April 2012

I've now incorporated Vera John-Steiner's term 'cognitive pluralism' into the 'Multimedia and multimodality' section of the Literature review. I haven't read very much about this so I'll have to look into it further.

The Literature review is now 5,000 words but my progress feels slow as I haven't actually written much lately. I'm still processing and synthesising some of my readings which will assist my writing soon enough.

I'm still exploring the idea of explanatory animations as diagnostic tools but I'm unsure about where to develop it within the thesis. Now that I know that I'm not supposed to mention the Storyboard project in the Literature review, I might have to discuss this in the Discussion section or the Conclusion.

I've now added a guideline in the Literature review and Explanatory Animation Framework about metaphors needing to be explained and not just presented.

Today I emailed my latest version of the Literature review to my supervisors one week ahead of our next meeting.

I'm now able to go back and catch up with other sections such as the Reflexive journal where I proofread and uploaded January 2012.

My journal editing process slowed down when I came across an entry about the QUAL-qual design. I think that this must be very clear and logical as any new approaches and methods will come under close scrutiny.

Today I was working on Section 5.9 in the Research methodology. So where are these multiple methods of which I speak? Maybe this is best conceptualised as one multifaceted method. Perhaps film making is a good analogy for this practice. At the Academy awards there are multiple awards as film making is a multifaceted endeavour.

Another analogy for different perspectives is cover versions of songs. The cover version shares similarities to the original but is distinct in many ways.

Today I found a synopsis document which one of my supervisors had prepared for Connery, M. C., John-Steiner, V. P. & Marjanovic-Shane, A. (Eds.). (2010). Vygotsky and creativity. New York: Peter Lang. There are many ideas which I had not really emphasised so I'll need to revisit this.

'In what ways can storyboarding and explanatory animation creation enable primary school students to articulate and consolidate their conceptual understanding?'

My answers to this question revolve around the themes of articulation (voice-over script) and representation (imagery) as vehicles for conceptual consolidation as abstract ideas become concrete.

I received an email today from my supervisor Susan with some recommended readings. I also made a phone call to my other supervisor Nick about the requirements for my annual progress report.

Today I met with both supervisors. There are many changes required for the Literature review but there was also some fruitful discussion. I've also borrowed 5 books about semiotics to expand my grasp of symbols and meaning. I've been asked to write a 3,000+ word essay on this without referring to Storyboard.

I had some more feedback from my supervisors today including the fact that the digital thesis issue is now officially on the agenda again as it was itemised on my progress report. I also changed the index picture to only have Storyboard related imagery.

Today I borrowed Vygotsky, L. (1987). Collected works of L.S. Vygotsky, Vol. 1. R. W. Rieber & A. S. Carton (Eds.). New York: Plenum Press. This looks very promising.

Today I had a discussion with my 'Managing Innovation' lecturer from the Melbourne Business School. I was explaining that the hypermedia design of my thesis provides additional insights into my own thinking. He cautioned me by saying that a PhD thesis is not about what I know.

I'm not enjoying the semiotics readings at all. It's not that they are too philosophical as I enjoy reading philosophy. I'm currently reading Langer, S. K. (1957). Philosophy in a new key (3rd ed.). Cambridge, MA: Harvard University Press.

I received some feedback from the University regarding digital thesis options. It was suggested that I could make a case for a split between digital and hard copy as the multimedia elements could be considered to be an artistic work. I've been asked to come up with a suggested percentage so I'm thinking that a 50:50 split seems to be appropriate.

The 4th of May has now been set for for my annual progress review. I'll need to prepare a presentation for this event.

Today I requested the book Reynolds, L. T. & Herman-Kinney, N. J. (2003). Handbook of symbolic interactionism. Walnut Creek, CA: AltaMira Press from another university as it looks very interesting.

I've decided on seven sections to be included in my digital thesis proposal with other sections such as this Reflexive Journal to be included as linked 'optional' sections.

I've started a new Storyboard folder called 5050. This way if the digital submission proposal is significantly changed or rejected I won't have to undo my changes.

I've now colour coded the various sections of my digital thesis proposal using blue for supplementary sections and green buttons for essential sections on the Main menu.

The Symbolic Interactionism handbook seems to be much more relevant to me that the semiotics readings. It will take a while before I can make a clear distinction between the two but I have started the 'Semiotics and metaphor' document which my supervisors had suggested.

Today I finalised the list (as much as anything is ever 'finalised') for the digital thesis menu as follows:

Today I started on the document which I need to submit in advance for my forthcoming progress review.

I've now started on my PowerPoint slides to address my theoretical perspective for the Storyboard project.

I read about Vygotsky and Sakharov's 'dual-stimulation theory' which was very exciting. I'll be sure to build on this in my thesis.

I'm now pruning back my slideshow for my forthcoming progress review so I keep my focus tighter.