be more than a doorway is part of my research.
There are multiple aspects sustaining what is/isnt:
It's arguable that texting helps define the generation, a medium of choice with a language demonstrating rejection of authority or a playfulness. The 'thumb' generation.
There has been a pricing war in NZ between two major providers Telecom and Vodafone creating conditions where texting seems the only viable fiancial option for mobile phone use pertaining to young people with limited income.
There's an extension to one's connectivity, a cyborg like addition in becoming extraconnectable. Being available and being able to; an extension of the peer group that's always accessible. The cyborg like quality also adds the dimension of being inaudible, appearing invisible and perhaps, contributing to the sense of invincible.
The 'voices' I have been listening to suggest that texting provides an opening for talking when talking would be hard. An ego protective mechanism. There's also the advantage of responding in one's own time. Without the appearance of awkwardness.
And more recently there's the increasing authenticity, lent substance by more and more applications of texting whether its notification of library pickups, messages about delayed travel plans, or the increasing normalcy for communicating not only the mundane but the worrisome aspects of what it is to be. Lifeline's acceptance contributes acceptability in wider circles.
Meantime significant hidden work occurs to sustain practice. Funding is vulnerable being reliant on goodwill, a generous act of goodwill established the practice with the donated costs of not sending Simpson Grierson seasonal greetings, remarkably sunshine influences text counselling's survival with the intake potential of donations from Christmas in the park being vulnerable, and sustaining minimal costs is depenedant on major marketshare providers being seen as philanthropatic.

Whats your take on this?
While such services are shaped, what's happening to all those involved?
Meantime my infatuation with mobile technology has left me wanting.
I can afford the iphone but sadly not the ongoing costs.
Bit like my car really, still paying for the gas :(



Youthline - Changing Lives
With thanks to Simpson Grierson at Christmas time and beyond.
In lieu of sending Christmas cards Simpson Grierson continue to support Youthline's work with young people and their families across New Zealand.

communities of practice

Having spent Saturday morning with Etienne Wenger, I can see that there are areas of compatibility and difference with actor-network theory.
This post identifies some relevant to the 'community of practice' I am involved with in my doctoral studies; a youth telephone counselling agency utilising text messaging.

There are compatibilities.
Shaping of people, identity formation happens in relationship.
Maintaining a community of practice takes work.
A community of practice is 'most interesting' when confounded.

There are also substantive differences:
There is no consideration given to non human actors. Semiotic relationality is limited to shaping people and does not consider the influence of non human entities whether technological, or of place.
The theory regarding community of practice is restricted to the learning environment rather than all assemblies that shape. In assembling the social, there is so much more learning that happens in hap hazard ways.

I recall reading of communities of practice when doing my Masters thesis (A Philosophical analysis of community care)and at that time was hit by the rosy glow effusing; a saturation of warmth emanated from such communities, and at the time this was far from my experience of community (where an absence of care seemed to be in ascendance politically, though I acknowledge my analysis is contestable).
Etienne openly acknowledging the validity of earlier critique identifying that communities are not necessarily warm or embracing places.
He also engaged in discussing a dissertation he had recently been involved with where the notion of community of practice for learning was argued as being amoral. This evolved into a discussion of identity formation. How we might be influenced or shaped also occurs in choosing to distance oneself from a community. How free we are to choose being an interesting debate that reminded me of Sartre's philosophical questions. Latour I imagine would respond that the influence needs to be tangible, connections, even if fleeting or via secondary sources still needs to connect, need to be traceable.

More recently I had read Wenger, E., McDermott, R., & Snyder, w. (2002) Cultivating communities of practice. Boston: Harvard Business School Press.
I enjoyed the way they describe how knowledge 'sticks' to practice in unexpected ways (p152). That knowledge can have difficulties crossing boundaries of practice even within an organisation. The tendency for practitioners to stick to their own kind- and the resulting 'stickiness' of knowledge itself, apparently explains why knowledge brokers are so important in organisations that depend on combining knowledge from different domains (p.251).
However, I am not convinced that 'knowledge brokers' are not just another morphing of the notions of change theory where people are seen as holding stable attributions such as being an early adopter etc. They cite a reference on this from Hargadon and Sutton, 1997, Technology Brokering and innovation in a product development firm (Administrative Science Quarterly 42, no 4; 716-749.) The language of innovation from E. M. Rogers is pervasive.
I like how they name knowledge as sticking in unexpected ways. I agree. I'm just not convinced that its because of any inherent stickiness of knowledge. (As with technology, so too with knowledge, neither have their own trajectory.)
I would argue that practices or performances do stick, but there are assemblages that make it more or less likely that these are sustained.

They also describe knowledge as 'leaky' where it flows easily within a practice, even interorganisationally. Again, I think Latour and Law and others, nail this in assembling the social, assemblages make it more or less likely.

The community of practice argument is that boundary crossing can be a scene of deep learning. Radically new insights and developments often arise at the boundaries between communities. Something very creative can take place in the meeting. Extending on the idea put forward that boundaries are learning assets in their own right as argued by Wenger, McDermott and Snyder (p. 153) I suggest this is because the assemblage is altered. Things can always be / always are different.

Precarious assemblages

Technology still doesn't manage its own trajectory and the quality of supposed electronic magic continues to be strained.
I am reminded of symphony in the park one summer where there was a clash of titans; a ballet played out in Auckland's domain with two bulldozers performed as two prima ballerinas.
Such is my experience today as one educational electronic data management system clashes with another electronic management system.
And in addition, one of these systems refuses to play with my mac.
The human actor clashes are nearly as dramatic.
The actors (human as well as non-human) do not want to play with one another today.
it takes a lot of work to make this network work cooperatively.
Today the fragility of such a network is more evident.
Today, my own fragility in such a network feels more immediate.

I had not been so aware previously of the human frailty when playing with technology, but i was forewarned; I just didn't understand that part of the story performed in Aramis. While Latour discussed the death of the nonhuman and yet to come into being, Aramis, the human actors too are fragile.
Norbert as the Professor performing the Aramis research personally demonstrates the precarious and social nature of assemblages.
One can only do what one can only do, no more.

Dancing diggers

technology does not have its own trajectory

Who killed Aramis; everyone and no-one.
She dies because of a lack of love; a lack of commitment.
She was not negotiated.
The gap between technology and the social just collapsed for me.
They are one; the one does not happen without the other.
Technology/social.

In my data collecting of counselling changes with the advent of txt, I am noticing the expectation that txt will do it by itself, and it doesn't.
There is 'a collective drift of good intent'.
Yet service costs are vulnerable.
Support, like all support, inconsistent.
The innovation is ongoing- from mobile phone palmcorder to computer then through YORA...
Negotiations are partial and ongoing.(Arent they always?)
This fragility goes unnoticed.
How does the service adapt to suit the medium, how might the medium alter to suit the service.
Txt counselling; the wrapper or the present; all there is or nothing.
Adapt or perish.
Negotiating a middle ground.


How do I <3 u
let me no. the ways
>1
<160

(^-^)

Education and the fear of freedom

If education were to be for freedom, it would have to be altered in form.

In freeing the oppressed, there is a need to free the oppressors as well as the oppressed. Paulo Freire.

Looking at how change happens through Bruno Latour I am beginning to see some value in attending to freeing the oppressors. There is a need to part people from what is, to unpeel, to detach the current habits or other chains that bind or ruts entrenched. There has to be some problematization, motivating, assembling others, making a new 'network' evolve.

I used to have problems with freeing oppressors; werent they free enough! But a revolution in education is always just around the corner and doesnt quite get here. Even when a mini coup happens, there's always another oppressor to take the place. Making a new 'net' 'work' takes work. The new assemblage seem to want to replicate the channels of the old. fIt requires active work to have change sustained

My action plan:
1. Stop stroking oppressors.
Recognize behaviours I do that could be creating these people.
Misguided flattery sustains oppressive qualities; They believe when told they are good at what they do. Keep them humble, only praise whats worthy of praise and help to reshape what needs reshaping.
2. Humanize learning. It matters that education settings consider thinking, feeling and relating in form as well as in content.

I have one of those major opportunities right now. The sort that aye very uncomfortable and not asked for.
The changes mooted are large, but could end up just the same old same old.

Taking the premise of Biggs constructive alignment a step further, there is opportunity to bring on the revolution;
how does this process, this content, through to this assessment point, align with creating more rather than less of what it is to be human. Not only how might this create more rather than less thinking, but also what is taught of relating and what it is to be more fully human.

Constructivism; creativity and community

I was mulling over a colleagues experience of being told off for talking in an academic staff meeting.
Formal meeting, chaired, minuted. 30 odd people.
And it goes on for 4 hours, two short breaks.
We wouldn't do it to our students, but we do it to each other. Entrapment.
But thats beside the point. its the intellectual stifling thats important; talking constructs knowledge and to do this one at a time in a formal meeting loses the plot.
Formal meetings are not the best way to generate thinking.
I am tooo web 2.0 to shut up and wait. I'm also too human. I talk and I think at the same time.
And then i saw olweekly today and there's an advert for a course for credit or interest in constructivism, free for those with an interest and charge applied for those wanting credit. But i really have to stick to the phd or i will lose the plot.
And then there was also a link to Drapes takes which links to Charles Leadbetter and a great little youtube clip that got me thinking more about how innovation happens;
Its like building a birdsnest where everyone leaves their piece.
We think because 'we' are.
So how do academic institutions get it so wrong; habits of formality constrain creativity.
The idea of an academic community is wrong. There is too much baronial political history for freedom of thoughts to be expressed.
What would I rather? Anarchy?
Just maybe I'm still punk'd.

Cyborg is growing on me

My dearest has threatened to weld me to my cell phone. Not to extend me, its to extend him. "Why isn't your cell phone on; i tried to ring you."
Does he really not see the subtext here?
I want you at my beck and call.

Its just as well he hasn't seen this one.
Cyborg; i might be happy to explore as a fantasy, maybe even a reality when i consider my serious deep seated psychological attachment to apple, my laptop. She and me have a pleasant symbiotic relationship.

But i am not ready for this, yet.
Seriously. Attached to one's cell phone.

How do i <3 thee?
Let me no.the ways
No
No way
Not eva

I've been punked; Harajuku babe bites back

Punk'd education; the alternate, raw and angry side, a bit black, seedy, downright dirty, with a sharp edge.

"It was then that it hit these people. Blackboard was never a learning tool."

The controlling influences of education may smooth a means to commodifying fodder fit for an unquestioning workplace; may make the bureaucracy of education run with or without the presence of learners; but i like to think there is something about learning's purpose being greater not less, freedom.
So its effing annoying when the platform is mistaken for the performance.
20th century punk meets 21stcentury harajuku.
A lot of attention to the manifestation but the substance is unsettling, a bit like the harajuku form of loligoth; a semblance/ assembling Victoriana meets goth meets punk meets paedophile dream.
There is edginess and it's disturbing, seductive, and beautiful:

They hang out to be seen, do their make-up, talk to friends, and get photographed. Any Sunday visit to the famous Harajuku “bridge” (it’s not an actual bridge) will show you more tourists snapping shots than actual GothLoli.
Performance on many levels.

Deeply disturbing, just like learning should be.
Really.
Thanks to Stephen Downes for todays provocation.

Consultation: a weasel word. Sucking up education.

weasel word
n.
An equivocal word used to deprive a statement of its force or to evade a direct commitment.
[From the weasel's habit of sucking the contents out of an egg without breaking the shell.]

On feeling somewhat sucked.

Consultation
con·sul·ta·tion (knsl-tshn)
n.
1. The act or process of consulting.
2.
a. A conference at which advice is given or views are exchanged.
b. A meeting between physicians to discuss the diagnosis or treatment of a case.

I have found myself being consulted with recently. (Note to self: add consultant to cv, PBRF audits, promotion package...)


There is an awful lot of obfuscation and obscurification going on, how about just getting back to the capacity to teach students, or not? Skip the weasel words and focus on what counts for education.

Its called consultation yet its substantively a one way delivery of information on what is to be 'delivered' with a timeframe prohibitive of alternatives. Consultation limited to tweaking. In developing communities of practice, I suggest such actions would create a climate of distrust and apathy.

And I find myself thinking blogging may be unsafe.
Only in a liberal centre of education might one really expect that asking questions, challenging rationale, and critically thinking about what happens would be honored. If you work in such a place, please let me know.
Meantime, NZ does recognize weasels as noxious pests and its a Government given mandate to help eradicate their impact.

Turn and face the strain

I've chosen to turn and face the strain even though I'm not clear on what Bowie means on tracing time.
In rereading Aramis; the love of technology the tracing of what is the murder of a good idea/project could be deemed a 'learning opportunity'.
From a counselling perspective it may even be cathartic.

To this end I explore: What does it take to kill a good thing?
Seems timely to look at changes; so I'll turn and face the strain.

According to John law, it's simple: work holding it together stops.
Doing one's own thing quietly could be blamed, not making a fuss could be blamed.
Staying below the radar contributes.

Retrospectively its possible to recognize that a lack of resourcing comes from a lack of actors. As they peel away, the project dies. Its not economics. Its not politics.
Latour points to these excuses as just that, excuses. Excuses for not doing depth sociology, where naming forces becomes shorthand to not probing deeper. The big explanations are used precisely because there is disinterest; because responsibility is being avoided.
I can paraphrase this: Where there is not a will, there is not a way.

People make decisions. People with names. Not politics or fiscal constraints, not context, positions or offices, but people who no longer work collectively to make the thing work. The chain that binds, breaks.

Confessions to a murder are rarely forthcoming.
In the area of technologies Latour suggests there is nothing very solid, just the accumulation of little solidities, little durabilities, little resistances and a project ends up becoming gradually more solid. the converse also happens. The erosion's of actors; people leave, jump ship, those who argue for more of this without realizing the impact is less of that...and so projects become more, and less, real. Reality is polymorphus, shape shifting, changing. Actors come and go. Progressive slippage of interest is traced (retrospectively).

Latour playfully suggests looking for the mice and fairies that turn a pumpkin into a coach. I extend this; who are they that turn a coach into a pumpkin? When the disinterest starts what's done to hold on? Whats allowed, required, or given away, what's not done, undone, neglected, abandoned, what alliances have been prevented, constrained. When does love lost turn to murder, dismembering, annihilation?

A technological project is never realistic or unrealistic; it takes on reality, or loses it, by degrees.
What becomes more or less real depends on the chains...the continued generation of interest, of seduction.

In Aramis, Latour manages the convincing love story that was Mary Shelly's Frankenstein: By the virtues that I once possessed, I demand this from you. Hear my tale....you reject me? Have I not been good?...Did not all the fairies hover over my cradle...If you did not want me, why keep me alive?...If badly conceived why not conceive me again? ....why turn away...

A lack of love kills things, kills projects, is soul destroying; by degrees.
I'm left feeling that

"love lies bleeding in my hand" (Elton John, funeral for a friend)

invisible, inaudible, or in the office

'Children should be seen and not heard'
So long as you don't irritate the grownups of the world you have a right to exist.
Cute your allowed to be, attention seeking, not.
An existence subject to terms.

Seems the little beasty is a different little beasty to different people, or maybe even is a different little beasty dependent on place.

When it's my own, it's a necessary piece of what not to leave home without: keys, wallet, cell phone. An object that extends me, I can travail time and distance to communicate with others.

When it's someone else's and its ringing in a lecture theatre, movie, restaurant its an unwelcome intruder.
Even when its my own and it does this at such times, its still an unwanted intruder. I now owe a packet of biscuits to the group I run for Youthline since the little beasty made its presence known tonight.
When contacted with demands of do this, do that, where are you... it's more like a leash than an object that extends my powers.

In an article by Chris Bigum, (1998). Schools in search of educational problems: Speaking for computers in schools. Educational policy, 12(5), 586-601.
Chris talks of how the computer within schools is experienced as being a very different animal by different people. I would argue that the same can be said of cell phones.
Hijazi-Omari, H., & Ribak, R. (2007) in 'Playing with fire: On the domestication of the mobile phone among Palestinian teenage girls in Israel' also talk of how the cellphone can be an emancipatory object or a leash. Their description focuses on the love interest experience of young women and girls. The cell phone assumes symbolic representation as a ring might have in another culture.
But with added risk and benefits. The title 'Playing with fire' isnt elaborated on, but one sumizes that the risk of having the cellphone found by brothers, fathers, others may be extreme. There is also the tethering of having the sim card read to ensure that the purpose of the gift was not extended. This included one example where the 'girl' was not informed of the number of 'her' cell phone so as to maintain an inscribed use.
The emancipatory quality appeared subsumed by the high level risk involved. But many of the issues are the same ones talked of by Carolyn Marvin (1988), in her book titled "When old technologies were new: Thinking about electric communication in the late nineteenth century."

New Zealand Broadcasting Authority release research on the 6th May indicating 42% of children 6-13 years use a cell phone.
I suspect they also use landlines but thats not news worthy.

PhD distractions.

This is my mum, she doesnt live by herself, she has an 11" toy poodle.
She knows the current PM (it has been the same one for 9 years) and so is deemed capable of making rational choices.
Mum was admitted yesterday after having had two falls this week. On each occasion she spent a night on the floor. With the second fall (yesterday) she sustained a fracture to her radius, left wrist. This is now in a plaster cast. Today their intent was to discharge her home alone, despite knowing she can only get around with difficulty and using a walker.
Seems I was the only person who thought this was irrational.
My mum, a Dr and two nurses couldnt see the problem.
A request to have my view that this was irrational be documented in her notes was resisted by the RN, so I suggested that under the Privacy Act and with my mothers permission I could see the notes and write in it myself. We were then seen by the Duty manager.
A smart person this RN: one look and she could see that a plaster cast and a walker and an elderly woman already identified as prone to falls home alone was not a good idea.
Might have something to do with a junior doctors strike due next week in conjunction with nurse's having totally given away their 'voice'. If i had thought she just needed doctoring we would have gone to a private a&e clinic. It was because I knew she needed nursing care that we went to a hospital.

omg tisnf

oh my gosh/God, this is so not fair/not funny
But it is, ROFL
While I pick myself up from rolling on the floor and b4 i wet my pants (ROFLWP)
Have a look at the not so funny need for a mobile plan thats less costly.

I have actually known people who couldn't afford to pay their rent because their cell phone plans, yes plans, were costing too much.
Tgfpp= thank God for prepay.
While I'm on this topic, I also note that ok isn't short enough, k?
I get the need to be economical with a text maybe costing 20cents a message,
160 characters max for a single message, so why use 1 when you could have used 2?

Animoto: digital narrative made easy

A great audiovisual piece of freeware called animoto and I spent most of this wet bleak day fooling around.
Courtesy of Ewan MacIntosh i found animoto, its a bit of an instant digital narrative type of thing.
I found it easiest using photos and pictures uploaded onto flikr first and then onto their upload board.
(Expand the use of pics if needed by doing the Flikr advanced search for creative commons photos, attribution required).
The site then provides an option of music they provide (some free, some on payment) or advice re creative commons music or authors own mp3 file... to accompany.

The 30 sec short clip that can be produced is free, downloadable to youtube and then to one's own blog...
I'm thinking I could use these as a week by week intro to a lecture, or as a reminder of what was covered in the previous lecture...

There are some annoying aspects such as the random actions on slides, but i guess this is made up for with the 'creativity for dummies' ease of use.

Here Ive used graphics from the early part of the course I teach on communication skills (content included getting out of one's comfort zone, developing self awareness, invoking a moral curiosity, the need for communications in a health team to be by design, non-verbal communications, empathy and the work of John Heron, which included a look at unskilled, degenerative and misguided counselling). I suspect this little snippet tries to do too much and i still have to work on the headless one but still...it is my first ever youtube upload :)
The stand alone video wouldnt make sense if you hadn't attended the lecture, but the potential is for grounding aspects of the learning invoked by the visuals ...

Next step, injecting some creativity in the course;
maybe extra course credit for submitting work that exemplifies empathy....

suckered in a textually mediated reality

I am murderously inclined having been suckered by trolling scum soliciting in outsourced thinking. Buying or selling; I'd rather deal to their body parts.

Thanks to Qmass for the reference: Frank, A. (2004). After methods, the story: From incongruity to truth in qualitative research. Qualitative health research, 14(3), 430-440.

Arthur Frank writes of the need to convince the reader of the body on the floor.
For the reader to recognize the problems faced as their own problems, such recognition makes the story compelling. The reader has to feel that his or her fate is somehow affected by the fate of those reported on. Generating a sense of entwined fates is the prerequisite - not simply a prerequisite- of good storytelling. The audience has to care what happens to the characters.
Offering an articulate imagination: Seeking not to explain but to deepen complexity, giving complexity an articulate form and making ordinary people vivid.

The textually mediated reality Frank describes is one I am familiar with, reality is that which is written of, audited; where artefact is mistaken for substance. Today I was suckered by a blog troll.

7 memes to writing a thesis proposal

1. Decide to do it and keep doing it
2. Develop alliances between self, topic, research, supervisor. Then there's the negotiation with friends/family. And the coherence between self, research question, research methodology. This is the work, pulling this together and keeping these together.
3. Learn to juggle; some might call this the first exercise in time management.
4. Establish a means to take control of the reading and the writing. Read about the topic, the research method possibilities, the writings of your supervisor, the writing suggested by your supervisor...as well as how to write, including how to structure a proposal especially for your institution. I have found endnote to be the second most useful piece of software on the planet (after word). My use of it means as i read articles, texts, newspaper items etc... these are entered into my library , and written about in the notes section, and a copy of the article is attached as an image in the image section.
5. Chicken and egg / Ideas and writing. I suspect its only other people who have ideas then write them up. I write into my ideas.
6. Establish the trajectory. If you have an inkling that what you want to study is too big, it probably is. What is the question, argument (or thesis), being studied, how are you going to get there, why's it so important, and so what? Convince the reader that your study going to make a difference. My institution required this in 400 words or less. Wisdom from cj was, "so where's the cure for cancer?" Barbara Grant said "learn to kill your darlings". David Seedhouse's advice was "say it once and say it well". Get it peer reviewed- other students, friends, family ... their asking questions means it could be clearer.
7. Write it and rewrite it and know it will still change. There is no perfect research proposal. Latour says a good thesis is a finished one. This is equally true of a thesis proposal. Invisible work is not wasted, it is the substance on which a finished product lies; a symphony is only good once the learning, the practices and the coming together, have occurred.
   Thesis proposals only look easy afterwards. In academia most of our earlier work was about handing in finished product, now's the time to get used to handing over work in progress. A thesis proposal is still only a work in progress. Feel free to polish it , wordsmith it, but know that it's not the end. It's a map, it's not the world. Even if it feels like the world at the time.

7 memes for (successful) PhD / thesis writing

Borrowing heavily on the writing of Irene Goodman (author of 7 steps for highly successful authors) as well as ideas from thesis authors I have known and have read...rather than from any personal experience of completion :)
and therefore with very limited credibility but with a lot of interest in completion and therefore reading about such things...

1. Dont give up.
Bruno Latour in Aramis also identifies this critical factor in the making of a project, to hold it together, one must not stop holding it together.
2. Write.
Got nothing to write about?...Put readings (which you write about in the notes section) into the endnote library, blog about writing it, rearrange the data collected- might be construed as data analysis if the words aren't too scary... make writing enjoyable, an hour of journal reading and entering same into endnote while at a cafe is one of my strategies for making writing pleasurable,
I also practice the writing style of authors I enjoy or who have the profound ideas... seems to help new understandings flow. However, this is the opposite to Irene Goodman's advice, hers is to find your authentic voice and stick with it. I'm not there, yet.
3. Schedule the thesis into your life. Mine takes up a lot of my life. Apparently highly effective authors are disciplined writers and will treat the writing as their work. Enjoyable or not, they will write. They will also have a life.
For some it works same time every day.
For others its the reading when the kids are awake (as its easier to pick up and put down) and writing when they are asleep.
I settle for what feels like all the time outside of the day job and sometimes inside of the day job. It actually isnt this. But its an omnipresence that I am happy with. If I didnt like it, this would be a serious problem.
4. Plan.
I have a few.
There is what I tell myself is pure fabrication that I write for the annual review.
Then there's the one that I am comfortable with, based in what Sherry Turkle calls a triumph of tinkering. Citing Claude Levi-Strauss on bricolage, she describes an arranging and rearranging "Bricoleurs approach problem solving by entering into a relationship with their work materials that has far more the flavor of a conversation than a monologue".
Where the writing of a composition comes first and then the plan; a softer style of bottom up rather than top down.
I do plan to finish, i have semi inflexible dates in my head, this years for data collecting, but its also got some writing, and some rewriting. Next year is for writing also, but its an analysis focus, in the absence of funding the year after is the end point as it will be the writing and the rewiriting. Tinkering and polishing. There is still an end insight I have heard stories of those who might polish and edit down to the blank page. I do not intend to be one of the,m. I am aware that I can get lost in wordsmithing and I take heart from Latour, "a good thesis is a finished one".
5. Want it.
Other factors in your life may have to move around this one, which comes first? The thesis or the job? The personal fitness or the thesis? The social life or the thesis? What do you still want at the end of the thesis? My family. I know my bottom line.
6. Stay with, and work, what works for you.
Supervisor, methodology, friends, subject and even the technology. Having the advantage of actor network theory is a convoluted double take, I can look out there with it, and i can also look in here with it; this is a retake on the first suggested strategy; it takes work to make it coalesce.
7. Here to there
Write to your audience. Terry Evans (co-author with Carey Denholm of Doctorates Downunder : keys to successful doctoral study in Australia and New Zealand. Camberwell, Victoria, ACER Press, 2006.) told me its an incredibly selfish undertaking writing for oneself, one's supervisor and one's markers. 3 readers guaranteed. They want to know that you can take it (and them) from here to there. New knowledge. coherently.

If you are/were writing a thesis what would be your 7 memes?

memes (a virus for the www?)
Memes; the word rhymes with dreams and is short for mimemes, from the word mimetic. Infectious ideas; a micropersuasion, spread from person to person.

9 big class learnings (2008)

To give some context: I teach students communication skills, this runs for 12 weeks and involves 772 students in a Health faculty. This group is split into 4 lecture groups, each receiving one 2 hour lecture per week, and a one hour tutorial (in group sixe of approx 30)

1. Some things take no longer in a big class than a small one;
the lesson learned is be selective.
Favourite task for checking everyone's 'on the same page' regarding concepts crucial to the course and taught within the first couple of weeks. This one came from a MOE literacy cluster. On a word doc make 3 columns, in the first column put the title 'words' , in the second column put a title 'definitions', in the 3rd column again title it 'words'. Then put about 5 words crucial to your topic in the first column, leaving a few lines between. In class give out one of these between 2, have the pairs select to be a or b. Then instruct the a's to define these words, writing their understandings in the 2nd column. Then fold the paper vertically so the partner b cannot see the first column. Their task is to discern what concept was being defined. Provides an opportunity for peer teaching, 2 way, understanding as well as clarity of meanings...

2. Solicited written feedback is richer; I used Stephen Brookfields 5 questions critical incident questionaire. My experience is students like shaping courses.

3. Do the big delivery stuff, but also do the talk with the people next to you.
Tasks in pairs help engage people with the content. My experience is that trust is made on the smaller scale. Speaking out seems easier when the classes engender speaking...

4. Use the big impact of the big venue. I recommend in your face imagery, loud noise dramatics, use of voice; not as gimmicks but integral to content. Helps to use photos over clip art.
My favourites this year include:
The use of strong graphics, red white black...stats that were damning, use of visual images supporting these. (Lessons learned online from death by ppt by Alexei Kapterev, presentation zen, Seth Godin, youtube- how not to make a ppt presentation by Don McMillan...) I have had to rethink my ppts but they are so much better. The medium carries the message, the power of strong visuals wins over lines of writing on a screen.
Use of graphs; my favourite was on how empathy commonly decreases with each year of education that appeared to be drawn insitu. (Inspired from TEDtalks Hans Rosling)
The use of loud noise during a creative visualisation demonstrated the application of CBT (cognitive behavioural therapy) as a prompt to consider what goes on in thinking, emotions, behaviours and physiology. And therefore led into a discussion of what might be changed.
The mexican wave affirmed that big classes are better at some things :)
a demonstration piece of verbal and non verbal communications ( I really do need visual imagery of classes, some creative editing and a promotion panel... )

5. Make learning an easy choice. A lesson learned in health promotion. I am not suggesting all learning should be easy or fun, but it helps. The ppts are online, as is a podcast. Talk the content. I think students come because its about engagement.
(the online ppts have fewer graphics to keep the file size down)

6. I tell stories. Transforming knowledge by demonstrating application, and modeling the critique of these, engaging students with questions of the good the bad and the ugly.

7. Plan but also stay flexible. What you want and what you get resource wise will always be less than promised and less than ideal.

8. Stay idealistic. I invest in seeing what's possible and adapt to what's possible.
Stephen Downes site Oldaily is great for updates.

9. Post the great ideas, either blog them under big class teaching or post to del.icio.us that way others share too :)

Here be dragons

Such dragons are begat by Wilma White in Kaiaua New Zealand. I have several of this dragons siblings...

In trying to map the invisible, one risks destroying the positive aspects of invisibility – should the map simply be marked, “here be dragons?” Star and Strauss (1999)

In my research interviews I have data that has left me in a conundrum.
What gets told, what gets told in a de-identified way, what will be less important with the passing of time, what might be portrayed to different audiences...
I am reminded by cj that research is an inherently political act.
The article by Susan Leigh Star and Anselm Strauss (1999)titled Layers of Silence, Arenas of Voice: The Ecology of Visible and Invisible Work, provides an excellent synopsis of such dilemma: There is both good and bad invisible work. Positive invisibility requires discretion. Within the the visible-invisible matrix it is impossible to define anything as inherently visible or invisible; similarly, it is impossible a priori to say that either are absolutely good or bad, desirable or undesirable.
These authors are not recommending “more visibility” in any simplistic form, but cite Grudin’s (1988) and Robinson’s (1993b) criteria of equity as an evaluation precept. This discusion of “good invisibility” and “bad invisibility,” is traced to questions of discretion, autonomy, and power over one’s resources. They identify the relation between invisible and visible work as a complex matrix, relational, with an ecology of its own. For every gain in granularity of description, there may be increased risk of surveillance. In the name of legitimacy and achieving public openness, an increased burden of accounting and tracking may be incurred. The phenomenon is one of tradeoffs and balances, not absolutes and clear boundaries.
Some suggestions they make include:
In managing the balance of visible and invisible work, it may be important for
processes to become visible for a time, or remain invisible for a time. It may be of value to consider time release (it may be possible with the passing of time that the issues are deemed less important or a forgivable 'passing phase') 'Stuff' may fade decay over time.
A metaphorical curtain might be drawn. Deidentification of data being one part of this.
Having the analysis consider tradeoffs and balances because increasing the visibility of work processes has pluses and minuses.

I can move forward now.
The dragons can rest easy for the time being.

They meant no harm

They meant no harm
by ah (2007)

There's nothing left
no loopholes,
no gaps.
Sewn up so tight.
Dot the i's, cross the t's.
are you sure there's a comma after an 'and'?
A part of me died;
sacrificed to the ethical lie:
'First do no harm', they said.
'First do no good',
I sigh

In Sparrow, Mary Doria Russell describes her desire to write looking back, distanced by both time and place. I too would like this perspective but am caught in the moment. She writes, looking back "they meant no harm."

Being 'in the moment' I can only hope to enjoy the selective amnesia where one day I may be able to say; 'it was all for the best', or 'i learnt so much from it'...
Being 'in the moment', I want so much more more than this, I want it written "there is goodness here".

I am blessed with two ethical panels having the focus of my doctoral research application.
I do not feel twice blessed.
I feel twice vulnerable.
Powell and Smith (2006) reviewed the literature on ethical guidelines for research with children: a review of current research ethics documentation in New Zealand. Their discussion confirms my misgivings.
In all the rhetoric of concern for the voice of young people, the capacity for consent is denied, though a capacity for assent is identified as desirable.
In being risk aversive, the risk is also that young people are denied the right to shape services that suit them.

They cite "Like many other minority groups, children lack power and have often
been silenced, unheard, unprotected, and viewed as “unpeople” (John, 2003).

The summary of their findings indicate an increase in the consideration of ethical issues, but that existing documentation is inconsistent and inadequate in attending to specific child-related issues. Suggestions are made to enhance children’s participation in research and demonstrate a respect for their participation rights.

Sounds good. However, practice is that ethics tends to be considered as a one off event rather than a sustained process. Frightening is that the use of ethics committees for the big tick (or not) further feeds into this one off event where thoughtfulness can then be abdicated. Furthermore, the interest shown by ethics committee deliberations may be less about risk to participants, less again about risks to participants before or after the study, and more about the risk aversion or minimisation, to the institution through which the study is conducted.


Judith Bessant (2007) published in the Australian Journal of Political Science, 39(2), 387-404 takes off the kid gloves on this; there are mixed messages about youth participation and democratic practices. Lots of rhetoric about rights and consultation, but little about shifting the power base.
My glass only feels half full today.