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I see research groups get stuck all the time. Graduate students, and those setting out to do research in groups, can get bogged down and tripped up at dozens of spots in the process from conception of an idea to publication of a completed study. Collective intelligence matters less in the process of research than strategy does in seeing the task through to completion. I’ve put together a few thoughts to help research groups strategize their process of working together.
Disclaimer: Putting these ideas down in a document was inspired by two blogs I follow. I am a big fan of two online blogs where senior faculty tell it like it is to doc students: Karen Kelsky’s the Professor is In and Matt Might’s Computer Science Blog. Both of those blogs offer great tips for doc students and others trying to do research, but I haven’t found this particular topic on those blogs—some of these ideas might be there under different terms than the one I use- strategizing group research.
1. Write down a strategy. I am surprised by how few groups seem to actually have a research strategy written and shared among group members. I think some of the fault lies in the terms we use to do research. Research strategies are comprised of more than just research methods. Of course, without the knowledge of methods a study will never get off the ground, but the knowledge of a research method can give a group a false sense of security that they know exactly how to get a study done. Coursework in a research method simulates a research environment much like an aviation simulation mirrors really flying a real plane. In a methods course, errors will not kill you, nor kill the study; they will just provide opportunities for learning. Errors in the real world can stop a study in its tracks. Research methods are so complex that having a controlled environment is often the only way to start in on the process of learning how to apply a method of data collection and analysis, but coursework takes place in an artificially controlled environment, unlike “real” research that happens in the real world. So this blog post is about those other areas that deter studies from finding their way into publication. A research strategy is usually a shared document that delineates who will do what, by when, and is all-inclusive, from IRB approvals to drafting tasks, from start to finish. It’s not set in stone, it’s a living documents that gets a group from start to finish on each project. I offer a few tips for creating a strategy to get the job done beyond the methods.
2. Document reasons for group membership. Students who have completed coursework in research methods often overlook the roles different people play in a research group. Perhaps this is because the experience of group work in methods coursework sets a stage where everyone is equal, and that aspect of the simulation is far from the truth of doing real research in the real world. In the real world, each member of a research group is there for a different reason, and those reasons are important. They significantly impact how group members are likely to behave. Each person needs a certain thing out of the project. Perhaps it is learning a new method, or perhaps it is getting a pub. Perhaps it is some stake in a research grant. Perhaps it is exposure to the experience. Whatever it is, it needs to be written down. Often, graduate students are not taught to do this in their coursework. These reasons are not addressed in methods coursework because they are not methods, but they are part of research in a group. Recognizing these roles is part of a solid research strategy. Methods classes rarely tell you to solicit and document the reasons people have come to a research group, but the practice informs all the members of the group and facilitates good will and understanding as the group moves forward with a project.
3. Recognize power dynamics in the beginning. Very often faculty and students are mixed. Sometimes junior and senior faculty are also mixed. When these contexts occur, power dynamics can get confusing. Students may solicit guidance from a faculty member who is not the leader on that particular study and their subsequent advice may be taken in undesirable directions for the leader of the group, or they may not recognize junior faculty are not exactly full equals to other members of the group. Sometimes a faculty member will refuse guidance as they might feel out of place, or if the leader is using the study as a teaching mechanism, for either a junior faculty or for a student. Recognizing positions of authority can help everyone navigate awkward moments and move on.
4. Discuss authorship and roles prior to the onset of the study. This is probably the most critical of the points I am making here. To be honest, the onus for this rests on those in lesser positions of power because they have the most to lose. At the same time, I am yet to encounter a faculty member anywhere who doesn’t want the process spelled out clearly – so do not be hesitant in approaching any faculty member leading or participating in research with questions about roles and authorship. It often happens is that the group is so busy in doing the work that they forget to stop and make some decisions about the strategy to get each aspect of the project done, or he needs of certain members are overlooked. There are dozens of websites out there with guidelines to determine who is first author, but the truth is, it is often the highest ranking faculty member who sets the rules. For my own work with students, my policy is always the same: If you have written the first draft of the paper, you are the first author. If I am invited to be a subsequent author, my name will appear last no matter how many students are included in the byline, and I will read and edit the draft that is submitted as well as the final proof, and those are the only drafts I will read from start to finish. I think most faculty members have some sort of general policy but rarely put it in writing because of the many different contexts they encounter. My own circumstances are pretty limited so I can put forward a blanket policy at this point in my career. While a discussion of roles and authorship may seem trivial, I have seen plenty of cases where studies develop in one direction or another where the roles and tasks were not clearly spelled out at the start, confusion ensues, papers never make it to submission, and there’s a fair bit of “I thought you were going to do that part.” Everybody loses in such a case. I suggest that all groups doing research have the authorship discussion up front to.
5. Have a contingency plan. A contingency plan is a plan B should members not be able to complete up their assumed role. The plan should ensure that the study makes it through the process even when things pop up, and thing generally do pop up. From my experience of multiple-author research, the contingency plan generally rests on the shoulders of the first author. For example, when there is a deadline ASAP, it’s the first author who sucks up the final touches and provides the momentum to get the product out the door, even on tasks agreed to by others. If the policy is addressed openly, feelings are not hurt and members can proceed, if nothing else, at least informed. The plan especially comes into play in cases where one is waylaid by illness, taking kids little league games, a death in the family, or any of a number of reasons that put obstacles in the path to publication/presentation. From group to group the first author position may means something different. In my experiences, the first author position had a specific meaning that was to-often unspoken– it’s not only (and not necessarily) the one who did the bulk of the work. It signifies who was the driving force behind the research itself, and who is taking responsibility for its completion. Of course, the mores of practices change among fields and institutions, so having the contingency plan discussed ahead of time can be a welcomed insurance policy for guilt and hurt feelings should the unexpected arise. When members are from a variety of cultures, straightforward addressing of the circumstances of contingency becomes even more important.
6. Avoid assuming that formulating the research design determines first authorship. While practices may vary among institutions and fields, the authorship discussion may also bring to light some important nuances of research we rarely get in methods courses. Just because one person came up with one idea does not mean the study itself is “theirs.” There’s a lot that goes into research. When groups meet, dialogue often results in new ideas. Group members new to a group may feel slighted if their assumptions about credit are not fulfilled in the practices of the group. In my own experience, faculty do not require first author position for every study they guide; however, in some cases, a particular study may be of particularly importance, either to a long-term trajectory or for some other reason. As long as the role of the study and value of the credit for it are addressed early on, the authorship discussion is a comfortable one. Faculty accused of “stealing” students research ideas are less likely research thieves than they are guilty of not having the authorship discussion up front. A lot of this could be mitigated by avoiding assumptions about how group work results in credit. Unfortunately, as it is often the responsibility of the student, and not the faculty member, rarely does the faculty member initiate the discussion or put forward these ideas at the start.
7. Several studies can be written on the same data, but this means a separate strategy is needed for each. Planning ahead and deciding who is writing which study from a given project is needed in order to do this. Few projects are at this phase in the early stages. Simply designating one person as “doing qualitative” and another as “doing quantitative” doesn’t avoid conflict in the future because the terms are not accurate descriptions of research. In my experience, “qualitative” is too vague. Simply equating “quantitative” with anything study that contains numbers is also too vague. I would avoid the both terms in deciding who is doing what. If a project is in the early stages, and multiple studies are planned, some things may need to be worked out prior to the strategy and authorship discussions. In those cases, it is helpful to anticipate revising the strategy as you move forward.
The final three points might be specific to scholars in education. I don’t know enough about other fields to speak to how research groups might work most productively in those fields.
8. Look beyond the quasi-experimental study. One of the problems research groups have is that newer members may only see as far as the experimental aspect of the research. While many research designs in education will fall into this category of quasi-experimental study, there is much more to look at in most projects. There is the design of the intervention, close inspections of learner experiences, stakeholders’ accounts of a practice, and methods articles, just to name a few. Very often, these other aspects of the study are the most interesting part, once you dig into them. And the experimental study itself may face larger obstacles to publication than new members are ready to tackle: quasi-experimental studies are often closely read for precise usage of research terms, such as the proper labeling of the data, the correct usage of words like “control group” and necessary treatment of what makes them “quasi” as opposed to true experiments, such as having a placebo. The literature review is perhaps the most foundational aspect of any study that gets overlooked, yet group members stepping forward excited to do the literature review are rare. The person who does the literature review is an important and often overlooked role.
9. Revisit the strategy when major changes occur. One of the most difficult things to grasp about the act of actually doing research is that research always reads linearly, but is almost never so in practice. Rather, the process is iterative. I might also add that is it not a bad idea to revisit the strategy after the initial grappling with the data by the group. Research questions are a work in progress until the proofs go to publication, in most cases. Initially viewing data under a general driving concept is great, but keeping in mind that the RQs can change as the project evolves can really empower a research group, and if all the members are aware that the strategy can be amended at any point, people can be encouraged to follow fruitful paths. Avoid getting stuck in “causes” and proposed calculations in the beginning. They can be elusive, especially in early stages when data has just been collected and is not fully prepared. Also, some calculations may or may not be worth the time to calculate until the group has grappled with some of the main ideas. You can always add calculations later at reviewers’ request. If you haven’t yet dug into the data, and done a few passes through with your analysis scheme, you can’t truly foresee what that data really means; and therefore, the initial strategy may have been naive. Seasoned scholars are not deterred by this, but newer members may feel discouraged when data shows the unexpected.
10. Share the strategy document when new members arrive, and revisit it at the end. The research strategy is more than a Gannt chart. New members need to see the progress that has been made to catch up quickly and contribute, and simply sharing a strategy document with new members can bring them up to speed in a non-biased way, especially is sub-studies have moved in directions of their own. It has value up until the final publication is sent out, and perhaps even after that. A group research strategy can function as a collaborative narrative of the twists and turns of the project. Group projects that last over extended periods of time can lose track of the rationale behind important decisions and expected outcomes. Revisiting a strategy after a projects nears the final stages can offer a lot in retrospect about how decisions were made and how those decisions played out in the end.
I don’t want to ever revisit this topic. Here goes.
Each faculty member chooses to allow or disallow the citation of Wikipedia for different reasons. Here are my reasons with, of course, my rationale.
Wikipedia is a collective understanding of a topic. If a student cites such an understanding, then the citation is appropriate, provided the citation is complete with a date– dates are uniquely important with editable online content. If a citation of Wikipedia argues that information is an authoritative source, it’s wrong. Authority requires ownership of decisions and direct responsibility for what is claimed. To provide a citation to Wikipedia as an authoritative source reflects a misunderstanding of the media configuration in Inst Tech. In my courses, I ask that my students understand how the media works and what it means. So in my classes, inappropriate references to Wikipedia (Wikipedia as authority) are not permitted. My learners are expected to understand how media relates to information because that is a topic in Instructional Technology, and that includes understanding how a wiki, or any other real-time editable content, works. Having said that,Wikipedia is a wonderful resource to show what the public thinks about a topic, or what a group of people in the public think about a topic.
If one chooses Wikipedia as a source to show this, the date is extremely important. Public opinion changes and discussions naturally evolve. Therefore, I reject any citation of Wikipedia that lacks a date. Wikipedia also updates often. To present an argument that assumes otherwise is sloppy and misleading. Therefore, any citation to Wikipedia that lacks a date is not permissible in my courses. Again, doing so reflects a misunderstanding of the way information and media work together. Other instructors may accept such citations because what they teach is likely very different from what I teach.
The short answer one might get from some educators is that Wikipedia is a starting point but not an end destination—it should be used to find other sources. I don’t really buy into this either because at the graduate level, I expect more than following the work of whoever on Wikipedia. I expect my students to not release the responsibility of their understandings of topics to random individuals. There is no indication on Wikipedia about whether to not its sources on a particular topic are up to date. I suggest keeping that in mind when using Wikipedia as a launching point for research meant to have depth. It may or may not reflect the current state of public knowledge on a topic. Why do we want depth? Arthur Levine explains this better than I do.
Expanded title might read, Why I forbid students to use certain words when they describe a design, and the list itself
This week a student asked me to explain the differences among discussion boards, discussion forums, and blogs. I paused because I knew my answer was actually a blog post, and not really what a student wants to hear. I wondered if my answer held value for her the same as I felt it holds for me. I am someone who appreciates an accurate description of a design, but not a lot of people do. Maybe that’s because design communication is one of those things that really only get appreciated when it breaks down. So I paused, and thought about it, then I gave her and the whole class the whole long-winded lecture (via the Blackboard asynchronous message feature) about why it’s important to describe designs well. Here’s what I said.
The hard and fast difference among discussion boards, discussion forums, and blogs is nothing. They are all slang words for asynchronous configurations, and at this point in time, have generally become so varied in specific manifestations, that the terms are slightly more valuable than total gibberish. So to me, they all signify the same thing– asynchronous communication that needs to be described more accurately to be understood. Blogs are supposedly reverse chronological journals of substantial length. But of course there’s Twitter, the quintessential micro-blog with a character lengthy of what, 150? Obviously not very blog-like. Then you have discussion forums that have traditionally been open-access, threaded asynchronous messages that are persistent—meant to be knowledge development venues that stay available pretty much as long as those who contributed to them might ever want to retrieve them or look something up. Our limited access Blackboard forums erase themselves two weeks after the end of the course, so they are really not forum-like either. The varied asynchronous communication configurations on Blackboard are given a bunch of these random titles simply for the purpose of selling the LMS to faculty who have better things to worry about than what is really a blog, and what is really a forum. (Incidentally, there is nothing done on Blackboard that can’t be done on WordPress for free, and Blackboard costs 20,000$ a year, just to run the platform. These sales tactics work really well.) The inaccuracy of these words in relation to their less than uniform manifestations is exactly WHY I give my students a list of forbidden words. “Blog, forum, discussion board, etc…” are all terms that are way too inaccurate for an instructional designer to use on the job without long explanations of what they mean in a given case. These are sales-language terms and inaccurate tech-slang, not design terms. I tell my students that clients may use them in talking to you, but you should not use them when talking to your clients. As an instructional designer, you need to know more than these vague words to talk about online learning, technology enhanced learning, or technology integration. While it may sound like a very small point I am making here, we are actually talking about a lot of money when it comes to the job itself. Imagine a design needs to be amended or reconfigured because of a communication error between client and designer. You’re likely imagining serious lost time, like entire weekends spent recreating a design to fix the miscommunication. If you’re billing by the hour, you might save your client (20 hours X 50) 1000$. If you’re doing this once a month, you’re 12,000$ more valuable as an instructional designer than your peers, simply because you use the right words when you sit down and talk about a design, not to mention the fact that your clients are happier and giving you more work. I say call a spade a spade, don’t use forbidden words, use accurate design terms, or, in this case, call your high-tech spade with embedded communication for learning a “persistent, asynchronous skeuomorph, affording multiple channel, limited access, converged CMC.”
The forbidden words
- Web 2.0 (as if this ever actually meant anything anyway)
- Blog (Some Blogs are reverse chronological, some are chronological, and some are not even weblogs thus making them not blogs at all. The term is so misused it is no longer meaningful when talking about design. It’s ok if you say “this is my blog” because you have identified a specific Blog. However, if you say “It is designed like a Blog” the listener could be thinking one of one hundred different things.)
- Wiki (“openly editable webpage” is far more accurate for some platforms commonly called “wikis”, otherwise wikis have so many versions it is hard to imagine what you mean, exactly)
- Social Bookmarks / Bookmarking
- All proprietary words are forbidden except as archetype comparisons (e.g. Youtube, Twitter, Facebook, Flickr, Instagram, etc…)
- Podcasts & Vlog (these are slang terms for uploaded video, but actually are aligned with not design, but content genre. Avoid these terms unless you’re analyzing content)
- Chat room
- All proprietary words are forbidden (e.g. Youtube, Twitter, Facebook, Flickr, Instagram, etc…)
- Cell phone (no one knows what a cell phone is anymore because the concept of “phone” is gone when we text on a phone but make calls on computers, aka via VoIP, “Skype.” Avoid saying “phone” because everyone seems to suddenly get confused.)
- Good, bad, best, better, worst, great, nice, ok, interesting, and information. These are all vague and confusing.
- Computer ( I add this because different types abound and unless you’re talking about a new one, such as wearable computing, you’re probably using the term in a way that could be much more precise with another word.)
The recommended terms
I preface this list of preferred terms with, “Here are words that are typically employed by professionals and demonstrate an understanding of emerging technology for instructional design: (You should use all applicable terms here instead of the ones above.) If you do not know any of these words, look them up.”
- Open access, single access, limited access, password protected
- Vertical / horizontal array
- Handheld device
- Computer-mediated communication (CMC)
- Converged media, converged media CMC (or CMCMC)
- Social Network / collaborative access
- Character allowance
- Images, Image-texts, imagetext
- One-to-many / one-to-one / many-to-one / user-to-interface- communication types
- Password protected / access protected
- Responsive / unresponsive or “fixed” design (means the display does not adapt to the device)
- Design tensions (I cannot stress learning this term enough. All designers use this word, and if you don’t recognize design tensions, you’re not analyzing very well. They are there in every design.)
- Learner experience
- Video sharing site
- Presence indicator
- cloud storage
BONUS TERM: skeuomorph
The picture is graciously stolen from a New York Times Magazine article about their forbidden words list, linked here.
I have been asked about publishing as a graduate student, and have decided to share that opinion here with some pointers. I chose the blog as opposed to elsewhere because the blog is the venue for these perspectives—not a university website, not in-class materials. These views are not the views of Texas A&M University, nor do they really belong in any of the classes I teach. Publishing as a grad student is not part of my course; rather, it is part of how I see the experience of being a graduate student, what it should be, and what it is.
Occasionally a paper written for a course actually has enough merit to be the raw construct of a paper worthy to be read by others. For advanced graduate students, writing for school is writing for publication, if you’re doing it correctly. At the undergraduate level, and in some parts of early graduate school, the act of writing is one of honing your thinking, sharpening the analytical knife, and learning to put knowledge to use. But in the later stages of graduate school, the healthy target is publication because the publication process is where coddling ends, and the writer faces the real challenge of expert review.
A student asked me, “But aren’t our professors experts?” It is very likely your professor is an expert in the topic of the course, but your professor reads your paper with a completely different purpose than she reads articles for review. She reads your paper to see if you understand the concepts and procedures she taught you. She reads submitted manuscripts to see if the knowledge presented is a contribution to HER knowledge, not yours. This difference is subtle, but important. There is much to be learned in the process of publication, and the experience of the publication process while in graduate school is essential to understanding what it means to be a scholar. While I am not advocating that all final papers be submitted to journals, I am advocating that submission to publication is the ideal target for young authors, especially when those young authors are students who are interested in going into higher education or research.
I need to preface my tips for preparing a manuscript with a few warnings. Publication circles are small. Submitting a term paper for publication prematurely can get one’s name associated with low quality scholarship. While publication is a worthy target, it’s also a target that should be approached with caution, preparation, and rigor. This blog post was inspired by student questions about my position on writing for publication at the graduate level, not because I advocate sending final papers to journals. That would be irresponsible, and counter-productive. I didn’t like getting papers written for class as an editor, and I got a few. Here are some things to keep in mind should you endeavor to publish from what you wrote in a grad school course.
1. Select the publication venue PRIOR to writing your paper. Imagining the readership of the magazine or journal while writing tends to force some students to re-think before they write. If you know real people will read it, you’re less likely to write far-flung ideas and more likely to explain your position in simple language. For some, imagining real people can also have the adverse effect of writers’ block. Let’s assume for now that that will not happen. Selecting the venue first can be influential in helping you accomplish tasks during the process as well. Searching that journal for articles on your topic and then responding to those articles directly in your paper can bring a stuck writer to some valuable insights early in the process of writing. This also provides direction for style and gives the work real meaning beyond the credits awarded for the course. It also leads into my next point.
2. Make sure that you have cited the journal to which you are submitting. This is valuable for 2 reasons. First, if you can’t cite the journal, your article probably does not belong in that journal. A great example is a paper I helped someone prepare for a games and simulations journal. The literature they were using was not from the journal to which they were submitting, even though the title of the paper and the title of the journal seemed to match. Under closer inspection, it was a poor fit. Preparation of that article for that journal would have been waste of time. The second reason is that each journal is a discussion in progress and the reviewers need to know that you’re up on the discussion taking place in that journal. Not all the reviewers are fully up-to-date on ALL topics being addressed in a journal. A paper that cites NO work in that journal is a good indication that the article was NOT written for that journal and would not be very interesting, or helpful, for those who read that journal for that topic. In fact, if it is truly outdated and uninformed, it will drive some readers away. Therefore, I know as an editor I was always suspicious of using up reviewers’ time with articles that were outdated or uninformed. Making sure there are a few substantive citations from that journal to situate the article within the larger discussion gives the reviewers and editor a means of deciding whether or not what you have submitted will be interesting for readers.
3. Anonymize. An “A” on your paper does not mean your paper is ready for submission. There are a number of tasks that need to be accomplished before the manuscript is ready to send off to submission. An obvious but sometimes forgotten task is to clean up and anonimyze the manuscript for review. If you have had to deal with peer or teacher comments, address as many of them as is applicable to improving the manuscript, BUT GET RID OF THE COMMENTS. Accept all changes, save as a clean draft, and remove your personal electronic stamp by (…if using MS Word) going to Microsoft emblem in the upper left->prepare-> then properties. Also make sure there are no remaining tracked-changes lurking at the end. Your goal is to make it to review; only a clean, anonimyzed manuscript will be sent out.
4. Save your acknowledgement for later. If you’ve had previous support by the teacher or classmates to help develop the manuscript, it’s professional and courteous to include an acknowledgement of that support, but NOT at the submission stage. Remove the acknowledgement if you’ve already placed it in. That acknowledgment goes back in after the first review. Also, you need to remove any language from the acknowledgement that could be interpreted as promotional, subjective, or identifies this article as coursework. Once the course is over, it is no longer coursework. The revised manuscript after review will likely be quite different from the manuscript you submitted. Remove any sentences in the manuscript that state or imply the manuscript was part of a course. If you have never written an acknowledgment, keep it modest and simple. Here’s an example I gave to one of my students. It’s not particularly elegant, but it’s a functional acknowledgement for someone who had not written one before.
I acknowledge the guidance of Craig D. Howard PhD, Assistant Professor of Inst. Technology at Texas A&M – Texarkana, the helpful reviews of XXX,YYY, ZZZ, and the anonymous reviewers at [publication name here]. I acknowledge the US Army Tuition Assistance Program for supporting the development of this article while I was deployed in Afghanistan.
This particular student was in the active military at the time when he wrote this article and his study was supported by a US Army program. I cautioned him to check if there were any grant numbers or specific language that should be included, but honestly, I know very little about these legalities and a comment from a reader on this point would be very helpful.
5. Read the writers guidelines. These are also known as “Instructions for Authors” at some publications. Check the publication’s website. Here’s an example of some writers guidelines at Tech Trends.
Writers guidelines invariably have little nuances that can slow down your article’s review. Get as many of these minor changes BEFORE submission. Sometimes an article gets to the top of the to-review list, a guidelines problem is uncovered (like a bio left in the article or style issue) and the article goes back to you for repair, only to go to the bottom of the list when re-submitted. Just off the top of my head, watch out for short abstract word limits and the publication specific spellings such as “m-learning” or a preferred way to write electronic mail (Email, email, or e-mail.) Don’t be afraid to condense some of your text. Unlike some papers for school, longer papers have a more treacherous road to publication than shorter ones. (This is more of an issue in print journals than electronic ones.) Exceeding the word count on the writers guidelines can easily get you a rejection prior to review.
Along these same lines, if you have included terms specific to your institution, remove them. I have returned at least a dozen manuscripts to authors prior to review asking that the authors replace course numbers with course names. “In our course, w200, there were 4 instructors and 120 students over five sections.” No one wants to guess what w200 is, though we can if we must.
6. Craft your bio. The editor may need it quickly and having it handy and in the online system, or ready to be emailed saves time. Keep your bio under 100 words. I have seen 200-400 word bios that get an article pushed to a later issue based on space limitations. Remember, a shorter bio is more publisher-friendly than a longer one. Your bio is always written in the 3rd person, and usually ignores your undergraduate education. I recommended to the students above to write his as follows:
Joseph Dotson is a Masters student at Texas A&M University – Texarkana and a [rank here] in the US Army.
While this bio is short, it is important. Be careful about the name you use. You want the formal version UNLESS you’re going to stick with the informal version forever. I had to switch to “Craig D. Howard” once I learned there was a Craig Howard in New Jersey writing Jewish nostalgia. I am neither Jewish nor very nostalgic. This is one case where your middle initial is helpful for disambiguation. I know not everyone has a middle initial, but if you do, use it.
7. Register with the journal as an author, upload and SUBMIT. Of course, be sure to read the submission steps. They usually tell you when you’ll be hearing back about the journal’s receipt of your manuscript. Sometimes the confirmation is sent automatically via a bot, sometimes it’s an actual email from the editor. Can take anywhere from a couple hours to 2 weeks. The time of the year plays a role as well. Both Tech Trends and IJDL were inundated with manuscripts during the first week of June, and received NOTHING in October and November. Be aware that holidays can slow the process down at every stage. My quickest confirmation was also a rejection. It took Abbie Brown 3.5 minutes to reject my article while he was the editor at Tech Trends. I considered that a success to because I learned something right away– if it can’t be anonimyzed, it goes elsewhere. Remember, just getting into the process is an accomplishment. If you are a student, and your article is rejected, CONGRATULATIONS! You just got more learning out of the course that you took than a large percentage of the students who paid the same tuition that you did.
Addendum: Pay-for-publication and self-publishing, in my field, are the same thing. It is a dangerous proposition for pre-tenure faculty to take part in these venues as neither count for tenure, and neither should count for tenure. It’s been just over a year since I posted about this and new predatory publishers are still soliciting me and trying to get me to pay them for publishing my papers. Some have even promised 2 weeks from submission to publication for a fee. New solicitations include:
- International Journal of Humanities and Social Science. Fees disclosed on this page: http://XXX.ijhssnet.com/index.php/faq.html
- Journal of Curriculum and Teaching. Fees disclosed on this page: http://XXX.ijhssnet.com/index.php/faq.XXX
The darker side of academic publishing is now part of my teaching thanks to a few solicitations over the past few months from somewhat questionable publishers. These publishers wanted to add me to their reviewer list or their “Editorial Boards.” I use quotes there for a reason. I have to wonder just what these editorial boards do. I am quickly learning that a knowledge of predatory publishing is required to understand educational research in an internet-connected world. One must be able to pick out what is worthy of citation and what is not. An email this morning reminded me to write this post.
While Macrothink Inc. is to credit on this occasion, previous solicitations to the most recent one have been similar. The business model is easy enough to understand given the context. Since faculty need to publish research to make tenure, there is a demand out there for the quick publishing of less-than-polished research, for cash payments. This means the authors pay the journal and the journal publishes the article. I have to question the quality of the research if there is financial incentive to publish it. Pay-for-publishing venues immediately raise concerns when there is such a dynamic in the process. What’s the barrier to publication if there is money behind the acceptance? I don’t find acceptance rates on their homepages. Every couple of weeks I get a request to review for such a journal- sometimes it is a request to be listed as a “Board Member.” With so many requests, I have become even more skeptical. We also need to ask just what role the reviewers have in donating their time for others’ financial gain. Is it ethical to ask faculty to donate their time towards a service that is financially driven?
The dynamic inherent in pay-for academic publishing hammers home the need for information literacy– a point Howard Rheingold makes at length in his new book- Netsmart: How to thrive online, which calls again for more information literacy. His recent talk at AECT 2013 brought up some familiar themes. He calls it a crap detector, but the skill set does not propose any new questions that others such as Damico’s critical web reader have been propoising for years.
The email however provides excellent course material for an activity, because it violates basic tenants of information literacy– the context of the communication should be studied before consuming the content. Below you will find a copy of the solicitation email from Macrothink. It is curious that the email signature is from “John White,” the email address is unrelated – “jet@macrothink,” and the registered name is “Leonard Bai.” These are great indicators of the nuances of reading skills that are required to make sense of email these days, a topic I addressed in An instructional paradigm for the teaching of computer-mediated communication here. The tone of this solicitation struck me as the academic equivalent of the queen of Nigeria emailing me for a business transition and bank account information. If anyone is interested in doing a lit review on predatory publishing in Ed Tech or Inst Design, the field dearly needs it. There should be more out there about how to teach this in effective ways.
All is not lost; we have a more general resource to help us. Jeffrey Beal at UC Denver keeps a running log of predatory publishers. Macrothink, the originators of this email, are listed on Jeffrey Beal’s blacklist. I have copied the solicitation email I received yesterday into the space below. I have also removed their links (by adding XXX in the http space) because on the internet, links have meaning. I don’t want to appear as endorsing this publisher.
Dear Dr. Craig D. Howard,
I have had the opportunity to read your paper “An instructional paradigm for the teaching of computer-mediated communication” in Instructional Science and can tell from your work that you are an expert in this field. We are recruiting reviewers for the journal. If you are interested in this position of reviewing submissions, we welcome you to apply for. Please find further details at XXXmacrothink.org/recruitment/
I am John White, the editor of Journal of Education and Training (JET). Journal of Education and Training (JET) is an international, peer-reviewed online journal published by Macrothink Institute, USA. This Journal publishes research papers cover the whole range of education and training, aims to provide an international forum for the exchange of ideas, opinions, innovations and research on topics related to education and teaching. Professionals and researchers are encouraged to contribute their high quality, original works of the field.
It is a great pleasure to invite you to contribute your best knowledge and research. Your contribution will help us to establish a high standard. We use a double-blind system for peer reviews. The paper will be peer-reviewed by at least two experts. The review process may take two to three weeks. If you are interested, please find the journal’s profile at: XXXmacrothink.org and submit your manuscripts online. Or you can send your paper directly to the e-mail: XXXmacrothink.org. If you have any questions, please feel free to contact the editorial assistant at firstname.lastname@example.org.
We would appreciate it if you could share this information with your colleagues and associates.
Journal of Education and Training
5348 Vegas Dr. #825
Phone: 1-702-953-1852 ext.534
Update March 2014, they keep coming:
Dear Dr. Craig D. Howard,
We are reaching you because of your paper entitled, ‘Designerly Talk in Non-Pedagogical Social Spaces’, which was published in Journal of Learning Design, 2014 Vol. 7 No. 1, and were very impressed at its scope and contents. We know you are an expert in your research area.
Our journals named ‘World Journal of Education’ and ‘Journal of Curriculum and Teaching’, peer-review, published by Sciedu Press. They are devoted to publishing research papers in various aspects, fields and scope of the education, teaching, learning and other relevant subjects.
It is our great honor to invite you to submit your new manuscripts to us as one of the ‘Authors’ in our next publication.
If you are interested to be a member of our editorial board, please find the application form and details at: http://web.sciedu.ca/recruitment.html and send the application form to: email@example.com or firstname.lastname@example.org
We would appreciate if you could share this information with your colleagues and associates who might be interested in joining us as a ‘Reviewer’ or submit their manuscripts to us as ‘Authors’.
Thank you and we hope to hear from you and/or your colleagues and associates soon.
Ms. Sara M. Lee
Mailing Add: 1120 Finch Avenue West, Suite 701-309, Toronto, ON., M3J 3H7, Canada
Tel: 1-416-479-0028 ext. 218
here’s the fine print:
This journal charges the following author fees.
Article Publication Fee – World Journal of Education: 300.00 (USD)
If the paper is accepted for publication, you will be asked to pay an Article Publication Fee. Please find payment information at: http://www.sciedu.ca/payment
Noam Chomsky, exposing insights admittedly not purely his own but rather present in centuries of educational theory, told the students and faculty at Arizona State University that if we knew what the outcomes were before we started teaching, it would not be education. Education, he says, is joint discovery that happens among teachers and learners. He stops short of saying what it actually is when we do know precisely what the learning objectives are- but it’s not hard to guess. Mager has made a career of instructional performance objectives. Standards and school districts spend countless hours debating performance objectives. But at what point should the learner move from instruction, to education? I think there is a midpoint, and I call that point stochastic learning objectives.
Stochastic Learning Objectives are a set of competencies or knowledge items that we hope learners with come to in the process of learning, but our instruction is not measured or focused on any single one. Rather, the instructional design is aimed at building a context where the learning of these are likely to occur. A sequence is not dictated, nor are the items contingent upon one another. This same approach is taken in a number of fields. Jackson Pollack is often credited as being a founder of stochastic art– at some point the process will come upon the aesthetically pleasing image (see public domain image to the left). A great example is the use of the word “notion” in PhD programs. In lay speech we find the term “idea” quite often, but when we switch to academic discourse, ideas seem to be replaced with notions. I would guess that notions are less rigid that ideas, but honestly, I would be hard pressed to say anything about “notion” other than academics seems to have about as many notions as everyone else has ideas. Notion is a wonderful example because while I find that graduates of PhD programs have notions, and others have ideas, I have never heard of any course or advisory bullet point directed at teaching PhD students to have notions, not ideas. In fact, it is ludicrous to think of it. Stochastic outcomes are quite common in discourse learning; at least I have had that notion for the past few years, previously I only had ideas.
But at-a-distance learners are challenged with this type of bridge between instruction and education. Clear performance objectives and lots of support via examples and supplemental material are common recommendations for online and at-a-distance designs, but instructional designs that lack an element of exploration will stop short of education, stuck in instruction. No amount of supplemental material will prepare learners for some of the learning needed for instructional to become education. The example of “notion” in PhD programs is typical for discourse learning, but other examples abound in other areas as well. For example, a recent activity I assigned asked for learners to collaborate via a wiki. A specific learner, through no fault of her own, experienced some of the less attractive attributes of wiki collaboration, namely her work being saved just moments prior to another student’s saving a different version of the wiki page- effectively deleting her entire contribution. A second experience revolved around incompatibility issues that resulted in her screen showing something completely different from the wiki saved on the server. Both of these experiences strike me as valuable lessons to learn about wikis. While both possible situations could have been included somewhere in the literature I gave learners about using wikis, no amount of preparation can lead someone to recognition these are negative attributes of wikis when one is in the driver’s seat. These must be experienced for the concept to be learned. As a teacher, while I did not intend for students to delete one another’s work, and made some comments hoping to avoid these experiences, I did want learners to learn both the positives and negatives of the wiki. I don’t know how effective my explanation of this was for the learner who experiences the anger of “saving” only to find garble return on the screen. At-a-distance learners are focused, so when the technology fails them, even if the result is solid stochastic objective learning, it’s not easy. They like their learning to be broken up and dished out one concept at a time.
The term itself comes from discussions around my dissertation with two of my four advisers. Elizabeth Boling and Ted Frick both identified that I was trying to teach stochasticly before I did. Teaching discourses, the gateway into communities of practice, is so much the air I breathe that I failed to even recognize how it is different from teaching concepts and procedures. In truth, they were the first to put the terms together, not me. Incidentally, if you would like to stop education altogether, skip instruction, and go directly to the conferring of degrees, Craig Nakashian offers degrees at a significant discount – 50$ for another PhD was a bargain I thought, until I heard the catch. He includes a gentle disclaimed that the degree in conferred without reference to education or instruction. Curiously, Nakashian’s perspective jives well with Chomsky’s, “It doesn’t matter what we cover, it matters what we discover.”
Matthew Might’s Big Picture Illustration seems apropos to me right now. Yes, a PhD is a pimple of knowledge on the enormous buttocks of human understanding. That pat answer won’t make the inquisitive MA student very happy though. They want clear cut, one-size fits all advice. It’s a shame such advice does not exist.
One-size fits all advice does not exists because no one can know all too much about doctorates other than their own. I find that fielding questions about what degree is appropriate for X learner is uncomfortable. About my own PhD, I think I know a fair amount– about 6 years of full time study. Unfortunately, I don’t know much else, besides second-hand knowledge I gather from the Chronicle of Higher Ed, and blogs I read to learn about how I will move forward in my own career. I would not be surprised to hear pretty much every other scholar say they know little about a PhD or EdD in Instructional Technology. Actually, I would expect them to say that. I don’t presume to know much about their doctorate, and I would expect the same courtesy- they don’t know much about mine. This puts an MA/MS student looking for guidance on doctoral study at a real loss. No one is going to step out of their shell and say they know much about the landscape of EdD’s, PhD’s, or SciD’s. So all i can really talk about R1 PhD’s. I know, this is just a fraction of the landscape of higher ed past the masters level. Please take what I have to say with that perspective in mind.
Some PhD granting institutions value their balanced approach— that’s not a descriptor I would use for R1 PhD programs. R1 PhD’s are focused on research. But of course, the MA candidate in education doesn’t actually know what real research is. R1 institutions offer other wonderful things as well: poverty after many years of study, opportunity costs when you could be in a lucrative job, access to world-class scholars who have done the same sacrifice, circles of other students who have had varied amounts of life experience and are also intellectually curious—not to mention the smugness factor: the self-important feeling of knowing that when you finish that defense, you know that you are the world’s leading authority on your thing, and you know that 4 or more of the world’s leading authorities have confirmed this (Ennis, 2011, here). Of course, there are those who get through R1 PhD’s without become such leaders, but I would say that generally, there are more scholars than non-scholars that come through the ranks of the R1’s. In the end, the R1 PhD is designed to produce a rigorous scholar, and that’s about it. Not a teacher, and not a person who is beneficial to the university through their service or administrative skill; that’s stuff you’re expected to learn on your own. Some R1 grads have these skills, but they sure did not acquire them in the R1 program—or at least not as a consequence of it. Some R1 candidates luck out and get a very holistic adviser. I was lucky in that way. But that’s not something one can expect from an R1.
I think I have to tell students that no one will really know except you, which program is the best for what you want to do. I left an Ivy League R1 (well, decided not to re-enroll for the PhD) for a Big 10 R1 because, for what I do and what I wanted to do, the Big 10 school was a better fit. Sometimes I regret that decision, but not often. No one on the outside would ever know, really, the ins and outs of that decision, nor question it, I expect. However, by making that decision I ended up in a job that I did not initially plan on being in at the start of the PhD. I thought I would be in a language education program of some kind as the tech person. Instead, I am teaching in an Instructional Design & Technology program as a language person. While the difference is not enormous, it is clearly different. The important thing is that after two years of PhD study, I realized this was going to happen, and I made a conscious decision to go forward. I am happy where I am now. Had I not made that decision when I realized my study was not going in the direction I had planned, I think I would be very unhappy now in this new job. Charlie Reigeluth was the person who forced me to face this situation directly; guidance that has proven enormously valuable in my life and career.
PhD study is not a continuation of MA/MS or even M. Ed study. It is an entirely different thing altogether, and what you learn in master’s coursework will probably not help you much in a PhD. (Of course there are things that on can learn in MA study that *do* help tremendously, but they are not coursework.) Transferring in credits is one of the greatly misunderstood obstacles for those making the transition from MA/MS to PhD. I feel strongly that transferring previous grad credits is unwise in an R1 context if you are coming from another institution, even if your credits are coming from another R1. (If they are coming from a non-R1, forget it. Transferring credits into a program of study robs a student of the chances to make the relationships they need to finish the degree.) The goal of the R1 study years is to become an intellectual sounding board for faculty members; transferring credits handicaps the learner from making those relationships. Why would one sabotage one’s own degree? Intellectual relationships require time, and usually course credits, to build. What credits one collects from grad funding that are not used in building the primary relationship should be used in building the secondary relationships – those who will sit on your dissertation committee and mentor you with the inevitable bumps in the relationship with the primary adviser. “Credit” in the traditional sense, 3 credits per course, is actually irrelevant. (In fact, I have heard persuasive arguments for taking coursework without credit to build relationships.) In the end, credit or non-credit coursework is only valuable when it results in:
- An intellectual relationship with a faculty member
- A publication
- Ideally, both
On a PhD, your grades absolutely do not matter—you don’t go there to transfer to somewhere else, so whatever passing grade you get is fine. Instead, publications and relationships matter. Those are what you need, not A’s. Completion is based on whether or not your work is true and publishable, that’s it, nothing else. Some of the best guidance I got was to figure out how many publications, or other experiences (teaching etc..), I need to get the job I want prior to enrolling in a course of study, and then focus my time towards that end. Curt Bonk at Indiana University says three publications is enough for a first tenure track job. I would say one needs a little more, but not a lot more. The 3 pubs rule is a little outdated because every year the competition gets harder.
Planning of this type of extended trajectory is not what MA’s are really used to doing. I sure wasn’t. When I graduated with my MA, I could plan about 5 years into my career. A PhD is planning for a much longer term and a significant chunk of one’s life. Many would say planning a lifetime in advance, though there *are* other opportunities besides going on to teach. Then there is the money.
PhD debt is real and serious. So are the debts that come along with other graduate degrees, but PhD’s are extraordinarily long in some cases. While I tell PhD student to think long and hard about financials, I don’t know if they really do. I did, but I entered doctoral study at age 36, fully funded, and out of debt with no children. This an important consideration. Read more about the financial debacle that is now doctoral study here, here, and here.
Still, contributing to the world’s knowledge is a beautiful thing. Matthew Might (PhD from Georgia Tech, now at Utah) says it particularly well in his classic blog post “An Illustrated Guide to The PhD”. He puts it into graphic terms. I wish I could ask every MA/MS student who is silently considering doctoral study to read it. It’s also nice to think about just how many little bumps of knowledge have been created by those who have welcomed me into this new group of scholars.