About the course
- Course leaders: Ronny Scherer (CEMO) and Ida Katrine Riksaasen Hatlevik (ILS)
- Organizer: The course is organized by the Faculty of Educational Sciences.
- Credits: 0 ECTS. Generic skills development.
- Contact course administration: phd-kurs@ils.uio.no
Agenda
(Please note that changes may occur!)
Day 1, 9 AM- 3 PM (Room U36)
09:00-09:30 Welcome. Introduction to the course
Brief presentation of participants (incl. status of PhD work)
09:30-10:30 The role and function of the extended abstract in an article-based dissertation (Prof Rune Krumsvik, UiB)
10:30-10:45 Breakfast break
10:45-12:00 The role and function of the extended abstract in an article-based dissertation (Prof Rune Krumsvik, UiB), continued
12:00-12:45 Lunch break
12:45-13:30 The extended abstract at the Faculty of Educational Sciences (UV): Rules, regulations, and expectations (Prof Ida K. R. Hatlevik, ILS)
13:30-13:45 Afternoon break
13:45-15:00 The extended abstract at the Faculty of Educational Sciences (UV): Criteria and examples (Prof Ronny Scherer, CEMO), with group discussion
Day 2, 10 AM- 3 PM (Room 233)
10:00-10:30 Experiences from writing the extended abstract by former PhD candidate Diego G. Campos (CEMO) at the Faculty of Educational Sciences
10:30-12:00 Group discussion: The core of your PhD dissertation and the extended abstract.
What are overarching research question(s), common denominators, and research gaps?
Conceptual mapping and visual synthesis
12:00-12:45 Lunch break
12:45-14:15 Group discussion with peer feedback:
Muddy points collection: What are my main challenges in writing the extended abstract?Peer feedback: Possible solutions?
14:15-15:00 Plenary summary, remaining questions, comments to the course, and closing
Admission
Priority will be given for PhD candidates at the Faculty of Educational Sciences (UV) in their last year, but other candidates at UV may apply too. If there are more applicants than places, priority will be given according to seniority. PhD candidates who are in their first or second year are not recommended this course, and will thus not be prioritised.
Register application by January 12th
Course content
The course is meant for PhD candidates at The Faculty of Educational Sciences (UV) who are finalizing their article-based dissertation. The seminar will be a two-day workshop.
The aim is to develop a clear sense of the criteria for the extended abstract at the Faculty of Educational Sciences and to develop structure and content for your own extended abstract.
Learning outcome:
- Develop an understanding of what is required from the extended abstract at the Faculty of Educational Sciences
- Acquire knowledge about different ways of writing an extended abstract that align with the criteria at the Faculty of Educational Sciences
- Identify, apply, and critically reflect on how to write your own extended abstract
Preparing for the seminar
Prior to the seminar you should have prepared a sketch for your extended abstract, based on the following questions:
- Identify a possible overarching research question
- What is/are the common denominators of your articles?
- What separates your articles, what challenges the coherence of the extended abstract?
- On what level of abstraction lies the common denominator?
- What is/are my main challenge(s) in writing or constructing the extended abstract?
For those who have already drafted most of their extended abstract, you could also include a preliminary list of contents, and/or drafts of an idea/general principles for a joint theoretical/conceptual framework that could work to synthesize the papers. For the group discussions, groups will be constructed on the basis of how far you have developed your ideas prior to the course.
Readings
- Criteria at the Faculty of Educational Sciences:
- Krumsvik (2022). Academic Writing in scientific journals versus doctoral theses. Nordic Journal of Digital Literacy, 17(2), p. 78-94
- Examples of recent well-written article-based PhD dissertations from the units at the Faculty of Educational Sciences:
- CEMO: Daus, Stephan (2019). Profiling and Researching TIMSS by Introducing a Content Lens on Eighth-grade Science (PARTICLES). Faculty of Educational Sciences, University of Oslo. (duo.uio.no)
- ILS: Beiler, Ingrid M. Rodrick (2021). Multilingualism as a Resource in English Writing Instruction: Opportunities and Obstacles in Five Linguistically Diverse Classrooms in Norway. Faculty of Educational Sciences, University of Oslo. (duo.uio.no)
- IPED: Amundrud, Anja Skrepstad (2022). Microblogging and classroom talk: Teachers' practices and students' participation in talk for learning during microblogging activities in the classroom. Faculty of Educational Sciences, University of Oslo. (duo.uio.no)
- IPED: Esterhazy, Rachelle (2019). Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses. Faculty of Educational Sciences, University of Oslo. (duo.uio.no)
- IPED: Kindt, Marianne Takvam (2019). Beyond heritage and acculturation: Accounts of upbringing, choices, and plans from children of immigrants in prestigious higher education in Norway. Faculty of Educational Sciences, University of Oslo.(duo.uio.no)
- ISP: Hjetland, Hanne Næss (2018). Predicting and improving reading comprehension. A quantitative multimethod approach. Faculty of Educational Sciences, University of Oslo.(duo.uio.no)
- ISP: Amland, Tonje (2023). Cognitive Precursors to Mathematical Competence: A Meta-Analysis and Two Longitudinal Investigations. Faculty of Educational Sciences, University of Oslo.(duo.uio.no)
- CEMO: Campos, Diego G. (2024) Approaches to Integrating Large Data into Systematic Reviews and Meta-Analysis in Education.