I have been struggling with this blog post for much longer today than I probably should admit. Lots of people ask you what you are going to do “now that you have a Ph.D.” And the truth is, I really don’t know. I currently work in a nice position that requires Ph.D. level work, so its not like I am in a hurry to change things. But it is also a position that requires me to determine what I want to research, so staying put or looking elsewhere leaves me with the same confusion over “what’s next?” either way.
But why do I feel so confused over the future? This line from Jim Groom’s recent post seemed to finally clarify my hang-up:
“a bunch of folks who have been, for the most part, marginalized by the ed-tech gold rush for MOOCs, big data, analytics, etc—a push for the last four years that dominated the field’s time, energy, and precious few resources.”
There are interesting things happening in those “gold rush” areas, and also some concerning things. But our field, overall, does have a “cool” crowd and a “not so cool” crowd. If you are not currently into analytics, wearables, and a few other hot topics… you are usually left in the margins. I’m not sure if marginalized is the best word, but maybe… toiling in obscurity? For example, even bad ideas in analytics get more attention, more funding, more awards, etc, than great ideas in more obscure fields like instructional design, learning theory, etc.
That is not to slam analytics or wearables or whatever as a whole. There are some great ideas there. As Vitomir Kovanovic stated today:
Learning Analytics are like wine; it takes them long time to be good and the bad ones will give you a headache
— Vitomir Kovanovic (@vkovanovic) June 3, 2016
The “gold rush” is often focusing on the “bad ones” at times because they can get something out there quicker. As George Siemens wisely pointed out:
— Autumm Caines (@Autumm) May 26, 2016
So for a lot of these “hot topics,” I don’t hate them as much as see them having a long waiting period to mature into something practical. In the meantime, the instructional designer in me knows of practical ideas that can be used right now to make a dent in things.
But, the depressing truth is that these ideas will mostly always be kicking around on the fringes. When people like Mike Caufield complain about feeling obscure, and his ideas are a hundred times more popular than the ones I am interested in… it doesn’t make one want to sign up for years and years of fringe work.
Personally, I think the idea of “thought leader” is a bit along the lines of “rock star.” Others see differently, that is fine with me. But “thought leaders” are still part of the cool crowd, where as “thought synthesizers” tend to get left out of the conversation frequently. Most of the really interesting things that I like to work on, like customizable pathways design, are not really the result of “thought leaders” as much as “thought synthesizers.”
So the problem is, should I throw my lot in with the cool kids and do things that I am maybe-kind of interested in, or follow my passions into obscurity?
To be honest, I don’t really know. I am technically already in obscurity, so no where to go but up, right? A lot of this is not really about me, but the ideas that I think have great potential. They are also, unfortunately, ill-defined, poorly worded (too many syllables, which I say in all seriousness and not flippantly), not sexy, not flashy, not cool. I could very easily hitch my wagon to some ideas that are cool sounding and sexy. Someone sent me a link to a university that was looking for a Professor of Game-Based Learning that they thought I would be a good fit for. Sounds fun, flashy, hip, etc. But it was also in Texas, and let’s face it: Texas is not a great place to live (sorry if you think it is). And they pay academics poorly. I just found out this week I could get a raise if I went to teach high school down the street. Not interested in that at all, but…. ouch.
Also don’t know if I could spend all day teaching game-based learning. Not my passion. You see, I went to get a Ph.D. as a frustrated instructional designer that couldn’t get a foot in the research door because I wasn’t a professor. I wanted to follow my passions into researching ideas that made a practical difference (like many other Ph.D. students I am sure). That was five years ago, and the general state of academia has declined rapidly since then. I’m hardly enthusiastic to jump on the tenure track when that is such a minefield. If I can even get on the tenure track – that is difficult at best in the current university climate.
Oh, and now in many states students could be packing heat. So, yay safety.
So now that my pity party has been dragging on forever and will probably cost me the 6 readers I get for any post (WordPress stats are depressing as well), I leave anyone still reading this my depressing confession: if you get a Ph.D., you may end up finding yourself at a crossroads to choose between your passions and what will actually get you somewhere. If your passions line up with the cool crowd, you are lucky; if they don’t, you have a hard choice to make. I can’t tell you which one I will make. Obviously, I will be choosing very soon. But do I really want to push off in the opposite direction of the stream of hip ideas that have “dominated the field’s time, energy, and precious few resources”? It’s hard to say. But an important question to ask oneself.
Matt is currently the Learning Innovation Coordinator with the UT Arlington LINK Research Lab. His research focuses on Learning Theory, Innovation, and learner empowerment. Matt holds a Ph.D. in Learning Technologies from the University of North Texas, a Master of Education in Educational Technology from UT Brownsville, and a Bachelors of Science in Education from Baylor University. His research interests include instructional design, learning pathways, sociocultural theory, heutagogy, virtual reality, and open networked learning. He has a background in instructional design and teaching at both the secondary and university levels and has been an active blogger and conference presenter. He also enjoys networking and collaborative efforts involving faculty, students, administration, and anyone involved in the education process.