Perhaps this is because I so often avoid personal learning objectives.
I frequently retreat into researcher mode. Specifically as a qualitative researcher, where I always want to ask questions such as, “Why?, “Tell me what you mean by that?,” and “How did you…?” I often avoid making declarative comments, statements, or proclamations as, more often than not, I am wrong in some way. I hate being wrong, and find it easier to commit to the extent I can speak to, while avoiding presenting myself or my ideas narrowly that I somehow exclude other possibilities.
This all begs the question, what are my learning subjectives for #rhizo15?
Our conversation has started in the CPsquare community, where I am sharing my current doctoral studies and approaching thesis. One of the community facilitators mentioned the a-ha moment, and this reminded me how increasingly central this is to my work. Don’t you wish we could bottle and share it?
I came to my current academic program with an interest in exploring transformative learning experiences in distance learning, and while I have studied these experiences from a number of perspectives, including from the perspective of doctoral learners, it is this a-ha experience, sometimes called a conceptual threshold, threshold concept, or light bulb moment, that most interests me.
What factors lead some people to have this a-ha, and not others?
Is there any content or ideas that tend to have this effect on people?
What does this experience feel like?
What support helps sustain people through this?
What ethical issues arise, especially when this experience may be encouraged by a faculty member or researcher?
These are some of those questions that inspire me, as they all lead to the pinnacle, IMHO, of the central questions in education — What did you learn and what will you do with it?
I recently started to read a most interesting blog, The Thesis Wisperer. While this blog is about doing a doctoral thesis, and my research is about researchers and the research process, it seems a natural fit.
This became even more apparent when I read their newest post, Why you might be ‘stuck.’ This post is about threshold concepts, a topic I have been studying especially intensely recently, that comes from the work of Meyer and Land. Not much to really add to this right now, as I am saving all that for my own research findings. On an even larger note, as I am narrowing down my doctoral research questions, let’s just leave stuckness alone, at least for the time being!
Let’s just say that I envision this being a most important framework for my thesis proposal, whose idea is due to be submitted for review within 2 weeks at Lancaster University. Back to my research . . .