Chenée's Education & Digital Culture blog
Just another Education and Digital Cultures 2017 site
Hi Anne,
Really amazing visual artefact you’ve made! Very creative.
You seem to have engaged a lot more with the content and the other participants than I did on my MOOCs. Why do you think this is? I suspect it may have something to do with the emotive subject.
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Eli, amazingly presented work and what an interesting area to focus on! You work has elicited lots of discussion and I find the ‘peer feedback’ you’ve received on this post very entertaining. 🙂
I think peer feedback serves a very good purpose both in online and face-to-face learning and it allows students to co-construct meaning together, but I wonder if it would ever be accepted in face-to-face classes to the extent it is being used in MOOCs. Would students who physically attended a course, even if it was free, be content with accepting final feedback from their peers? I don’t think so. I think, judging by the ethnography we’ve seen in MSCEDC, MOOCs are no longer as massive as they once were and if organisers are going to be continuing with the model and expecting people to engage in a meaningful way, the feedback methods will need to change.
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Hi Stuart,
Great post, l like how you managed to incorporate lots of different kind of media for an engaging post.
It was really useful to do this course with you. Kudos for sticking with it! I don’t think I would have stuck with it as long as I did without your insightful observations. You summed up what it was like being on the course very accurately.
It was interesting to experience the different dynamics of the two courses (EDC and IoT) with the same person. I thought it was fascinating that we were never able to connect on the IoT. Had we not had the connection we did from EDC, we would not have been aware that the other was on the course. Although I did feel that we were guilty of a bit of ‘jiggery-pokery’ and colluding behind the scenes ;).
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Comment on My Micro-Ethnography and Week 6 round-up. by cpsaros
Hi Colin,
Wow, it is evident you’ve spent a lot of time on this and observed your chosen MOOC really comprehensively.
Firstly, kudos for using NVivo! I have had some experience with it and tried to use the wordle feature for my own ethnography but found it wasn’t particularly useful in pulling out key concepts. I also keep forgetting how to do the things I want to with it.
A comment you made really resonated with me, ‘MOOC users are not here to form community in the way that the type of online communities referenced by Kozinets are which led him to draw up the various matrix and diagrams in his paper. ‘ This is something that sat with me during my own ethnography. I think the communities he studied were different because they were bound by a shared interest or passion, people joined those communities because there were limited opportunities to connect with others. MOOC communities seem to have ‘a try before you buy’ mentality. Participants might not be very interested in the content before they start so they don’t have the motivation to develop relationships within those communities.
Thanks for your insightful micro-ethnography.
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I attended a Digital Cultures seminar, The People’s Memes: Populist Politics in a Digital Society held at King’s College London. There were interesting comments about how political movements developed out of what were the inequalities and disenfranchisement felt by those outside of the political elite. Digital communities like the Indignados who were the birthplace of Podemos, a Spanish party to form a more accessible alternative. What I found particularly interesting about the research being done in this field, is that much of the hierarchical systems that these new movements were responding to with regards to inequalities and inaccessibility, is now being replicated online. I thought this example linked well to the Knox (2015) paper and how technology is seen to become ‘anti-institutional and emancipatory’ but in fact just continues to replicate what is already present in society.
After receiving feedback, I commented on other participants’ blogs, trying to get inspiration so I could link more feeds with IFTTT to my lifestream.
On Wednesday, a few of the participants had a Skype chat to share what feedback they had received about their lifestream. It was here, talking to others, that I realised that a narrative for my lifestream synthesis was more about what I had posted and less about what I was thinking.
This interaction with my peers and my dabbling within my MOOCs lead me to question how communities are built? Which is why I bookmarked the Abbott (1995) paper Community participation and its relationship to community development on Diigo.
Most experiences of MOOCs seemed to be negative which lead me to question if they are sustainable.
Finally, I browsed the ethnography posts within MSCEDC so get inspiration for exhibiting my own.
References
Abbott, J (1995). Community participation and its relationship to community development. Community Development Journal 30(2): pp158-168.
Knox, J. (2015). Community Cultures. Excerpt from Critical Education and Digital Cultures. In Encyclopedia of Educational Philosophy and Theory. M. A. Peters (ed.). DOI 10.1007/978-981-287-532-7_124-1
"Micro-ethnography: Community participation and community development in two MOOCs" #mscedc https://t.co/7FGqWTwPx0
— Chenée Psaros (@Cheneehey) March 5, 2017
Our own community participation. #mscedc March 03, 2017 at 07:48AM
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As the Community Cultures Block is ending I’ve been reflecting on how communities are formed. This picture reminded me that there are sub-communities within communities. I wonder how these sub-communities support or detract from the wider community.
Comment on MSCEDC MOOC Ethnography by hwalker
Hi Chenée,
Thank you so much for your positive feedback. I have to say that I really struggled with the ethnography: firstly I became embroiled in ethical questions and then I wasn’t able to get permission to quote the course participants. Brilliant of you to make the connection with Sterne – I didn’t! And yes – anxiety and a sense of being disorientated by the hubbub and volume of activity are responses which I’ve frequently experienced both on the MOOC and in this module!
I had to be pushed by my partner to include the personal images: it sits uncomfortably with me to blend my private space with this public one (I know that this is something which you reflected on in your own lifestream (http://ift.tt/2lzTVtX)) but he felt that I needed to reference why the medium of the MOOC wasn’t working to deliver the sort of mindful experiences which I get from other areas of my life. I think it works but I still feel a little uneasy about this ‘collapse of context’.
And brilliant that you skate: are you in a roller derby team? If not, what sort of skating do you do (way, way back, I was a figure skater; that’s something Anne Powers and I have in common). We could start an MSc skating club…
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Comment on MSCEDC MOOC Ethnography by cpsaros
Hi Helen,
This is such a wonderfully rich artefact again. I really loved how you incorporated the themes around body from Block 1 into Block 2. You brilliantly supported Sterne (2006) by incorporating the sound of typing, breathing and a heart beat to demonstrate how over-whelming and anxious being involved online can sometimes seem.
I also loved that you gave a us a glimpse into your personal life too. I took up rollerskating last year and I saw you are able to skate, so that’s something we have outside digital education in common. I’ve found this block particularly interesting because communities seem to grow better by incorporating the personal. Really lovely work. 🙂
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