The current discussions surrounding Open Access have left me somehow perplexed, mainly because of the turn the debate has taken and which is, in my opinion, a major setback.

So to start with, I think it is useful to remind ourselves of the original purpose of Open Access and where it all started… because sometimes we lose sight of that initial purpose which, in this case, is so, so important.

The Open Access term was first used by the Budapest Open Access Initiative (BOAI) in 2001 to campaign for the accessibility of knowledge for a wider community. And in their website they explain the need for Open Access (OA) by stating that

By “open access” to [peer-reviewed research literature], we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.

This because:

“scientists and scholars…publish the fruits of their research in scholarly journals without payment” and “without expectation of payment.” In addition, scholars typically participate in peer review as referees and editors without expectation of payment. Yet more often than not, access barriers to peer-reviewed research literature remain firmly in place, for the benefit of intermediaries rather than authors, referees, or editors, and at the expense of research, researchers, and research institutions.

So, in part OA came to value researchers’ work by giving it the potential of a much larger audience, and in part it came to do what is morally expected of public funded institutions, i.e, that the outcomes they produce benefit the public good.  But we all know that these ideas (Or are they ideals?) cannot be materialised from day to night when there are other (commercial) players involved in the game.

Around the 1960s/70s academic journals started to gain the attention of commercial scholarly publishers who began acquiring the already established, high-quality journals run by non-profit scholarly societies. With research journals published by commercial publishers, dissemination of academic work is inevitably impacted by the provision of knowledge as a commodity for sale. And this has become even more visible now with the struggle to implement OA and the different interpretations different players have of it.

Academia not only yielded the monopoly of knowledge dissemination to publishing houses, but they also supported, even if implicitly, the rather atypical business that publishing houses grew from it. If academic publishing was already a peculiar business before the emergence of the web, the fact that it persists now is even more extraordinary. Simply put, the business model of academic publications is one in which one pays to work, not only once, but twice, and now apparently perhaps even thrice! Institutions pay academics to write research papers that are published in journals which institutions also pay to have access to!! And now apparently there is also the added option of paying an additional fee to have the work of their academics made free online. And this is what the publishing houses are currently calling the Gold Route to Open Access.

This is not my interpretation of what the Gold Route OA option is, nor what BOIA’s statement hints at. However, I do recognise that the language used can lead to different interpretations. When  BOIA put forward two primary strategies for OA:

OA through repositories (also called “green OA”) and OA through journals (also called “gold OA”)

they did not specify what an OA journal should be. It is unclear from their statement if it should include a no-fee policy for authors or not. That has given publishing houses room to play. As such, their interpretation of Gold Route to OA includes a fee. It’s another gold mine for them; one I am not sure academia will be able to afford. And this is where I see institutions and researchers backing down from the OA Movement because it is costing them even more.

Maybe it is high time that academic institutions regained control of knowledge publication. Research funding bodies and researchers may want to support and campaign for no-fee open access journals (there are quite a few out there already, so why not exploit the web in that way and use our own time to free our own knowledge). Otherwise, I fear that the push for the current interpretation of “Gold Route OA” will generate a even wider gap between different research institutions given that their economic power is already so uneven.

In times when academia debates about the openness and transparency of academic work, and the processes associated with it, more questions than answers tend to be formulated.  And as it usually happens, different approaches often co-exist. There is nothing wrong with that. It is only natural when trying to make sense of the affordances that the web, as a space of participation and socialisation, provides. Nonetheless, the latests news on the openness of research publications leave me slightly concerned regarding the misunderstanding between the Open Access Gold Route and the Gold Mine publishing houses are trying to maintain with their take on Open Access. This will however be content for another post as this post relates to some still unripe reflections of mine on the topic of online research ethics. …although one could argue that paying to access publicly funded knowledge also touches on some ethics…!

One of the big questions we are currently debating on twitter deals with the use of  data publicly available online. Given the current events regarding how governments are using information published online by their own citizens, we could conclude that no data is, or for that matter ever was, private! But as researchers interested in the prosumer phenomenon (online users who consume and produce content available on the web) a key issue arises when doing research online:

• Can we use information that is publicly available online, i.e., that can be accessed without a password by any individual, for research purposes?
• What ethics should we observe in this case?

Researching online data that is produced and made available online voluntarily, or involuntarily, by the regular citizen is so new, even to those in Technology Enhanced Learning (TEL), that we are still trying to make sense of how to go about this. Publications regarding this matter are still scare, and even those that I have had access to deal mainly with the issues of anonymity (Here is a recent example). A big issue indeed, especially in a time where participating online means to create an online digital footprint that not only allows information to be traced back to an individual; it also creates, to a certain extent, a (re)presentation of a given ‘self’, voluntarily or involuntarily… In TEL we call this “Digital Identities” (more on this in a forthcoming post).  Digital identities disclose personal, and sometimes private, information within the social environments that are created online and in which individuals interact, we assume, on their own will. But do they always do consciously of the publicness of the information they publish? Do they perceive their participation online as an form of creating and publishing information?

This then begs the question:

• Is, can or should such information be automatically converted into research data? In other words are we, as researchers, entitled to use any data that is publicly available, even if we claim that it is only being used for research purposes?

My gut feeling is that no, we cannot! Just because the information is made publicly online and therefore accessible to use, I, as a researcher, am not entitled to use it without previously seeking and obtaining consent from its creator. This, obviously, generates more obstacles than those researchers would probably like to experience, but the truth is that collecting publicly available information without the consent of its producers does not seem right to me for the following reasons:

1. We (people engaged in TEL) need to step outside of our own taken-for-granted understanding of online participation, and note that many people don’t realise, or at least have not given it considerate thought, that online communication can be public and that interaction online, by its very nature of written speech are more durable than equivalent forms of face-to-face interaction.
2. Anonymity and confidentiality are topics that need to be discussed with the research participant independently of the type of information we want to use. Just because the content is there available to the world, it doesn’t mean it’s available for the take. That is invading the public sphere of an individual, if that makes any sense(!), because as it becomes research data we will be exposing (transferring even!) it to other public spaces.   of its owner.
3. I truly believe that every research participants has the right to know he/she is one. This is not merely a courtesy on the part of the researcher, it is a right that they have! Content produced online, unless stated otherwise, belongs to its producer and should therefore be treated as such. (….maybe what we need is a creative commons license for research purposes! ]

Niessenbaum and Zimmer, amongst others, talk about contextual integrity, a theory that rejects the notion that information types fit into a rigid dichotomy of public or private.’ “Instead, there is potentially an indefinite variety of types of information that could feature in the informational norms of a given context, and whose categorization might shift from one context to another.” (Zimmer, 2008,  p.116)

Although I am very amenable to the argument of context, and that nothing is absolute, and everything is relative [getting philosophical now!], I think that the context of research practice begs for informed consent independently of the research data being publicly and privately available. In my opinion, converting online information into research data should always be an opt in, and not an opt out, activity involving those to whom the information belongs.

…but as usual, this is only my 2 cents and I look forward to other people’s views on this.

In times when academia debates about the openness and transparency of academic work, and the processes associated with it, more questions than answers tend to be formulated.  And as it usually happens, different approaches often co-exist. There is nothing wrong with that. It is only natural when trying to make sense of the affordances that the web, as a space of participation and socialisation, provides. Nonetheless, the latests news on the openness of research publications leave me slightly concerned regarding the misunderstanding between the Open Access Gold Route and the Gold Mine publishing houses are trying to maintain with their take on Open Access. This will however be content for another post as this post relates to some still unripe reflections of mine on the topic of online research ethics. …although one could argue that paying to access publicly funded knowledge also touches on some ethics…!

One of the big questions we are currently debating on twitter deals with the use of  data publicly available online. Given the current events regarding how governments are using information published online by their own citizens, we could conclude that no data is, or for that matter ever was, private! But as researchers interested in the prosumer phenomenon (online users who consume and produce content available on the web) a key issue arises when doing research online:

• Can we use information that is publicly available online, i.e., that can be accessed without a password by any individual, for research purposes?
• What ethics should we observe in this case?

Researching online data that is produced and made available online voluntarily, or involuntarily, by the regular citizen is so new, even to those in Technology Enhanced Learning (TEL), that we are still trying to make sense of how to go about this. Publications regarding this matter are still scare, and even those that I have had access to deal mainly with the issues of anonymity (Here is a recent example). A big issue indeed, especially in a time where participating online means to create an online digital footprint that not only allows information to be traced back to an individual; but also creates, to a certain extent, a (re)presentation of a given ‘self’, voluntarily or involuntarily… In TEL we call this “Digital Identities” (more on this in a forthcoming post).  Digital identities disclose personal, and sometimes private, information within the online social environments in which individuals interact, we assume, on their own accord. But are they always conscious of the publicness of the information they publish? Do they perceive their participation online as an form of creating and publishing information?

This then begs the question:

• Is, can or should such information be automatically converted into research data? In other words, are we, as researchers, entitled to use any data that is publicly available, even if we claim that it is only being used for research purposes?

My gut feeling is that no, we cannot! Just because the information is publicly available online and therefore accessible to use, I, as a researcher, am not entitled to use it without previously seeking and obtaining consent from its creator. This, obviously, generates more obstacles than those researchers would probably like to experience, but the truth is that collecting publicly available information without the consent of its producers does not seem right to me for the following reasons:

1. We (people engaged in TEL) need to step outside of our own taken-for-granted understanding of online participation, and note that many people don’t realise, or at least have not given it considerate thought, that online communication can be public and that interactions online, by its very nature of written speech are more durable than equivalent forms of face-to-face interaction.
2. Anonymity and confidentiality are topics that need to be discussed with the research participant independently of the type of information we want to use. Just because the content is there available to the world, it doesn’t mean it’s available for the take. That is invading the public sphere of an individual, if that makes any sense(!), because as it becomes research data we will be exposing (transferring even!) it to other public spaces.
3. I truly believe that every research participants has the right to know he/she is one. This is not merely a courtesy on the part of the researcher, it is a right that they have! Content produced online, unless stated otherwise, belongs to its producer and should therefore be treated as such. (….maybe what we need is a creative commons license for research purposes! ]

Niessenbaum, and Zimmer, amongst others, talk about contextual integrity, a theory that rejects the notion that information types fit into a rigid dichotomy of public or private.’ “Instead, there is potentially an indefinite variety of types of information that could feature in the informational norms of a given context, and whose categorization might shift from one context to another.” (Zimmer, 2008,  p.116)

Although I am very amenable to the argument of context, and that nothing is absolute, and everything is relative [getting philosophical now!], I think that the context of research practice begs for informed consent independently of the research data being publicly and privately available. In my opinion, converting online information into research data should always be an opt in, and not an opt out, activity involving those to whom the information belongs.

…but as usual, this is only my 2 cents and I look forward to other people’s views on this.

In the previous postings to this series of blogs I have characterised the transition phase that we (ITB, Pontydysgu and Bau ABC) are going through with our fieldwork for the Learning Layers (LL) project.  I have firstly given a general overview (part 1), then looked at the particpative workshops (part 2) and then at the ongoing design work and planning of training concepts (part 3). In this final article I put into discussion some thoughts on the role of accompanying research (Begleitforschung) in such a transition phase.

As I see it, the tasks taken up in the Rapid Turbine initiative give rise to a complex research agenda, in which pedagogic challenges and socio-technical design processes become interlinked with each other. In this context research work and development work are interacting with each other as mutually complementing contributions to a participative development co-process with the users – firstly with trainers and  apprentices. Later on the process will also involve  also skilled workers and  company representatives from construction sector as well as vocational school teachers.

Instead of seeing the R&D processes as linear and expert-driven processes in which the users are seen as informants (in the beginning) and as testers of prototypes and pre-final solutions (at the end), the Rapid Turbine is being shaped on a participative and iterative process. In such a process the design workshops and learning events serve that purpose of raising the users’ awareness on possible solutions and their own capacity to contribute. At the same time the researchers have the opportunity to analyse, how the growing awareness of emerging solutions makes it possible for the users to change their own working and learning culture. Parallel to this the designers get new insights into key issues concerning the acceptability and possible benefits of the proposed solutions.

Below some key questions are formulated for such R&D dialogue, in which researchers, developers and users are challenged to find the turning points that help to overcome obstacles and to make the proposed solutions work in practice:

1. How can potential users’ attitudes to mobile technologies, web tools and apps/services be changed in the course of pilot activities. Is it possible to overcome general rejection or mere leisure-time oriented consumerism and stimulate creative use to support working and learning?
2. How can the use of such technologies, tools and apps/services help to bring the real working life closer to the learning situations in training centre? How can impulses and innovations be shared in such a way that they enrich working and learning culture?
3. How can wider access to information and learning resources be linked to better understanding on the uses and quality of information? How can use of internet and new media help the users to assess their own learning and professional growth (what they can do and what they can’)?
4. How can improved access to information and communication resources and media from different locations be utilised to make communication and knowledge sharing across the organisation more effective (as support for working and learning)?
5. How can improved possibilities to record and analyse learning experiences at work to support professional development of individuals and knowledge sharing in organisations?

As has been indicated above, such questions cannot be answered a priori on the basis of purely observational research. Instead, the answers have to be found in the context of the participative process – with reference to trials and errors in different phases. Therefore, the research work has to be carried out as accompanying research that takes into account the open options, intervening factors and the actors’ choices in the pilot activities.

So, the researchers have to work  in the participative process and have an insight into changing circumstances, different interests, optional choices and new technical possibilities that come into picture during the work. This is what accompanying research has to conceptualise and analyse in such processes while working together with the developers and users.

And the story goes on …

PS. This posting (as the other three of the same series) has focused mainly on the cooperation of ITB, Pontydygu and Bau ABC with focus on the Rapid Turbine initiative. At the same time other members of ITB team have been working with other technical partners and the application partner NNB/Agentur with focus on the design idea Captus for the ecological construction work. As I have not been involved in the recent events, I have not been able to cover these developments.

Acknowledgements. This work is supported by the European Commission under the FP7 project LAYERS (no. 318209), http://www.learning-layers.eu.

A couple of months ago David Walker asked me to review a paper for a new Academic Journal of which he is one of the editors. He told me it was an open access journal focused on practice and I immediately said yes! I just cannot say no to open access or perspectives on practice. I just can’t! So I became a reviewer of the Journal of Perspectives in Applied Academic Practice.

As I started going through the first paper I had to review, I noticed that the author’s name was disclosed. There was even a short biography about his academic career. I was intrigued, almost shocked, I must confess. I immediately emailed David reporting the “tragedy” of having learnt the name and background of the author whose article I was about to review. David’s answer was something like this:

You didn’t read the guidelines, did you?!

“Autoretrato” Photo by Flickr ID Sebastian Delmont (CC BY-NC-SA 2.0)

Cough… well, actually I did, but I went directly to “conducting the review” section, ignoring the opening paragraph of the Reviewers Guidelines. How scholastic of me. So here it is:

Journal of Perspectives in Applied Academic Practice (JPAAP) journal uses open peer review process, meaning that the identities of the authors and those of the reviewers will be made known to each other during the review process in the following way: the reviewers will be fully aware of the name, position and institution of the authors of the manuscript they currently review, and the authors will be given a signed review with the name, position and institution of the reviewer.

I got the shock of my life at first, but then I decided to give it a go. This was the first time I got involved in open peer reviewing and, as I think it’s important to put into practice what we preach, I went for it. Here are some reflective points about the process of conducting an open peer review. I aimed to:

• be on my best behaviour – I made sure I allocated plenty of time to read and digest the paper. I read it several times. I tried to understand and deconstruct it the best way I could, before I submitted the review
• give thorough feedback  – I tried to justify every point I made (I think I achieved that better in the second paper I reviewed)
• provide constructive and also friendly feedback – Nothing annoys me more than reviews  that are dry and harsh in their comments. I tried to use language that aimed to provide suggestions and stimulate new thinking. I think I still have some work to do in this area, but I hope I’m getting there
• read the paper as it is written, not as I would write it – I think that’s a crucial point in any type of review, but one that is often forgotten. I have felt many times that reviews were made on the assumption that the article should be written in the style and perspective of the reviewer rather than that of the author’s

You may think that this doesn’t differ at all from any review process, and in fact it should not. But the feelings and the thoughts that go through your mind as you disclose your identity to the author are both of vulnerability and commitment to do a good job. [Not much different from the feelings of the author of the article who submits his/her work to you, hey?! So we are on the same boat!]

There is something about the open peer review process. With transparency comes visibility, a more acute sense of responsibility of your role as reviewer and maybe the fact that your reputation is on the line matters too!  And that can only be good.

However, I still have unanswered questions that in a sense do show my vulnerability as a reviewer.

• would I feel the same if I knew/have worked with the author whose paper I was reviewing?
  • Would I feel comfortable giving them my feedback?
  • Would I be influenced or even intimidated by my knowledge of their practice/research?
  • Would I be too tough, or too soft, on them?

I guess you can always refuse to review someone’s paper if those feelings arise and you are not comfortable with it… but these questions did come to mind.

As we move towards more open peer reviewing processes, and I hope more initiatives like this start to emerge, I’d like to see more dialogue between the reviewer and the author. So far it’s still a monologue, and since we disclosed identities, could we also open up the discussion? ~ just a thought.

…one day, who knows, maybe a full paper? But where should I publish it?

Open Access Cookie by Flickr ID Bliblioteekje (CC BY-NC-SA 2.0)

I wasn’t sure I should do this, but I decided I could!

I just came back from a writing session with colleagues from the School of Education and it was rather refreshing. We discussed and practiced the writing of abstracts. This is what I came up with:

 

The field of academia is punctuated by implicit and explicit goals and rules that aim to regulate academic practice.

This paper draws on data from a qualitative study involving academic researchers who challenge the notions of research practice through their use of the social and participatory web as well as through the epistemologies of practice they develop as networked learners.

Using a Bourdieuian  lens, I discuss how research assessment exercises, as an example of symbolic practice, enables the field of academia to preserve or accumulate symbolic capital by (explicitly) promoting traditional forms of scholarship.

I suggest that the tensions between the field and the habitus of digital scholars not only hinder digital innovation in research, but also in learning and teaching practices. I conclude by arguing the need to align institutional, national and international research benchmarks with the practices and principles proposed by and for the so called digital society.

[Please note this is work in progress… always a good disclaimer (cough)]

The abstract above is based on my PhD research [as if you hadn’t had enough of my PhD by now!…but there you go]. I have submitted a paper recently and now want to start working on another one…potentially focusing on the topic described in the abstract. But I still have no idea where to publish it. I just know that it needs to be in an Open Access publication. Any ideas, suggestions where to publish it are very welcome. Critical feedback on the abstract is equally appreciated. Thank you. x

Just a quick announcement – currently the IEEE International Conference on Robotics and Automation ICRA 2013, organised by the Institute for Anthropomatics at KIT, takes place in Karlsruhe, Germany. On May 10 a full day workshop on Art and Robotics: Freud’s Unheimlich and the Uncanny Valley will be held at the Kongresszentrum. See here for the programme, the list of speakers can be accessed here.

The Web stream of the main conference be accessed here.

photos/source via ICRA Website at ira13.org and http://uncannyvalley_icra2013.sssup.it/index.html

My dear friends Linda Castañeda and Jordi Adell have just published a new book on Personal Learning Environments: Key aspects of an online educational ecosystem (my translation for Entornos personales de aprendizaje: claves para el ecosistema educativo en red)

The book is innovative in different ways:

– It touches on very pertinent aspects of teaching and learning online. With a focus on Personal Learning Environments (PLEs), the book goes on to explore several interrelated themes such as Flexible and Open Learning, Pedagogical Approaches to PLEs, Technological possibilities,  and the future of PLEs, just to name a few.

– I also like the fact that the book is divided in 4 distinct parts:

1. An overview on PLEs (providing insights into the technological and pedagogical perspectives of a PLE as an online learning ecosystem)
2. A practical section with useful examples on how to set up and use PLEs in different educational contexts
3. A section on new research on PLEs
4. And a final section on complementary perspectives of PLEs as a learning ecosystem

– There is an open access version of the book that is super easy to navigate and use. (Like… it a LOT)

– And as a bonus, it is licensed in Creative Commons!  It’s a winner

Well done Linda and Jordi, and all the authors as well. It’s a great project.

Ricardo Torres and I also wrote a chapter for the book Professional development, lifelong learning, and Personal Learning Environments.

Thank you 3 for the opportunity!

This week, Times Higher Education published an article about the salaries of University Professors. The article entitled Professorial pay rises twice as fast as rest points out that professors’ salaries have risen considerably more than salaries in other academic grades. The article attributes this phenomenon to the upcoming Research Excellence Framework (REF); an exercise that aims to assess the “quality of research in UK higher education institutions”.

“Players moving teams” – CC photo by Flickr ID clubeatleticomineiro/

For people in Academia this is not really news. In the past year or so we have seen how fiercer the game has become and how institutions are competing for the “best” senior academics, which in REF terms, or better said, the interpretations institutions make of it, means to hire individuals with numerous publications in high rank journals, an outstanding and successful record of research grants, and, if possible, evidence of how their research can demonstrate impact.

For those who trawlled job websites in the past year or so, as I have done, it was impossible not to notice that the ” the hunt for the professor” was on. Several institutions promoted their daring, million pound strategies, appealing for the “brilliant minds”  of the world to join their departments or schools. It almost felt as if they were playing at FIFA level. Players moving from one team to the other with the wealthier teams acquiring the best, hence more expensive players.  The trend has got so big that even other academic posts suffered from the same influence as the job specifications got more ambitious.

But the effects of REF are not only felt in research as one of the areas of academic activity. The focus on REF inevitably forces academia to differentiate between the importance it places on research and the one it puts on teaching, engagement and widening participation  (other elements of scholarship). And, I’d dare say, that as a side effect, it discourages the innovation of practices. In this sense, Digital Scholarship still has a long way to go. Will it ever prevail in the presence of exercises such as REF? … I hope it will. I think it will. But I think it will take time and effort to influence policy.

People say teaching and other areas of scholarship will get the prominence they deserve once we get through this exercise. I also think this will be the case… for Early Career Researchers this is already  the case. [ There, now you know how I managed to get the new job… research was not the only item that weighed on their decision to hire me, and so I am enjoying a very friendly environment where people are supporting my teaching, research and knowledge exchange. I am very happy to have landed in such a supportive environment.]

My concern however is that once REF comes around again in 5 years time we might still be focusing on publications as the main measure of research quality. If HEIs are supposed to be incubators of innovation and centres of expertise for the knowledge economy, shouldn’t our digital activity count too?

As pointed out in my research – here comes the PhD again! –  institutions shy away from supporting digital scholarship because their interpretation of research exercises such as REF does not privilege digital scholarship. Hence, it becomes very easy for institutions to default to classic forms of producing and communicating research. One can argue this “preserves” practices. Yet, that has never been the role of academia. The role and duty of academia is to advance knowledge and inform practice to improve and influence the current society.

Translated into Bourdieuian language this means that the strategies adopted by the field (in this case, institutions) to be at the top of their game (in this case, to acquire as much  symbolic capital as they can in the form of prestige and economic capital, i.e., power)  seek to standardise the practices of scholars so they can be measured by the benchmarks institutions stipulate as research excellence based on the interpretations they make of the exercises (REF in this case) to which they submit their research. This means that the habitus of digital scholars have little chance of becoming established practices, despite of it offering pragmatic answers to questions posed by speeches concerned with the digital and knowledge economy. I fear that the innovative approaches digital scholars are exploring for the creation and dissemination of  knowledge  will have little effect in the years to come if future exercises such as REF do not take the habitus of digital scholars seriously and see them as meaningful practices making a significant contribution to the real world.

So my question is: what can we do to make sure that exercises such as REF become aware of, and pro-actively support, digital practices?

This is just a short post with some thoughts about a paper I have been asked to write for the Journal of New Approaches in Educational Research. The working title is Learning and Teaching in Context… with a little help from the web

With it I aim to explore how the social help can help educators and learners to experiment teaching and learning through contexts that the classroom is unable to provide. I am using examples of my own practice as a teacher to support this. And one of my main arguments is that the social web is a place for innovation of practices, for the invention of contexts that aim to stimulate new forms of (lifelong) learning. The skills acquired, the networks that are formed, the knowledge that is created, and the way people are enabled to learn can be transferred to other situations and experiences. All it takes is to believe this is possible. Thus it is important that educators experiment that for themselves so they can perceive its true benefit.  (yes, I know, I have said this many times over…!).

Hence, there is a need to make research “real” to practitioners, at the same time that it is crucial that practice informs new research.

For some time now I have been looking at action research as a methodology that enables to connect research with practice and vice-versa. This is a much needed approach in our changing society. It is necessary to understand how practitioners are changing practices, or if they are not, why that is so. There is also a screaming need to test new ideas… and in talks with my dear friend Dr Sakina Baharom I also found Design Based Research: an emergent research methodology that has a specific  focus on establishing partnerships between researchers and practitioners with the main goal of developing innovative practices.

During the DIALOGUE symposium these methodologies were not forgotten. Professor Hiller talked about the need to promote reflective practice and enable the translation of tacit knowledge into more explicit one.

Another Speaker, Berni Brady, Director of AONTAS, also made good points regarding what research should be:

• Relevant
• Accessible
• Informative
• Exploratory
• Useful

This, to me, comes to justify the need to a more pragmatic view of what research should be and what it should serve: Practice. This again, takes me back to Professor Anderson’s concept of the university as a place of useful learning.

As I am writing this paper, I am looking  for more examples of how people have used action research/ DBR to change, improve, transform… their practices. If you have some examples, please share them with me .