#lwsrc

LWSRC Research Presentation 15.11.13 -- I had never had to audition my actual research presentation to present my research. At conferences, abstracts suffice. At Hughes Hall and in the HKU and Cambridge Education Faculties, all I have ever needed to present was to sign up. 

So I know I am stepping into a curious ecology in Block D of LWSRC. To use an ecological metaphor, I am competing with other students -- intra-specific competition -- for food, namely, a presentation spot. I assume the hall admission committee is on a higher trophic level than the students as they select or consume the most delectable students; and below us are a genus of activities, a species or which is the postgraduate student presentations.. Below that are beliefs. A limiting factor is an environmental factor: space, namely, number of rooms. Non-LWSRC students fit into this ecology at the same trophic level as LWSRC students; and non-LWSRC activities are on the same trophic level as LWSRC activities: all students are competing for activities. By laws are also a limiting environmental factor. LWSRC is a local ecology, part of a meta-ecology comprising all dorms at HKU. And perhaps that is a part of a wider HK ecology. In other words, at other HKU dorms we see similar species and practices; and this is indicative of similar species and practices in Hong Kong. 

I need to state the research problem clearly. A Slide will do. The audience did not understand why I was doing the research, in spite of the introductory, metaphorical story. In addition to an explicit research problem slide, I can tell the story better: I cannot describe a pedagogical technologist (PT) because no one can, for which reason I am researching them! Studying PTs helps us to understand changing learning outcomes, the ultimate goal of educational reform.

For this audience, I can skip research design and key terms for the theoretical framework. I may skip the framework entirely! Besides, this saves time to present initial findings.