@c4miller @Eli_App_D @dabjacksonyang @nigelchpainting @Cheneehey @rennhann yup, adding that extra tag instantly got a random like #mscedc
— Clare Thomson (@ClareThomsonQUB) March 17, 2017
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Weaving the human with tech for Education and Digital Cultures
@c4miller @Eli_App_D @dabjacksonyang @nigelchpainting @Cheneehey @rennhann yup, adding that extra tag instantly got a random like #mscedc
— Clare Thomson (@ClareThomsonQUB) March 17, 2017
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@c4miller @Eli_App_D @dabjacksonyang @nigelchpainting @Cheneehey @rennhann I see surges with # use rather than key words #mscedc #analytics
— Clare Thomson (@ClareThomsonQUB) March 17, 2017
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@Eli_App_D @c4miller that is fascinating – it thinks it is Swedish, yet it is unable to translate?? #mscedc
— Clare Thomson (@ClareThomsonQUB) March 17, 2017
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This short clip with Bonnie Stewart (referenced earlier in the module) sums up eloquently the importance of networked learning and community in our unstable world. It highlights the blend of human interaction with network communication and how one informs the other.
I think this is the only TV show that I have watched every session in full, right to the end. Looking at where we are now, it seems pretty much on course to be a prediction of our dystopian future – algorithms in control 😱
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@nigelchpainting @Eli_App_D @j_k_knox click, tick, repeat #mscedc
— Clare Thomson (@ClareThomsonQUB) March 16, 2017
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@nigelchpainting @j_k_knox this ties in nicely with @rennhann 's reminder, in a different thread, of ethnography as a lens #mscedc
— Clare Thomson (@ClareThomsonQUB) March 16, 2017
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@learntechstu @j_k_knox this is a very good account re the data ownership issue from @LornaMCampbell https://t.co/avsFK3o3Y9 #mscedc
— Clare Thomson (@ClareThomsonQUB) March 16, 2017
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Last week I attended the Holyrood Connect Learning Through Technology event where I saw a rather jawdropping demonstration of the very best and very worst that education technology has to offer.
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I posted this blog post in the Tweetorial as well as embedding it here as it highlights the grave need to call out software providers to consider the ethics around people’s data and stop privileging the surveillance as a selling point. It is yet again a ‘because we can’ function and Lorna Campbell demonstrates that the voice of reason may be a small voice in the dark. This all seems to resonate with the general direction of our discussions this week and the reality of a surveillance society, framed to us a method of keeping us safe.
@nigelchpainting @j_k_knox "I've come to realize there are different
views/levels of success" Sharkey 2010 https://t.co/mN7I18a2EK #mscedc— Clare Thomson (@ClareThomsonQUB) March 16, 2017
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@nigelchpainting @j_k_knox yes. Need for more qualitative focus than quantitative? #mscedc
— Clare Thomson (@ClareThomsonQUB) March 16, 2017
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@j_k_knox educators = everyone involved in learning environment – teachers/administrators/management/institution/software providers #mscedc
— Clare Thomson (@ClareThomsonQUB) March 16, 2017
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@j_k_knox educators assume visible interaction is 'evidence' of enagement – lots of dangers of assumptions around this #mscedc
— Clare Thomson (@ClareThomsonQUB) March 16, 2017
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@Eli_App_D @j_k_knox measuring for which audience – learners/teachers/institutions? Who decides what is 'impact'? #mscedc
— Clare Thomson (@ClareThomsonQUB) March 16, 2017
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@j_k_knox if s/o is new to SM it's very important to get appropriate people/accounts suggestions to build community of practice #mscedc
— Clare Thomson (@ClareThomsonQUB) March 16, 2017
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Algorithms are the powerful mathematical tools which shape so much of modern life, from the news which appears in our timelines to the adverts which pop up on our computer.
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This short excerpt from the BBC considers large scale data driven algorithms as a parallel with legal systems in that there is no perfect solution and it is a system of smaller parts coming together as one.
Considers the concept of ‘algorithmic discrimination’ and refers to the Microsoft Tay (bot) taken offline after only 16 hours due to rasicist output.
Two Microsoft researchers may have blown the lid off a secret, or at least an assumption, that most of us have about artificial intelligence (AI), with serious repercussions for how we think about this emerging technology and its use in everyday life.
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It was a warm, breezy Saturday morning in Melbourne, two years ago. Michael Fowler had just shut down his laptop after spending a few hours checking up on his business.
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The dystopian future portrayed in this television show set in the present, seems ever increasingly nearer. It is a tale of one man’s invention of a machine which ‘thinks’. Ultimately, it came down to man against machine, man against man and machine against machine. The ethics were at the heart with the inventor constantly worried about the impact of his invention on the human race. Despite the fictitious basis it constantly raised timely and important questions that we need to ask ourselves in a technological era.
Being in Ireland the title of this paper, mentioned in the week 9 talk, brought a smile 'TRACked and FECked' https://t.co/iBmGFoaShF #mscedc
— Clare Thomson (@ClareThomsonQUB) March 15, 2017
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Every time a student interacts with their university – be that going to the library, logging into their virtual learning environment or submitting assessments online – they leave behind a digital footprint. Learning analytics is the process of using this data to improve learning and teaching.
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What is Learning Analytics? Learning Analytics is the process of measuring and collecting data about learners and learning with the aim of improving teaching and learning practice through analysis of the data
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Week 8 wrapped up with artefact, summary and post – busy day https://t.co/Ll32XXYiyx #mscedc
— Clare Thomson (@ClareThomsonQUB) March 12, 2017
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Another week has flown past before I feel I have truly got to grips with it. I am a bit stuck in a ‘catch up one week at the start of the next‘ loop. I really enjoyed looking at and commenting on quite a few ethnographies, but made myself move on mid-week. However, I did add Pocket to IFTTT!
Trying to make sense of algorithms was worrying as I am definitely out of my comfort zone with numbers never mind big numbers. I began by watching some instructive talks and videos.
Despite my focus on my YouTube algorithm exercise the main element that has come through my week is yet again online community. On Twitter I spotted a good article about Google and education and this started a conversation about community and sharing and it turned out to be very circular indeed.
The Tweet from Amanda Taylor re article in the Conversation, author, Ibrar Bhatt brought algorithms and/vs serendipity to life: Amanda in Lancaster University, worked in Queen’s previously, Ibrar wrote article whilst at Lancaster University, now works at Queen’s in a different department from me. When I first retweeted the article I had no idea where Amanda was located or anything about the author so discovering such close network nodes showed me how algorithms are at play without me even realising, as I have no recollection of how I came to follow Amanda in the first place.
Lastly, as the week closes I am again thinking on the paradox of Higher Education’s continual resistance to change whilst simultaneously lauding technological innovations as potentially disruptive. Each time change is slow and minimal with a focus on administrative benefits rather than the learning experience. The virtual learning environment, VLE, is an ever present piece of evidence of this.
There you go Jeremy, proof I act on your feedback – word count under 300!
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I have tried to pull all of the different elements of my week into a single video artefact: readings, audio produced in part by algorithms, visuals generated by algorithm alongside the algorithmic generated YouTube recommendations for me. The final curated video displays the human aspects behind the numbers.
Reading @j_k_knox #edcmooc paper and remembered making my 2013 artefact for it (only one broken link) https://t.co/LN4XEJkxrY #mscedc
— Clare Thomson (@ClareThomsonQUB) March 11, 2017
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https://twitter.com/ClareThomsonQUB/status/840473369086689280
— Clare Thomson (@ClareThomsonQUB) March 11, 2017
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Producing a blockbuster video game — so-called “AAA” titles such as Call of Duty or Uncharted — is an expensive and labour-intensive process. (Bungie’s Destiny, released in 2014, cost an estimated $500 million [£323m] to develop.
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Much visual fun to be had with this website "Chromata is a generative digital art tool" https://t.co/Nkt7tyDPo8 #mscedc 🖌️ pic.twitter.com/dTCtNGDzPS
— Clare Thomson (@ClareThomsonQUB) March 10, 2017
@nigelchpainting @rennhann @IFTTT I echo @Eli_App_D , I go into the blog post & copy in the actual Pinterest image url – very manual #mscedc
— Clare Thomson (@ClareThomsonQUB) March 9, 2017
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Hi Linzi
Now looking at your presentation on a PC rather than tablet I can see it isn’t you! I spent more time initially on the images in the presentation than the text. I loved them all.
Your comment “you have to look beyond the veneer” is something that I hadn’t considered at all – very interesting that people may be writing only with a false sense of politeness.
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Thanks Jeremy
This is a fascinating angle that I hadn’t considered fully. I didn’t spot any explicit physical meetups. However, there were two distinct connections: the first that many students had been advised by RMIT staff to join the MOOC to enhance experience of formal courses and the second is that a lot of people working for local government in Australia connected and some already knew each other. I suppose this highlights the importance of the central node in the network, that people are drawn to common localities despite the virtual delivery. Did you find that there were significant numbers from Edinburgh (or even Scotland) on the #edcmooc?
Clare
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Renée
As an update for the week 4 summary the student number is now stated as 7000. That is massive indeed.
Clare
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Algorithm fail #notadoctor #totallybroke #mscedc http://pic.twitter.com/tmLk0UZMOI
— Clare Thomson (@ClareThomsonQUB) March 7, 2017
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Thanks Eli
Your photos are fantastic (hard to choose between the tea and the bikes as my favourite). It really is a bit unexpected to be learning about one thing by learning about another!
Thinking about your comment “whether or not we’d be happy with peer review if it was how our final grades were decided and I think that is a big question” – in #deuloe we did anonymous peer review (the reviewer knew the writer, but the writer didn’t know who reviewed) with tight guidelines. However, this feedback could only IMPROVE the final mark given by the tutors. Here I think the anonymity and guidance were key. Also, we did three each so your peer review did not sit in isolation – it seemed a good balance and a good learning experience. Really not sure how I would feel if the final mark was significantly influenced by peer grading.
Clare
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This is wonderful, Anne
“I was inspired to produce videos for this micro-ethnography because of my need to be creative and because the atmosphere I experienced in the MOOC community drove me to express myself in an artistic way.” – your videos definitely created a dark, trapped atmosphere for me and the opening photograph set the scene perfectly.
I’m guessing the ‘feeling’ of community within the MOOC must have differed from the majority of online courses being of such a difficult nature.
It is an inspirational, sensitive presentation, thank you.
Clare
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@Eli_App_D @Cheneehey @rennhann – I took advice from @HerrSchwindenh_ and have just had success via Pocket https://t.co/V47iw56iZd #mscedc
— Clare Thomson (@ClareThomsonQUB) March 7, 2017
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Should we be worried about a world ruled by algorithms? https://t.co/bMYbeB4ORe #mscedc
— Clare Thomson (@ClareThomsonQUB) March 7, 2017
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Hi Eli
I loved your beautifully stylised ethnography. It would have been a bonus to see some of your photographs.
The peer review debate that it kicked off is really interesting. This is the third module in Mscde that has involved peer review for me and is in stark contrast to my MOOC experiences. I am wondering if it is due to small course size, formal qualification, masters level, longer duration or a combination of all or some of these elements? It is a skill in its own right and sometimes I find it difficult to get meaning across correctly.
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Hi Chenée
What an interesting comparison and two so very different experiences. That you highlight the two specific differences in the community around the simple task of introductions is very illuminating. I realise that the IoT participants seemed to be quite strategic and knowledge hungry but the fact that the other TLtF participants gave lengthy introductions after being encouraged to give more than a ‘hello’ must say more than it simply being down to the LMS used. I just checked back on mine, and there were also prompt questions for the introductions task that resulted in rich responses.
I loved the added touch of the two pieces of audio, I am assuming that each represented your experience of the MOOC. Trying to learn in a large, echo filled chamber allows me to visualise your feelings so clearly. Good use of Sway.
Thanks
Clare
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My stream is unusually skewed this week, light at the start and heavy near the end. There were several reasons for this, I was at a conference on Tuesday, my MOOC analysis was ongoing and I think my frustrations at IFTTT were beginning to drag me down a bit. My initial response to my feedback was that it was exactly what I had been expecting, however, as the week went on I think it did over shadow my output to some extent.
Thanks Renée, good questions. I can’t remember where the 5000 was reported, I think it was at the beginning when the course facilitators made a video of all the participants but as the number of comments doesn’t really reflect/support it, perhaps it did include previous iterations.
It was so interesting to hear about community projects about cycling, unused spaces in towns, healthy eating, litter, flood/earthquake destruction etc discussed within an online community. However, like you I discuss my ideas/interaction with the course with friends and colleagues more than online. I think defining community on or offline is difficult and a flexible, reflexive approach might be better than a concrete ideal.
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Hi Linzi
That was a fascinating account of your experience, especially the part about the advice that you should actually choose a different course. The discussion element is so complex within the MOOC platforms. Whilst there were thousands of comments in my course I wouldn’t say there were significant numbers of conversations despite the encouragement from the course facilitators. However, there was a lot of creative engagement so I considered that to be a successful outcome from a blended x/cMOOC, but perhaps you wouldn’t have. Research into MOOCs as a concept appears to be incredibly difficult.
I agree and disagree with Daniel – I found Spark more limiting once I actually started to create mine and abandoned it quite quickly but I did really like your ‘eye’ – is it you in the middle?
Clare
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Hurrah, another IFTTT element: Dropbox (more lost hours). My, better late than never, micro-ethnography #mscedc https://t.co/QkHyUu8xR4
— Clare Thomson (@ClareThomsonQUB) March 5, 2017
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"MOOCs will never sweep away face2face classrooms, nor can they take the place of more intensive & intimate online degree programs" #mscedc https://t.co/588ftBjOTv
— Clare Thomson (@ClareThomsonQUB) March 5, 2017
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My aim was to produce a video for this and I had all the transitions/animations in place but then decided to do via a Dropbox link and opted for a document only due to PowerPoint Mac and export to mp4 choice not showing. I’m not overly happy with it but it is the end of the week and time to move on. I really enjoyed the MOOC itself and will continue with it to the end.
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I watched this short video after reading the paper on Rhizomic learning within MOOCs which lead me to put a picture of a rhizome in my ethnography. It is an intriguing metaphor which I would have liked to explore deeper if time had allowed.
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Stories for me underpin community and within education I feel they are underused. I think a lot could be gained from looking towards those in filming and fiction writing.