The Weblog of (a) David Jones

Following is a simple todo list outlining major tasks I’m currently working on. The stuff bolded (i.e. in yellow) are actual tasks. The rest is mostly the title of sections of the thesis.

Current primary aim

Develop a rough first draft of the thesis. i.e. all of the structure in place and some indication of content to go into it, but some of the content may not be in the best of shape or completely finished.

Literature to get

Trigwell, K. (1995). ‘Increasing faculty understanding of teaching’, in Wright, W.A. (ed.),
Teaching Improvement Practices: Successful Faculty Development Strategies. New York:
Anker.

Gibbs, G. (1995). ‘Changing lecturers’ conceptions of teaching and learning through action
research’, in Brew, A. (ed.), Directions in Staff Development. Buckingham: SRHE and
Open University Press. In library

Doty, HD; WH Glick (1994) Typologies as a unique form of theory building: Toward improved understanding and modeling. Academic of Management Review. 19(2): 230-251

Playing the Numbers: Online Education – The Revolution that Wasn’t

To reflect upon

De Vaney, A. (1998). “Will educators ever unmask the determiner, technology?” Educational Policy 12(5): 568-585.

People

• Davis, J., W. Kettinger, et al. (2009). “When users are IT experts too: the effects of joint IT competence and partnership on satisfaction with enterprise-level systems implementation.” European Journal of Information Systems 18(1): 26-37.
• Chu, T.-H. and D. Robey (2008). “Explaining changes in learning and work prctice following the adoption of online learning: a human agency perspective.” European Journal of Information Systems 17(1): 79-98.

(Process) Lyytinen, K. and M. Newman (2008). “Explaining information systems change: a punctuated socio-technical change model.” European Journal of Information Systems 17(6): 589-613.

(Place) Bryant, A. (2008). “The future of information systems – Thinking informatically.” European Journal of Information Systems 17(6): 695-698.

Design research

• Aaen, I. (2008). “Essence: facilitating software innovation.” European Journal of Information Systems 17(5): 543-553.

Chapter to do list

Need to merge old chap 6 and old chap 7 into chap 6 and think about evaluation discussion being added to new chap 6 – currently in old chap 6

Chapter 1 – Overview

• Introduction
• Background to research
  • Need to find Keegan 2000 reference
  • Tiny bit of content tweaking.
• Research problem and contribution
  • Contribution paragraphs need conversion from outline to full text.
  • Need to develop final representation of the ISDT – convert from Walls to Lyytinen graphical representation – will probably need to wait until chapters 4, 5 and 6 are written as final details likely to change.
• Justification of research
  • Importance of the problem
    • Format and content need work – wait until chapter 2 finalised
  • Neglect of the problem
    • Format and content need work – wait until chapter 2 finalised
  • Neglect of the research methodology
    • Format and content need work – wait until chapter 2 finalised
• Research method
  • Will need updating based on Gregor and Jones 2007 and also Lyttinen representation of ISDT.
  • Potential updating post chapter 3
  • Table 1.1 needs updating for new research cycles from chapters 4 and 5
• Limitations and scope of the study
  • Update with idea of leveraging ActionResearch limitations as used in the 2009 ANU presentation.
  • Structure and content needs some work ***
• Organisation of thesis
  • Needs to updated with more recent ideas about structure
  • Some content and formatting fixes required.
  • Should this section contain a mapping of publications from this work with where they are used in the thesis?
• Conclusions

General to do

• Need to add mention of Gregor and Jones (2007) as part of contribution
• Need to work the Ps Framework in as contribution and as lens for understanding the problem

Chapter 2 – Literature review and problem representation

• Introduction
  • Include iterative formation of Ps – perhaps more on Ps
  • Work in Perry quote connection with Ps
  • Need to ensure it roadmaps the rest of the chapter
  • Work in more strongly the summary of the chapter – because e-learning is complictated, there is an orthodoxy, the orthodoxy has significant limitations and mismatches, need to understand why and from their figure out how to solve it.
• The Ps Framework
  • Need to work in published (paper, presentation and blog) content backgrounds Ps Framework – integrate with current content
  • Mention Jones 2004 work and the work system stuff as contributing to Ps Framework – maybe mention it as a type of this type of theory
  • Does there need to be more about how to evaluate/formulate these types of theories/frameworks. NOT FOR NOW
  • Need to work in graphical representation of Ps framework
  • Work in bit about social construction and the addition of “perspective” as indicated by different representations of the Ps
  • Related work
    • Do a quick search around for similar frameworks.
    • once content complete, need to get structure and content together
    • Conole and Dyke (2004) paper suggest a taxonomy of affordances of ICTs
• Past Experience lots of content to structure and turn into prose
  • Origins of e-learning and web-based education
    • Get some early references for CMC
    • Talk about the theories for audio-visual
    • In “lessons” add something about e-learning not having remembered the deep and nuanced understandings generated in pre-history
    • Get some quotes around definitions and disagreements of terms for e-learning etc.
    • Check the book for some discussion of terms and history
    • Link the use of “web-based education” as what is mostly mean by e-learning in this section to the same point in chapter 1
    • Follow up history of Journal Educational Technology Research and Development – especially first issue in 1953
    • What are the connections/similarities between the early versions of this journal and e-learning today?
    • It should be clear then that the present study seeks to contribute to the critique of educational effectiveness research based on a narrow, neo-positivist and objectivist view of ‘evidence’ (Clegg 2005). – from Findlow (2008) Clegg, S. 2005. Evidence-based practice in educational research: A critical realist critique of systematic review. British Journal of Sociology of Education 26, no. 3: 415–28.
  • Quality – what is done
  • Quantity – how much is done
  • Lessons
• Purpose and or “The problem and purpose” lots of content to structure and turn into prose
  • decide which of the titles to go with
  • Purpose of learning
  • Purpose of universities/teaching
  • Purpose of e-learning
• Process
  • Teleological and ateleological processes
  • University processes
    • Management and planning
    • Institutional learning and teaching
    • Learning and teaching
  • Lessons from process
• Place
  • Society
  • Sector
  • Institution
    • Prasopoulou and Pouloudi (2005) (saved locally) – mismatch IT and University.
    • Schultz (1995) suggests organisations can be conceptualised using three primary metaphors. Morgan (1997) offers 8 – but 3 seems the accepted version.
      Need to get these M Schultz (1995) On studying organisational cultures, Berlin: Wlater de Gruyter
      G Morgan (1997) Images of Organization, Thosand Oaks: Sage Publications
  • Consider the role organisational fit as an explanation will fit in here. (Hogarth and Dawson, 2008)
• People lots of content to structure and turn into prose
  • People involved in e-learning
    • O’Leary (2004) has stuff on administrators and potentially other related things.
    • Look for literature on students’ conceptions of learning. — Mayes, T. (2006), LEX The Learner Experience of e-Learning Methodology Report, and Sharpe R., Benfield G., Lessner E. and DeCicco E. (2005), Scoping Study for the Pedagogy strand of the
      JISC e-Learning Programme
  • Culture
  • People and cognition/The rational person?
    • Figure out which title to use
    • Get Fauconnier and Turner
      G Fauconnier and M Turner (2002), The way we think: conceptual blending and th emind’s hidden complexities, New York: Basic books
• Pedagogy lots of content to structure and turn into prose
  • Pedagogue
  • Learning theories
  • Lessons
• Product
  • Orlikowski and Iacono and the IT artifact stuff can inform this.
  • Look at Conole and Dyke (2004) paper on affordances of ICTs
  • Check out this as another set of different perspectives on Product
    

    According to Clark (1996), there are five possible perspectives on media: (a) media as machines, (b) media as tutors, (c) media as socializing agents, (d) media as motivators for learning, and (e) media as mental tools for thinking and problem solving.

    Clark, R. E. (1996). Media and learning. In T. Plomp & D. Ely (Eds.), International encyclopedia of educational technology (pp. 59-64). New York: Elsevier Science.

  • “UNDERSTANDING E-LEARNING TECHNOLOGIES-IN-PRACTICE THROUGH PHILOSOPHIES-IN-PRACTICE” by Heather Kanuka – potentially offers some perspectives for product and understanding technology – also some reasons why it’s important.
• Conclusions
  • All to do

General to do

• Revisit Shirley’s comments on earlier draft of 2
• Figure out what order works best for the Ps

Chapter 3 – Research methodology

This chapter is part way through a re-write from something written 6/7 or so years ago to something the represents more recent thinking.

• Complete the restructure
• Check it against other guidelines/examples of chapter 3 structure
• Check with Shirley what she thinks of the structure
• Get a copy of Shirley’s DESRIST paper on theory building
• Read and integrate Shirley’s theory building ideas into chapter
• get a copy of sandy’s ICIS’2008 paper
• read and integrate Sandy’s ICIS’2008 paper
  • Origins of IS and the early concerns about it
  • The problems with research paradigms
  • Discussion about the core
• should “reporting” i.e. structure of 4 and 5 be talked about here in this chapter?
• Introduction
  • Complete structure outline
  • Turn into prose
  • Modify based on changes made later in the chapter
• Research fundamentals
  • Complete structure outline
  • Probably still need to gather some content
  • What is research?
    • Turn into prose
  • What is the role of research paradigms?
    • Turn into prose
• Domain considerations
  • Complete structure outline
  • The IS Discipline
    • Complete structure outline
    • get content
      • Revisit duPlooy (2003) for pointers and content
      • Orlikowski and Iacono and the IT artifact stuff can inform this.
    • turn into prose
  • IS research
    • Complete structure outline
    • get content
    • turn into prose
  • Is this IS research?
    • Complete structure outline
    • get content
      • integrate Alavi and Leidner
      • Chase up and integrate more refs to Alavi and Leidner in the IS literature.
      • Piccoli and Ahmad ..2001
    • turn into prose
• Ontological considerations
  • Introducing theory and types of theory
    • Complete structure outline
    • get content
    • turn into prose
  • Theory in design research
    • Complete structure outline
    • get content
    • turn into prose
  • Anatomy of a design theory
    • Complete structure outline
    • get content
    • turn into prose
  • Evaluating contribution to knowledge
    • Complete structure outline
    • get content
    • turn into prose
  • The contribution of this thesis
    • Complete structure outline
    • get content
    • turn into prose
    • Add Ps Framework as contribution
    • Add advice on how to structure DR report/thesis
• Epistemological considerations.
  • Research paradigms
    • Complete structure outline
    • Introducing research paradigms
      • get content
      • turn into prose
    • Design research as a paradigm?
      • get content
      • turn into prose
    • Alternate views on research paradigms
      • get content
      • turn into prose
  • Design research processes
    • Complete structure outline
    • Introducing four design research traditions
      • get content
      • turn into prose
    • Research processes within design research
      • get content
      • turn into prose
    • Design research processes: commonality and difference
      • get content
      • turn into prose
  • Formulating design theory with action research
    • Complete structure outline
    • get content
    • turn into prose
  • Using action research to formulate an e-learning ISDT
    • Complete structure outline
    • get content
      • When did the PhD actually start – @ CQU and ANU
    • turn into prose
  • Evaluating the action and design research process
    • Complete structure outline
    • get content
    • turn into prose
• Limitations NOT SURE THIS BELONGS HERE
  • Need to rewrite/rework current content away from generic design research limitations to limitations that are more appropriate for the approach I have taken – i.e. AR and design theory.
• Socio-political considerations
  • Design research – invisibility, prevalence and questions
  • Complete structure outline
  • get content
  • turn into prose
• Axiological questions
• Complete structure outline
• get content
• turn into prose

Perspectives adopted in this research

Complete structure outline

get content

turn into prose

Conclusions

• Need to write it

Chapter 4 – Build it and they will come

• Need to make sure references to other chapters (including chapter titles) remains accurate
• Both chapter 4 and chapter 5 will use the same structure, but use it to tell stories about different times and actions.
• Introduction
  • Rework to mesh with more recent work
  • Talk about this being a retrospective description of what happened. It learned on reflection.
    Perhaps this is a key part of the action research cycle.
  • The road map needs to be better done
• Problem definition
  • The institution
    • Need to get Lynn’s reference inserted and talked about – ascilite 96/97 or Lifelong learning 2000 paper?
    • Need Cryle (1992) reference
    • Add information on ISL – Jo’s report and PhD?
    • Need quote about trend to commercial partners for international students in Austrlian higher ed in the 90s
    • Question about “ranking” of CQU compared to elsewhere
    • Perhaps need to think about better structure – broad to narrow: context, institution, M&C, teaching?
    • Danaher et al (1996) – what students want – could be very useful to include here to give idea of students.
  • Use of e-learning
    • include greater mention of mcweb.
    • TVI and ISL sections need work and also thought about location
    • Need to get a copy of Gregor and Cuskelly (1994)
    • Most of the content seems to be here, a little addition required, but needs structure and turned into prose
• Intervention
  • Need to make the point about this being a fairly traditional ISD project – design and the long-term maintenance.
  • Need some expansion in content here about the detail of what went on and when
  • Design Guidelines
    • Content and structure needs to go to prose
  • Technical implementation and design
    • Structure and content there – needs to go into prose
    • Some of it is from papers and needs some double checking
    • Some images need to go here
    • Perhaps more from McCormack and Jones can go in here
    • Some content/ideas about operation of Webfuse from DESRIST presentation could go in here
  • Using Webfuse
    • Only very rough placeholder needs to be turned into structure and content
    • Perhaps some ideas from the DESRIST presentation
  • Initial components
    • Just needs to rechecking that it fits in structure and check on content
• Evaluation
  • Includes a lot of content from other papers
  • Needs a check if satisfies purpose
  • May need to steal from London presentation and related ideas.
• Reflection and learning
  • The structure of this section will have to be re-worked into using Gregor and Jones DT and the Lyttinen graphical representation
  • This section requires work to put into prose
  • Lessons learned
• Conclusions
  • Needs some more work – but getting there

Chapter 5 – Build what they need, faster

• Need to decide upon when this time stops – probably 2004 or whenever I ceased connection with it
• Introduction
  • Needs some work
• Problem definition
  • intro of this section needs work
  • Identified problems
    • Need to bring in problems from Chap 4 – summarise them
  • Changes in context
    • Lots of content but needs to go into structure and prose
    • May need to draw upon more CQU publications describing this time
• Intervention
  • The structure here needs work
  • Stuff on determinist/instrumentalist needs to be supplemented by other references and expanded
  • Instantiation
    • Hasn’t been written, some initial stuff
    • this structure needs to be re-thoughts
    • Look at using similar structure as per chapter 4
  • ISDT
    • Has content from various publications that needs to be re-shaped and expanded
• Evaluation
  • Again some old content, needs reshaping and expansion – especially based on ANU presentation
• Reflection and learning
  • Needs to be written
  • Question about whether ISDT version 2.0 shown above will indeed be the last iteration. Should I do another version based on the reflection and learning since that date – which would almost certainly be different.
  • Perhaps develop a final version of the ISDT at the end of this section, somewhat different from the v2, but illustrate subsequent reading and thinking – especially in formulating the Ps Framework
• Conclusions
• Needs to be written

Chapter 6 – Reflections, Implications and Conclusions

• Introduction
  • Needs to be written
• Research question conclusions/Research questions and the answers
  • Decide what the title of this section should be
  • Research question
    • small amount of content needs expansion and structure
  • Theory hypotheses
    • some content from papers, needs bringing up to date and connection with final ISDT in previous chapter
  • • Research problem conclusions
      • needs to be written
• Implications for theory Into to this section needs writing
  • Contribution to e-learning
    • Basic idea there, but needs to be written
  • Contribution to IS research
    • Only one idea there at the moment, more to be considered, especially from the ANU presentation
  • “Real life” design research
    • Some content from DESRIST paper, which needs to be re-thought and re-worked
• Implications for practice
  • dividing into the two is new – needs to put into chapter
  • e-learning
    • needs writing
• Information systems
  • needs writing
• Limitations
  • Some initial ideas, needs expansion – e.g. ANU presentation
• Further research
  • Further testing and development of theory
    • Should I include BAM here as an example of that further testing based on the fact that 2004 calls an end to the ISDT cycles?
    • Link with idea of scarcity and abundance change
    • One idea from ACIS paper – needs expansion
  • Comparison against other ISDTs for e-learning
    • early content from ACIS paper – needs expansion
  • Additional iterations of the theory
    • Does this merge with the first further work
    • Content from DESRIST paper – needs expansion and perhaps merger
  • Questions about design research
    • What can be IS design research
    • Difference between ISDT and design research
    • Only very limited, needs work
  • Expansion, evaluation and testing of the Ps Framework
    • Has to be written
• Summary
  • Not written