doing the tasks

Doing the tasks | Mike McDonald | September 22nd, 2002

While I'm here, I have another, less complicated question. So far I've done more or less all the tasks in FND units 1-3. Once I start on a task, I ten to get involved in it and generally end up writing several hundred words about each. I find this interesting, but it is rather time-consuming, and I'm afraid of getting bogged down and spending too long on things.

What experiences have others had? Am I on the right track or should I be pressing on quicker?

Mike McDonald

Re: Doing the tasks | Jake Kimball | September 23nd, 2002

I've been thinking about Mike's question for some time, even before he posted the question a few days ago.

I'm in the same boat. I'm not sure how long it takes to write a few hundred words about a task but in all probability it's too much. If the task piques your interest or you feel you need to dig deeper, then by all means, spend the time on it. I did keep the FND journal almost religiously. Afterwards I felt satisfied that I had learned a lot.

Now that I've done (am doing) SLA and IIC I can relate a very different story. SLA is a huge field that probably warrants more than a single module. It's a great module but I feel let down that I didn't take that much from it (I'm focusing on learning strategies). I did read several SLA books to compensate for my lack of background. That took up way too much time. However, I did slack on the journal writing (WHICH I WON'T DO IN THE FUTURE).

IIC I've just finished with (the tasks and reading). That was an even bigger eye opener. I've read so much on new topics (approaches to DA) that I feel there's an even bigger gap between what I now know and what I should know. Isn't there an old saying that the more you learn, the more you find out you don't know. Something like that.

The lesson learned (maybe this will help Mike) is this: Since I can't go into great depth about everything due to a shortage of time, I have to bite the bullet and just focus on my area of interest and move on. Keep up the diary but limit task writing to essential notes. Rewriting and reviewing notes helps me too. I'm now focusing my notes and journals to match the stated goals introduced in each module unit.

Another question? What should we be taking away or expect from this MSc when it's all said and done? There's just way too much material to absorb in such a short period of time.

Pragmatically, my main goals are 1) to be able to read and write research papers effectively (or at least improve), and 2) to set up action research projects in an appropriate, methodological manner.

If I can speak intelligently or come across as well read then that's just flaming brandy on my crepes suzette.

Jake

Re: Doing the tasks | Mike McDonald | September 23rd, 2002

Thanks to Jake for his illuminating response. I'm in a way relieved, but at the same time a bit disappointed, because I don't like to write very superficial answers to the tasks. But, in the end, I suppose I'm the only person who'll ever see them, and my lifetime is limited, so perhaps I should learn to choose my battles.

Mike McDonald

Time on task reflection | Raymond Sheehan | September 23rd, 2002

I envy you the elements of (self) discovery in the Foundation Module. For me, it was a highlight of the course (what a shame to climax so early on) when there is a great interaction between what you as a seasoned professional bring to the course and what the course, mediated through seasoned professionals, brings to you. It's a hugely dynamic module if you allow it to me (and it seems that you are) --and interactive dynamism is mighty rare in DL courses.

The most valuable tasks for me were the 'pre-reading' type tasks where you sorted out your own knowledge, ideas, attitudes before reading the next phase of the module; then, you read with the purpose of finding out to what extent your views chimed with those articulated in the module (and if they didn't, why not?)

Some of the tasks are intended to be relatively fast, as you can see from the phrasing. Others are wide open: "How do you feel about the learning/acquisition hypothesis" could well become the material for a dissertation, or book.

But it's good to think about the primary aim behind many of the tasks: to encourage you to explore your own practice reflectively in as long as it takes. If you are bringing a lot of reflection and practice to the course, then your responses will obviously be more detailed... but within limits, as you want to counterbalance your experience against what others think.

If writing, for you, is a process of thinking, and reaction, then--great! There is obviously not too much thinking you can do. You are formulating, analyzing, focusing... doing all the things you are meant to do. Reading quickly through the units with an attitude of "Duh! Here's another regulation task' obviously has little value...except you are vacuuming the modules suctioning up other people's ideas without having fully sorted out some of your own) obviously not true for you!).

The Foundation Module will stand you in good stead throughout the course; you will probably find yourself coming back to it again and again as you progress through other modules (I certainly do). In addition to new information, it has a certain ethos, politics, tone, interactivity and format that I like... a wholesome sanity. . So if you find it's provoking a lot of your thinking and writing time, well done! It's doing its job! All the modules are good. Some are splendid. Go where they take you.

PS--the reflection parts at the end of each unit, as you've probably realised, are well worth the time too... and although they may not be explicitly part of subsequent modules, you carry that habit of post-unit reflection with you.

Raymond

Re: Doing the tasks | Jerry Talandis Jr. | September 23rd, 2002

Like you, when I started the FND I tried to do all the tasks in depth. I also found that it took me too long to get through the module, however. This is when I realized that I couldn't do everything, even though I wanted to. My life was just too busy to put that much energy into it. I regretted not getting a masters earlier in my life when I had time for such things.

Anyway, now I read through the task, jot down some notes in the margins, or skip it entirely. Sometimes, for real interesting ones, I'll try to discuss it on this list (as you have done). It all depends on the amount of time and energy I have. I don't think you are meant to do all the tasks. They put them there in order for you to think more about the text. Do as many as you have time for, and leave the rest. That's my advice.

Good luck!

Jerry

Re: Doing the tasks | Mike McDonald | September 24th, 2002

Jerry, your advice about the tasks is so practical and common-sensical, it really makes me wonder why I asked the question at all in the first place. I suppose it's the insecurity of being the "new boy" and not wanting to be too different from everyone else. What you say about the assignments is very logical: that's where I should be concentrating my energy. I've only done one so far, so I haven't had to think about them much. Once I get into the course, perhaps my priorities will become clearer to me.

Thanks for taking so much trouble to answer my question, Raymond. I really appreciate all the help I've had from other participants. What you wrote gives me a lot of food for reflection; for example, when you say that writing can be a process of thinking and reaction, that's exactly how it is for me. I find it very difficult to think off-the-cuff, in "real time". If someone asked me at a cocktail party what I thought about authenticity in the classroom, I'd probably be left spluttering and looking at my shoes. But if I had a chance to answer the question on paper, I could probably have a reasonable stab at it, even without reference books. I often find I can't really get to grips with a subject until I write about it. That's why I find doing reading notes valuable - it activates a different part of the brain from simply plowing through a book.

I'm glad you enjoyed FND, and that you have a chance to go back to some of the topics later in the course. I feel there are so many avenues to be explored, and it seems a pity just to glimpse the entrance to each.

Mike McDonald

 

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