What got you here won't get you there - R795 Blog beginning Week 4

It's interesting to be in this space.  I didn't know at the end of last semester that this would be my last semester of classes before THE DISSERTATION began - and honestly, I've been spending a lot of time thinking and working toward it as part of R795, which was also unexpected.  I'm not sure why it snuck up on me - I SHOULD have been aware, but I wasn't.  

I've read that choosing a topic is one of the hardest parts of earning a doctoral degree, and it was a bit of an evolution for me.  I thought about what was interesting enough to me to get me through - that I could read and read and read and never get bored, and what could be a valid contribution to the field.  In my very first course with Dr. Bonk, the articles that I found most interesting were those focused on AI, and the statements and policies that I read from different schools and classes drew my attention.  

My process to this point is simple.  I'm using my ipad to find articles and annotating them in GoodNotes because my handwriting is searchable.  Adding tags and color coding as I go will make the information and solid references easier as I move through the process.  I've been working with Ed, Meika, and Tiana weekly to stay motivated to write, to prep for quals, and to clarify ideas.  This has been positive, accountability is really essential here as procrastination is my default mode. 

The writing doesn't intimidate me, yet.  Maybe it will.  Quals first and then it's a race to the finish. 
 
Here are the articles I've pulled so far that have made the cut! 

Baskara, R., Mukarto, M. (2023). Exploring the Implications of ChatGPT for Language Learning

in Higher Education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343- 358

Burkhard, M. (2022). Student Perceptions of AI-Powered Writing Tools:Towards Individualized

Teaching Strategies. IA DIS International Journal on WWW/Internet, 20(1), 1 – 11

 

Khoo, E., & Bonk, C. (2022). Motivating and Supporting Online Learners.

Commonwealth of learning.

 

McKnight, L. (2021). Electric Sheep? Humans, Robots, Artificial Intelligence, and the

Future of Writing. Changing English, 28(4), 442–455.

 

Obari, H., Lambacher, S., & Kikuchi, H. (2020). The impact of using AI and VR with blended

learning on English as a foreign language teaching. In K.-M. Frederiksen, S. Larsen, L. Bradley & S. Thouësny (Eds), CALL for widening participation: short papers from EUROCALL 2020 (pp. 253-258).

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of

traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 1–22. https://doi.org/10.37074/jalt.2023.6.1.9

 

 

Summers, N. (2023). ChatGPT FAQ. OpenAI Help Center.

Van Eemeren, F. H., & Grootendorst, R. (2016). Argumentation, communication, and

fallacies: A pragma-dialectical perspective. Routledge. 19th Int

Yau, C., & Chan, K. (2023). University of Hong Kong temporarily bans students from

using ChatGPT, other AI-based tools for coursework. South China Morning Post. https://www.scmp.com/news/hong-kong/ education/article/3210650/university-hong-kong-temporarily-bans-students-using-chatgpt-other-ai-basedtools-coursework

 

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of

research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 16- 39.

 

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