Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenologyMain MenuWelcomethis is the starting point and gateway into this PhD dissertation documentBeginninggeneral introduction to this dissertationLiterature Reviewintroduction to the literature review and outlines purpose for theoretical and conceptual frameworksResearch Designoutlines the sequence for the research design - methodology, methods, validity, ethicsData Analysis and Findingsthis is the introduction to the data analysis chapter of the dissertationDiscussionthis is the discussion of the data and analysis reflecting the research conducted for this dissertationConclusionthis page introduces the conclusion of this dissertationReferencesthis is a page describing how the references are organized in this documentAppendiceslist and links to appendices in this dissertationhjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06HJ.DeWaard
Alt-Diss - glossary item
12022-09-15T17:06:40+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea0628describing and defining what alternative dissertation (Alt-Diss) meansplain2023-06-18T12:13:48+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06Describing and defining what it means to create an alternative dissertation can be challenging for those familiar with traditional dissertation formats that include a linear progression through chapters and pages. For this document, consider the format as a non-linear, hyper-textually linked, dialogic, conceptually and topically interconnected, and networked by reader agency. This rendering of my research communicates through multiple and varied media, creating tension between traditional conceptions of scholarly writing as primarily alpha-numeric text to one where a fluid multimodality of elements communicate research information. Further to this, universities across Canada are redefining policies that define the dissertation (Tran, 2019). For example, York University in Toronto defines "complex electronic dissertation" that "involves slides (visual, spatial, and linguistic modes), film or videos (visual, audio, gestural, linguistic, and spatial modes), or an interactive word/image based text on the internet (visual, linguistic, spatial, and gestural modes)" (Tran, 2019, p. 28).
For more detail about the format and creation of this alternative dissertation see the page on Alternative Dissertation Design.
This page has tags:
12022-06-04T15:52:21+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06Alternative Dissertation Designhjdewaard24defending an alt-diss format for the dissertation productionplain2023-10-02T11:40:06+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06
12022-10-30T18:23:15+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06If on a winter's night a travelerhjdewaard2a video review of the book by Italian author Italo Calvinhoplain2022-10-30T18:24:22+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06
This page is referenced by:
12022-06-04T15:43:12+00:00Glossary19alphabetic listing of glossary items with links to notes that describe each itemplain2023-06-28T15:29:30+00:00Here is an alphabetic listing of the glossary items included in this dissertation document. Each item is linked to a note where the item is defined, described, and/or examples provided. These glossary items are also embedded throughout the document as notes within pages, where they provide 'just in time' clarification for you, the reader.
Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans
UNESCO
Uniform Resource Locator (URL)
Universal Serial Bus (USB)
Visitors / Residents
12023-06-25T19:49:57+00:00Contribution to research4conclusion section outlining how this research contributes to qualitative researchplain2023-08-14T16:55:09+00:00
Contribution to qualitative research in education
This dissertation contributes to qualitative research in education in its unique application of P-IP and crystallization epistemologies and methodologies (see Figure 1; see Figure 13) as well as the application of the ALT-DISS multimodal format using Scalar software. This contributes to capacity development and provides a model for other researchers (Scott, 2014; Tran, 2019) not only to education researchers focusing on teacher education, but to qualitative research and multimodal dissertation applications in other fields of endeavour or other educational research inquiries. In this way, I contribute to the diversity of approaches that are opportunities to unsettle understandings of what P-IP, crystallization inquiry, and multimodal dissertations are or can become (Ellingson, 2014; Tran, 2019; Vagle et al., 2021).
This research contributes to capacity development and adds value to inquiry by/for people, aiding transformation and collaboration (Scott, 2014). Through the open approaches found in OEPr, this dissertation has been created and shared through an open, public-facing portal, where private and critical feedback is part of the process. Additionally, transformation and collaboration is evident in the many contributions to scholarly works in qualitative research in education that have been emerged from this doctoral inquiry. These include multiple peer reviewed publications and chapters focusing on digital literacy policy and practice across Canada (DeWaard & Hoechsmann, 2021), digital literacies in faculties of education in Canada (DeWaard, 2022), cross-cultural mentoring in professional learning (DeWaard & Chavhan, 2022), online course design (van Barneveld & DeWaard, 2021), assessment practices (DeWaard & Roberts, 2021), intentionally equitable hospitality (Bali et al., 2019), intentional open learning design (Roberts et al., 2023), and educommunication (DeWaard, In Press). Additional scholarly works include book reviews (DeWaard, 2021; DeWaard, 2020), research reviews (Farrow et al., 2021; Weller et al., 2023), and conference presentations. These contributions, in turn, have reciprocally shaped this dissertation.
