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e-learning @ Edinburgh April 2013

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Sian Bayne

on 6 January 2015

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Transcript of e-learning @ Edinburgh April 2013

Being at Edinburgh: flexibility and the space of the university Sian Bayne, School of Education I want to think again about university space not as a 'container' for teaching and learning activity, but as a series of intersecting spaces where the idea of 'university' is enacted.
(Fenwick et al., 2011; Urry, 2007) http://tinyurl.com/bhcgwzh made by Ary Aranguiz @trendingteacher started by Felicia Sullivan made by Willa Ryerson made by Ernest Love made by Kay Oddone http://tinyurl.com/al72afq "Lost in the deluge..." "I have been inundated with Facebook posts since I joined this class. It sounds like there are oceans of tweets and other discussions out on cyberspace as well. Maybe I'm too old for this, but I need more of a road map... I'm feeling like I have been thrown into an abyss and have to figure out for myself how to navigate! Is this how a MOOC works? No structure at all?"
(discussion board post) I really enjoyed and was so impressed with/by all that posting, contact, discussing... I have not managed to keep up with it all - but I have felt part of a vibrant community - I have felt engaged - and I have felt joy.
Sandra Sinfield (blog) #edcmooc: course design https://class.coursera.org/edc-2012-001/class/index "Where are the videos?" 4,820 in the student Facebook group
1,945 in the student G+ group
c700 #edcmooc tweets a day
26,859 twitter accounts 'reached'
1,416 #edcmchat tweets in the last chat
915 blogs being pulled into EDCMOOC News
8,000 posts in Coursera forums (4,700 comments) that doesn't include comments on blogs, posts and exchanges in FB and G+, or commentary and discussion going in in YouTube, Vimeo and other spaces "I'm astonished at the level of creativity and intellectual engagement on show here...it's quite quite wonderful!"
Bill Miller (blog) "Transliteracy happens in the places where different things meet, mix, and rub together. It is an interstitial space teeming with diverse life–forms, some on the rise, some in decline, expressed in many languages in many voices, many kinds of scripts and media. It is a world where print has a place, but not the only place."
Thomas (2001) 1 Course space 3 Overwhelming space 4 Transliterate space 2 Learner-made space made by Cathleen Nardi made by Angela Towndrow made by Cathie Gillespie made by Kathy Maielli Where are the professors?
"as far as I can see, this course is some kind of reading , viewing videos and interpreting things about digital culture... but somehow I feel like doing this all on my own without any assistance or guidance from professors and being really "in" the course... where is my teacher? I think I could do this any time on my own, but where is the guideline, where is my teacher?"
(discussion forum) 5 Un-tutored space "Who needs professors? The majority of the students in this course are capable enough to guide participants through the course. We call this social constructivism."
(discussion forum) “Thank you Diick Vestdijk for posting the link to the google hangout, i knew it was happening but missed it and didnt know that we could watch it after transmission, THERE was the humananity in the the MOOC for me, it absolutely transforms the course experience."
(discussion forum) What does it mean to be a student 'at' Edinburgh who is not 'in' Edinburgh? presences and absences across MOOC space:
course space
learner-made space
overwhelming space
transliterate space
un-tutored space The university, like any ‘object’ is always enacted across multiple topologies, ‘dependent for [its] constancy on the intersection of different spaces’ (Law, 2002: 98).
An argument for more nuanced academic geographies is strengthened by the scale and creative maelstrom of the MOOC. To conclude http://edcmoocteam.wordpress.com/ MSc in Digital Education 'New Geographies' project web site: http://edinspace.weebly.com/

Bayne, S, Gallagher, M, Lamb, J (under submission) Being ‘at’ University: the topologies of distance students
http://www.dice.education.ed.ac.uk/?p=483 The emergent mobilities paradigm ... undermines sedentarist theories present in many studies in geography, anthropology, and sociology. Sedentarism treats as normal stability, meaning, and place, and treats as abnormal distance, change, and placelessness.
(Sheller, M. and Urry, J., 2006) http://issuu.com/the-university-of-edinburgh/docs/edinburgh-global Phillip Walley: I have not fully validated the research but the family records show the first departure from Scotland was around 1627. ... The second departure would come in 1828 when the couple decided to move their surviving Scottish-born children to the States... So, in terms of heritage, my attending the University of Edinburgh in an online programme is very much my own virtual “Homecoming Scotland". Max Crary: I seem to remember being a little jealous of those actually in the city as if proximity would somehow give them an advantage! …[I] suspected that more of a 'university life' could be had if one was actually in Edinburgh… but this was a minor thing compared to my enjoyment with study which far outweighed any 'Edinburgh envy'. Over 2011-12 we generated interview and visual data with 28 online distance students

Australia, Croatia, Italy, Japan, Korea, Mexico, Nigeria, Poland, Spain, Tanzania, UK and the USA The sentimental campus Campus envy Allie Ruther: Yes. I have felt very connected to people that have been in my courses. I feel more connected than if they were in a face to face class. ...I feel I moved beyond Edinburgh very quickly. Edinburgh, the university didn't seem that important. The MSc was what was important and the people - students and tutors. I connected to them and they also seemed very accessible. And that is it, it is the community of people involved in the course, [more] than Edinburgh as a physical location or an institution. Selena Lamon: I am sitting at the kitchen dining table :) With my laptop, and then other things strewn across the table! My mobile, the landline, a watch, a pen. With one ear ..listening out for baby's noise, grunts and snorts and thinking about preparing dinner for my husband! Allie Ruther: In Boston, I used a Verizon dongle to connect anytime to the course. The dongle was useful, as I also travelled a lot in the States to run workshops in different places, so the Verizon dongle was important to keep me connected to the course. …In the UK, I have an internal Vodaphone dongle that kept me connected when I travelled around in the UK. Now, I am using my IPad 2 a lot to connect to the course. Much easier. I can carry it in my bag and connect in coffee shops, long bus rides etc. c42,000 enrolled users
c5,000 active by week 4 60% female; 40% male
36% aged 25-34 years
60% employed in education
61% have a PG degree 'Regional' space Social space, according to Mol and Law (1994, 2001) Regional space: concerned with boundaries and 'borders'
Networked space: concerned with human and non-human networks and relations
Fluid space: where boundaries and networks are volatile and shifting
Fire space: where boundaries and networks flicker between absence and presence 'Network' space 'Fluid' space New Academic Geographies PTAS project
Sian Bayne
Michael Sean Gallagher
James Lamb
Hamish Macleod
Jen Ross PTAS project: New Academic Geographies
MOOC: E-learning and Digital Cultures EDC MOOC within a topology of fire objects 'achieve constancy by enacting simultaneous absence and presence' (Law and Mol, 2001)
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