Extended abstract seminar (kappekurs) – generic course for PhD candidates

About the course

• Course leaders: Kristinn Hegna (IPED) and Christian Brandmo (ISP)
• Organizer: The course is organized by the Faculty of Educational Sciences.
• Credits: 0 ECTS. Generic skills development.

Agenda

(Please note that changes may occur)

Day 1, 9 AM- 3 PM

• 09-09.50 Welcome
  • Introduction to the seminar
  • Presentation of the participants (should include a brief status of your work)
• 10-11 The role and function of the extended abstract in an article-based dissertation
  Professor Rune Krumsvik (University of Bergen):
• 11-11.30 Short Q and A/ plenary discussion from previous session
• 11.30-12.30 Lunch break
• 12.30-13.50 Group discussion based on distributed questions: What are overarching research question(s), common denominators and challenges to achieving coherence of your extended abstract? Professors Christian Brandmo (ISP) and Kristinn Hegna (IPED) available for questions.
• 14-15 Plenary discussion: What are the challenges in different stages?

Day 2, 10 AM- 3 PM

• 10-11 Experiences from writing the extended abstract by former PhD candidate Anja Amundrud (IPED) at the Faculty of Educational Sciences.
• 11.15-11.45 The extended abstract at the Faculty of Educational Sciences (UV): Criteria and examples. Professor Kristinn Hegna
• 11.45-12.30 Lunch break
• 12.30-13 The extended abstract at the Faculty of Educational Sciences (UV): 
  Criteria and Examples. Professor Christian Brandmo
• 13-13.30 Individual work. Revisiting the distributed questions and answers from the day before.
• 13.40-14.45 Group discussions - what are my main challenges? Possible solutions? Presentation and discussions in groups.
• 14.45-15 Plenary summary 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 5th

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:

1. Identify a possible overarching research question
2. What is/are the common denominators of your articles?
3. What separates your articles, what challenges the coherence of the extended abstract?
4. On what level of abstraction lies the common denominator?
5. 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:
  • Faculty of Educational Sciences. (2017). Recommended guidelines for the extended abstract to a dissertation compiled of articles. University of Oslo.
  • Veiledende retningslinjer om kappen ved en artikkelbasert avhandling ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo (2017).
• 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)