This document discusses e-supervision in doctoral education. It presents three models of interaction between supervisors, students and technology: triple interaction, multiple interaction, and technology-focused. It also addresses issues like whether new paradigms improve quality or create burdens, addressing plagiarism with collaborative models, and the need for new evaluation models. Further discussion questions are posed around the number of supervisors, preparing supervisors and students for networked collaboration, and identifying individual contributions to group works.
Francesc Balagué. Doctoral education and e-Supervision
1. Doctoral
educa,on
and
e-‐Supervision
Francesc
Balagué
www.akoranga.org
Barcelona,
October
31st
h9p://plephd.blogs.uoc.edu/workshop/
2. “
Our students have changed radically.
Today’s students are no longer the people our
educational system was designed to teach.
Mark Prensky, “Digital Natives, Digital Immigrants”
8. 5.
New
paradigm
implies
be9er
quality?
QUALITY
BURDEN
Doctoral
educa,on
and
e-‐Supervision
Francesc
Balagué
9. 6.
Plagiarism,
Originality
and
individualism
TRADITION
VS.
NEW
PARADIGMS
-‐ Co
CreaAon
-‐ CollaboraAon
-‐ P2P
evaluaAon
-‐ Final
product
-‐ Individualism
-‐ One-‐way
evaluaAon
Doctoral
educa,on
and
e-‐Supervision
Francesc
Balagué
10. 7.
Further
Discussion
-‐ Should
we
have
only
one
or
two
tutors
as
used
to?
-‐ Are
professors
and
supervisors
ready
to
work
as
a
network?
-‐ How
can
we
connect
and
collaborate
with
other
PhD
students
all
over
the
world?
And
supervisors?
-‐ New
models
of
evaluaAon
are
required.
Do
we
need
to
idenAfy
individual
contribuAons
to
a
collecAve
work?
Doctoral
educa,on
and
e-‐Supervision
Francesc
Balagué
