| Objectives: |
During the panel session, the aim is to explore the issues from a variety of perspectives. Specifically, we seek the views of the participants (and audience) on the topics described above, with the intention at a later point of formulating guidelines to assist both supervisors and students in Educational Technology. |
| Short description: |
PhD study in any interdisciplinary topic requires the student to be familiar with multiple research methodologies, and to have assimilated knowledge and skills in all of the subjects involved. Educational Technology is perhaps an extreme example of such a research area, requiring a student to be familiar with appropriate pedagogy, to be technically skilled in computing, and maybe also to have a solid grounding in psychology. One PhD in Educational Technology might comprise of a novel technology which can be applied to the education process, and whose interest is principally technical. Another might focus on the novel use of a standard technology in an educational situation, and the interest becomes pedagogic rather than technical. Most theses probably lie somewhere between the two.
The problem then becomes how such study can be directed, and how the final research should be judged. In most cases, the criteria used in a single discipline (computer science or education) will not be appropriate for those parts of the research belonging to another discipline. Furthermore, many supervisors with a background either in education or in computing, may not be sensitive to level of depth and insight commonly expected in the other. |