Whether you are a PhD student, an active researcher, or a final year student researching for their main project, keeping track of literature is key. The availability of modern bibliometric tools like Google Scholar, or Web of Science makes literature discovery easy. A broadband search can yield anywhere between 5K to 50K hits (or worse,…
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In appreciation of Adam Neely’s latest video, and some additional tips.
The philosophical underpinnings, reflections from in-class observations, and the full GitHub repository of lab material – for a measurement and instrumentation course designed around the Raspberry Pi platform.
Some reflections on my experiences with helping students develop programming-based problem solving skills in photonics.
CC-BY-NC code examples included!
How can we strive for emergence when doing research? The Twitter-verse reflects.
In Part III, I presented some general writing tools.
In this part, let’s see how to bring these together to realise a workflow for arriving at a constructively aligned piece of writing.
In the previous part, I elaborated on how we can use the abstract to define the learning objectives/outcomes of our paper. In this part, I present four tools you can use to ensure your writing is constructively aligned to these learning outcomes
In Part I, I drew a parallel between academic writing and the constructive alignment framework used for course design. Essentially, I showed how we may view our academic peers as learners, trying to construct meaning, or in the broader sense, knowledge from our presented results. Now, let’s see where to start.
This is the first in a series of 4 blogs based off a 6-hour workshop I designed for early career researchers. I recast the framework of Biggs’ constructive alignment for academic writing.
The Route to Mastery
Postulating a meta-approach to upskilling for practicing professionals.