Teaching to learn; learning to teach

As my time as a PhD student (hopefully) winds to an end, I am beginning to look towards my career as an academic. My hope is that part of that career includes teaching, which is why I eagerly accepted the opportunity to teach a module at Edinburgh Napier University this term.

More accurately, I accepted the opportunity to co-teach alongside a more established and experienced educator, Professor Hazel Hall.

My official title is Associate Lecturer on a module called Knowledge Management (KM). The module, which is half-way over, is being delivered to a group of 4th-year honours students in the School of Computing.

The module’s content includes lectures and activities related to approaches to KM, knowledge capital, KM infrastructures, and techniques for the creation, capture, classification, exchange, dissemination, and use of knowledge for competitive advantage and corporate growth.

By the end of the term, students will be able to: critically assess the general principles of KM; make effective use of the principles of KM in organisational settings to increase effectiveness; examine KM processes and tools for organisations; develop KM teamwork activities in organisations; and demonstrate sound understanding of theory and practice in KM.

I am sure that the students felt overwhelmed when these learning outcomes were shared on the first day of class. And I cannot imagine how overwhelmed I would have felt if I were teaching the module on my own.

However, whilst my role is one of “teacher”, I am also there as a learner. That is, a learner of teaching through co-teaching.

Some of it is quite easy though. For example, I feel quite confident in the task of speaking in public and sharing knowledge to an audience. I find delivering presentations and workshops to be energising and enjoyable. And I feel that when I deliver learning events, people do learn.

However, delivering a one-off workshop is not the same as delivering a multi-week module to a group of undergraduate students. And that is part of what I am learning from my teaching experience.

Thankfully, I am learning from someone who has a proven ability to deliver the module!

Hazel has taught the module for a few years now and has developed a strong programme of lectures, readings, personal study assignments, and in-class activities. This means that I have been able to see what a well-developed module looks like from beginning to end. Being able to see the entire term’s plan set out in front of me eliminates much of the unknown “fogginess” that I would expect if I were starting from scratch. Instead, Hazel knows what works well (and what doesn’t) and has learned through experience how best to deliver each segment.

From the administrative side, Hazel and I are both well-organised which means that her way of preparing for each class (and the module as a whole) suits my own working style—even though our overall organisational styles are not identical. Seeing how Hazel has organised materials (print and electronic) has given me a lot of ideas for how I can combine her methods with mine to improve on the ways I might have managed things without that insight.

Over the next few weeks, there will be more learning on my side as we near exam time. I am a tad nervous about marking all of those essays, but I imagine the students writing them will be a tad (or more!) nervous, too.

One of the things I’ve learned from teaching so far is that I was right in thinking that I would enjoy it. Although I know that the never-ending planning and administration that goes along with the role will bring a bit of stress and chaos on occasion, I feel that the rewards will far outweigh those (potential) negatives.

So, that’s another feather in my CV-hat (which you can view here).

iWeek in Aberdeen: #iDocQ2017 and #i3RGU

This past week was spent in Aberdeen attending what I like to call “iWeek”. It included a one-day doctoral colloquium (iDocQ) followed by a four-day international conference (i3)—both at Robert Gordon University.

The first day the sixth annual Information Science Doctoral Colloquium (Twitter hashtag: #iDocQ2017), a doctoral colloquium for Scottish PhD students. The annual colloquium is organised by students at Edinburgh Napier University, the University of Strathclyde, the University of Glasgow, and Robert Gordon University.

This year’s iDocQ started off with a series of “One Minute Madness” presentations. The slide template we were given was a bit challenging, but I feel that I managed to make it work for me. (See it here!) The big thing I learned from the quick presentations was that I need to develop a couple new versions of my “elevator pitch”. I am quite good at a layman’s explanation of my research (social media and reputation; people get that!). However, I find it difficult to explain my conceptual framework clearly in a short time span because I have to explain what bibliometrcis and citation practice means. And if I mention altmetrics, it’s even harder! The reality is that I will rarely need to explain that in 60 seconds, but it would be great to find a simple explanation that is true to my research. (Note to self: Sort this out before your viva!!)

After the presentations, we enjoyed a keynote talk by Dr Luke Sloan of Cardiff University. (Via Skype: Technology to the rescue after our speaker’s cancelled flight from Cardiff.) Sloan’s talk was titled “Social Science ‘Lite’? Understanding Who Uses Twitter & What This Can Tell Us About the Social World. It was an interesting look at who uses Twitter and asked questions about how we are able to accurately identify those users. The keynote was very fascinating and I took some great notes that (I hope) will help me as I write up my methods chapter for my thesis. (Which is slowly getting written.)

The rest of the day was spent in a series of workshops and discussions on writing, being adaptable (and accepting rejection), and a Q&A panel. It was a very insightful day, though a bit long for me, leaving me to skip out on the after-event pub session.

The rest of the week was spent at the Information: Interactions and Impact Conference (Twitter hashtag: #i3RGU). This was my second time attending the biennial international conference so I knew to expect great things!

The conference was a great opportunity to connect (and re-connect) with other Information Science academics. I was very pleased with the programme’s offerings as there were several papers that were of great interest to me. I especially found great interest in listening to the methods others are using for their research as I am keen to consider new modes of investigation for my own future work. (Though I must finish that darn PhD first!!)

My contribution to the conference was delivering my paper, “Blurred reputations: Managing professional and private information online”. The paper represents a portion of my PhD work, though rather than addressing a specific research question it shares findings related to one aspect of reputation: the ways in which private and professional lives blur online.

I have been given the opportunity to submit an extended version of the paper for review as a full journal article. I will be working on that article over the next few weeks and hopefully, I will have some good news to share about its acceptance before the end of the year. In the meantime, the slides from my conference presentation are below. (Please get in touch if you have any questions about the presentation or my research as a whole.)

Oh! And as a wee inside joke, I developed a new model to share at the end of my presentation. For those familiar with the contentious topic of “not another [censored] model”, this is a funny thing. Trust me.

Next up in my PhD journey: