Welcome to Jeffrey Keefer’s Blog!
Educational Researcher / PhD Student (Lancaster University, UK) in E-Research and Technology Enhanced Learning / Adjunct Instructor (NYU & Pace U) / Project Manager (Clinical Education) in New York City.
Interests in educational research influenced by interdisciplinarity, focused on digital identity, doctorateness and the postgraduate experience, threshold concepts and transformative learning in higher education, Internet research, networked learning, technology enhanced learning, distance education, adult and organizational learning, narrative inquiry, and actor-network theory.
My professional work is at JeffreyKeefer.com
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Have you ever had your work rejected for a conference? Something about that term, REJECTION, when it has to do with our research or professional representation of our work can be difficult to take, and while I cannot pretend it gets easier over time, a tenured professor once said to me that everybody in the room, including all those big-named speakers up there, have had their work rejected at some point.
I suppose that is some comfort. Misery does love company, eh?
While I tend to submit my work to academic conferences more than purely professional ones, it is this area in which I am primarily musing right now, though having presented at purely practitioner or professional events before, I think many of the same issues apply.
I suppose one of the first thoughts that comes to mind when this happens, at least to me, is either, “Those idiots just don’t get my work. Probably reviewed by some unfeeling number cruncher who doesn’t understand the nuances of qualitative inquiry” or “I didn’t really want to go to that conference anyway.”Nothing like a defensive response, generally much easier than considering that perhaps my work really was not that well-written or significant; that sort of thinking, like stages of grief or recovery, often comes later.
To be fair, the rejection letter or email usually does not use the term “rejected,” which I think is good. Instead, they tend to try to soften the blow by using a more appreciative form of verbiage, something like “Thank you for submitting a proposal for XXX. We received a large number of high quality and excellent applications, and due to limitations in the conference venue and an increased amount of competition, we were not able to accept all of them. Unfortunately your proposal was not among those selected.” Then comes the “better luck next year” recommendation, “We encourage you to submit your work again next year.”
Wait, are you saying I should still put the effort into dealing with your group again? I suppose this depends on many factors, such as how valuable the conference is in the field and what the real rejection rate is (if there is really a way to know this). Perhaps the proposal was not articulated well, or it was not yet fully formed; there are good reasons for this, and while conferences exist only as long as there are valuable presentations being made, it is in everybody’s best interest to consider improving or otherwise creating work anew to submit again. Onward and upward.
Back to the rejection letter.
Finally, the offer I always find the strangest. “We hope you will still plan to attend the XXX conference. Here is a link to it . . . .” Did I read that right? Did you just say my work is not good enough to present and discuss at your conference, though you still want me to pay to attend anyway, even without that one line I would get on my CV? What, so I can see how it should be done?! Do you just want my money? Perhaps you fear that conference acceptance or rejection rates may affect conference attendance, otherwise known as the profit factor?
Yes, I know, attending conferences to hear new ideas and network and feel a sense of being part of a field is valuable, though with the increase in social media and liveblogging, is that really as necessary as it once was IF I am not attending to present and receive feedback on my work? I suppose this depends on a lot of factors, such as who the keynotes are, does the entire department attend and it is good to be seen and be a part of this, where the venue is, and who is paying.
Yes, who is paying for all this is often the most important, though strangely handled, issues in conferences. For those of us who are self-funded, attending a conference when we present a paper is often enough of a challenge to manage, while it is totally out of the question without work to present. In the ideal world this may not be as much of an issue as it is in the real world, but it often costs a lot of time and money to attend a conference, and I often think that all that effort pays off with a good discussion around my work and how to improve it.
Of course, the initial acceptance can be seen as part of that discussion, as there is commonly feedback about the work to help improve it. For those conferences who do not provide anything other than a “No,” it somehow seems to imply that you did not meet our standard, though we will not tell you what that standard is and thus you are left completely in the dark. How can we improve without direction? It is that working on the dark that led to the rejection in the first place.
I am writing this post at the end of a week where I had a paper accepted and one rejected for different conferences. I will speak about the accepted one in my next post (which may be a little more upbeat and less tongue-in-cheek. Perhaps).
I know the value of peer review, which often has to be navigated through managing conference attendance and expected percentages of submit-to-accept ratios, and while I have been on all sides of this issue (including reviewing some really good and really bad work over the years), I have not seen many people speak about this issue before. I went into all this blindly, and hope that my musing about conference paper or abstract acceptance or rejection here may be useful to others. If nothing else, we are all in the same boat, so to speak.
For those of us in the area of organizational learning, does this seem familiar?

Are you doing doctoral research and want a valuable experience that is far harder (and even more rewarding) than it seems? Summarize your research in 100 words. I had this as a voluntary assignment, and cannot believe how many weeks of angst thinking about it with 3 straight hours working on it that it took. While I still have a lot of work to do (like analyze my data and actually start to write!), here is my first round:
Working Title:
Navigating Liminality: The Experience of Distance in Doctoral Education
100 Word Abstract:
This research explores the experiences of doctoral students who study at a distance and whose postgraduate activities involve passing through liminal or troublesome periods in understanding concepts or processes. These thresholds commonly involve ontological or epistemological shifts, resulting in transformed ways of seeing one’s self and/or one’s research. The challenges posed through using technology in such doctoral supervision are often not acknowledged. Twenty-one interdisciplinary doctoral researchers from around the world were interviewed, with narrative inquiry as informed by grounded and actor-network approaches being used for the analysis. This research seeks to provide insights for tutors who engage in remote supervision.
Insights, encouragement, and gentle recommendations will be appreciated.
After taking 2 somewhat quiet weeks (of reading, with little synchronous or even formal online participation) in the #change11 MOOC, I am glad to be able to spend a little time this week with the current area of discussion as facilitated by Clark Aldrich. While Clark will speak about Advanced Learning Strategies and Designing Sims, based around his book Designing Sims the Clark Aldrich Way, and given that I have never found games or sims or avatars useful for my personal learning, I think this week may be a nice (or challenging) stretch for me to see potential in areas where I may have missed it previously.
While Clark is evidently a very serious, talented, and sought after professional in this space, I noticed that his work seems to follow (in a most basic manner), the traditional ADDIE model of instructional design. This makes me feel comfortable, as it is somewhat familiar.
I then stopped in my tracks when I read his book, where at its beginning (pg. 11) , he said:
Competence plus Conviction = Comfort
One core reason to do a sim is to drive competence and commitment. In fact, sims do this better than any other media.
Competence is the ability of a learner to apply the right skills. It can even include use the right words.
But developing conviction in an audience is even more important for most applications. Conviction is the enduring understanding and drive in the learner to do the right thing.
Nothing particularly revealing here, except that this seems oriented toward a positivistic approach where there are right (or correct) skills to apply in this or that situation. After all, how else can a system determine I (or somebody) is competent, unless there are clear guidelines against which one may be measured? This may work well in factories or the military, where a certain compliance to working toward a goal seemingly requires a consistent approach for all people to the same matter; how else can consistency be attained (and thus measured)? While I often build learning interventions in my professional work that meets certain similar approaches, I also find this quite contrary to my own learning preferences.
I struggle when generic learning or processes are applied to me; somehow I often feel I do not readily fit into these sorts of patterns that many learners seem to fit into. No, I am not special or anything like that; perhaps the issue is just that my education and experiences make it increasingly difficult to pigeon-hole me in a way that the objective approaches of sims or games that have clear objectives seek to measure in standardized ways. Perhaps this can be done for repetitive tasks that can be taught to be done in a seemingly mindless way (making widgets, for example), though I struggle consistently doing repetitive tasks! All my efforts right now are toward my doctoral thesis, which is all about creating new knowledge (in some established semblance of a recognizable process, of course!).
With all this said, I look forward to hearing what Clark says about all this in his synchronous session today.
If this does not support an actor-network theory approach to organizational politics (or the challenges associated with applying quantitative methods to social behaviors), then the black boxes we create to compartmentalize and explain behaviors needs a swift review!

Today begins the second of the Hot Seat discussions in preparation for the Networked Learning 2012 Conference. This time, Terry Anderson and Jon Dron are planning to speak about Nets, Sets, and Groups — a model in one of their articles that they will build on and expand upon through a week of asynchronous discussion (after a recorded synchronous session today).
While this week’s online discussion happens the week of American Thanksgiving, it will be well-worth spending some time with. I think Terry and Jon have their hand on the pulse of how networked learning is changing and developing the approach to distributed and distance in higher education, and that is certainly something we all need to know more about.
Hope to see some of my #change11 and #phdchat colleagues there!
I am very happy our #change11 MOOC week on rhizomatic learning is now behind us.
For anybody not familiar with this, take a look at some of the excellent electronic ink that has been written on it by Dave Cormier (whose energy is quite contagious and who I admire for all his work over the past week with his postmodern approach to interaction and learning), Jenny Makness, Keith Hamon, Terry Anderson, and John Mak, among countless others.
Yes, I know that rhizomatic learning–learning that that happens without a beginning or end or middle or goal or direction or structure or leadership or objective or focus–will happen regardless of our week ending and our attention moving on to another topic. In fact, this metaphor seems to capture much of the richness (for those of us in the education business, if you will) of learning, though it also demonstrates (for those who like to measure everything in a positivistic or scientific manner) how edu-talk sustains itself without improving (or relating to) anything in the world.
With all this, I am left grasping for what all of this rhizome-talk means for us in practice. In other words, what do I do with this now that I could not do 2 weeks ago? Yes, I now have more of a metaphorical language and have had lots of interesting discussions, and while that may be enough to help move me toward my MOOC goals, I am not sure where all this specific rhizome-talk leads, beyond miring us into swirling chatter that leads both everywhere and nowhere, leaving me a bit unsettled.
As Dave Cormier is speaking about Rhizomatic learning this week in the #change11 MOOC, I thought about this recent interview Charlie Rose had with the philosopher and cultural critic, Slavoj Zizek.

While I know that Dave’s work on rhizomatic learning does not have the same critical lens that Zizek uses, his way of seamlessly moving from one topic to another, approaching human experience from different perspectives, speaks to me about what may be possible if we extend this discussion (as learning opportunities surround us) to other areas of learning and experiencing the world. In this way it recalls Dave’s thinking:
The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
I wonder how rhizomatic learning fits with cultural studies, and if in this way it has a certain interdisciplinarity about it?
The Hot Seats series of online discussions preceding the 2012 Networked Learning Conference will have a synchronous discussion with Terry Anderson & Jon Dron (both at Athabasca University) on Sunday, November 20, at 1:00 MST via Blackboard Collaborate to begin their week of asynchronous discussion, “Nets, sets and groups. Different tools for different contexts.”
As some of the emphasis in the #nlc2012 overlaps that of the #change11 MOOC, I am looking forward to seeing how they complement one another and help me to move my research along. I hope to see some of my colleagues there!
I had a DM conversation via Twitter this morning with a colleague, and she asked a question that I really could not answer, (which is a bit of a surprise to me!). She asked, “What have you found especially applicable [in the #change11 MOOC] for your research?”

I had no idea what to say. I hit a wall.
Yes, I have been rather engaged over the 8 weeks thus far, though have not really been able to think about how to apply anything I have read to my doctoral research (which, to be frank, is very specific and needs to be finished sooner rather than later). I have engaged with and spoken to Nancy White, Tony Bates, Allison Littlejohn, and Martin Weller about their content weeks, engaged with all 3 of the facilitators several times, and even started regularly commenting on blogs about specifics related to this course, though nothing yet has influenced or aided my research. While I do read the threads and posts in the MOOC-Research group, even they have not given me a sense of how to transition these experiences to something research-based. While this is one of my MOOC Goals, I do find it interesting that I find this such a valuable and eye-opening experience, though I cannot yet seem to connect it to my personal goal #1.
Wonder if I am alone in this sentiment?
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