I liked this music on Soundcloud because, as a set of variations on a theme, it serves as a melodic link between Blocks 1 and 2. From early cybercultures and their playful interpretations of the net, EDC is turning to concentrate on network-enabled community cultures and their meaning for education.
Looking back, variations on a theme make me think of our burgeoning ability to create iterations of our human selves as cyborgs, each slightly different from the original, although whether an improvement, is subjective and up for debate.
Looking ahead, variations hail the start of my chosen mooc, A Philosophical Road Trip. I chose this mooc for its experiential introduction to phenomenology and the mise en abîme effect of making an ethnographic study of students of phenomenology. It is a philosophy which urges an active observation of the world and of ourselves. It encourages us to explore and exploit the double take so that we waken from perceiving the world as expected and view it anew and differently: epoché.
Following this philosophy, I might uncover some of the tensions and obscured constructions behind what it is to become part of an online learning community. I may observe “tensions between the creative, open sources practices of web media and the economic and commercial forces with which they react” (Lister, 2009, p.205), tensions between a Socratic understanding of knowledge delivery and theories of connectivism and distributed expertise, (Stewart, 2013) and tensions between a free community sharing a common interest and a forced, ersatz participation.
Lister, M. … [et al.], (2009) “Chapter 3. Networks, users and economics” from Martin Lister … [et al.], New media: a critical introduction pp.163-236, London: Routledge
Stewart, B., (2013). Massiveness + Openness = New Literacies of Participation? MERLOT Journal of Online Learning and Technology, 9(2), pp.228–238.