supporting postgraduate writing pedagogies using sakai shaheeda jaffer & andrew deacon centre...
TRANSCRIPT
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Supporting postgraduate writing pedagogies using Sakai
Shaheeda Jaffer & Andrew DeaconCentre for Educational Technology
University of Cape Town
9th Sakai ConferenceParis
1 July 2008
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The ‘postgraduate condition’
• Students view– High expectations of academic discourse– Difficulty entering scholarly community
• Lecturer view– Lack of student preparedness– Students need more practice writing drafts
• Institutional view– Student throughput inefficiencies
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Educational technologists role
• Can educational technology help?– Possibilities at proposal and drafting stages
• Focus on mediation role with lecturers– What and how technologies are used
• Negotiating learning designs:– Understanding the pedagogies– Making effective educational technology
choices
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Writers’ Circles
• Informal (students join voluntarily)– Support thesis writing
• Format: – Fortnightly meetings with ‘warm-ups’ &
discussion of student draft writing
• Aims:– Space to rehearse their research agendas– Develop postgraduate identities– Peer-critiques on drafts– Engage with academic writing structures &
conventions
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Writers’ circles: initial ideas
• Students post writing into the resources section and elicit comment from peers and facilitators
• Students store drafts on Vula space and in so doing keep track of their development.
• Students read and comment on peer’s writing through the use of the forums between writers’ circles
• Facilitators read & comment on student’s writing online
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Implementation
• Pedagogy dependent on engagement in f2f workshop
• Vula used to share writings prior to workshop
• No online interaction between students and between lecturer and students
• Growing realisation that f2f facilitation important
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Use of Vula
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History course
• Formal (research methodologies courses)– Support thesis writing
• Format:– Bi-weekly seminars
• Aims:– Develop skills working with primary source
documents– Lecturer and peer critiques on drafts– Develop generic research skills
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History research methods course• Short formal accredited courses• Honours and masters courses• Students from diverse disciplinary backgrounds• Weekly seminars• Focus:
– Thesis writing– Analysis of primary source documents
• Tools used:– digital archives (Aluka)– wiki in Vula (Sakai)– Timelines– maps
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History research methods course
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Aluka
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Time lines
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Maps
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ComparisonsWriters circles Research methods
improve student writing & induct students into scholarly discourse
improve student writing & induct students into scholarly discourse
informal multidisciplinary formal multidisciplinary
writing structures content
pedagogy patterned pedagogy varied
draft thesis writing - chapters not formally assessed
writing tasks wrt primary source analysis (assessed)
Tools: Vula email Tools: digital archives, wiki, maps, timelines
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Conclusions• Educational technology used in limited ways
– few educational tools suited for PG writing
• Contradiction between educational technology and becoming scholarly– Collaborative learning designs
• Aims similar – draft writing and discussion central to both
• Pedagogies very different– uses of technology different – not understood ahead of time
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Thank you