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Stirling February 2013
Transcript of Stirling February 2013
Sian Bayne, School of Education, The University of Edinburgh
I want to think again about university space. 'We may take such spaces for granted...but a mobilities analysis would examine the ways in which such spaces are enacted and become sedimented across time.'
(Edwards et al, 2011)
c42,000 enrolled users
c5,000 active by week 4
made by Ary Aranguiz @trendingteacher
started by Felicia Sullivan
made by Willa Ryerson
made by Ernest Love
made by Kay Oddone
"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
"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."
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?"
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."
"It is time to consider carefully what difference a teacher’s material body can make. This means pushing beyond simplistic notions of the human need for social interaction on a ‘real’ campus, by coming to grips with some fundamental epistemological concerns about corporeality, knowing and pedagogy."
McWilliam, E. and Jones, A. (1996) Pedagogy, technology and the body. New York: Peter Lang.
“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."
presences and absences across MOOC 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.
60% female; 40% male
36% aged 25-34 years
60% employed in education
61% have a PG degree
following Law and Singleton (2005) we have four different ways of conceiving objects and the spaces they perform:
as volumes in Euclidean space [regional space]; as stable networks of relations [network space]; as fluids that gently reshape their configurations [fluid space]; and, finally,
as generative links between presences and absences that are both brought, and cannot conceivably be brought, together
[fire space]. (347)
'marginalised' fire topology in which 'shape is achieved and maintained through the relation between different forms of presence and absence' (Ek, 2011)
within a topology of fire objects 'achieve constancy by enacting simultaneous absence and presence' (Law and Mol, 2001)
made by Amy Woodgate
MSc in Digital Education
Bayne, S, Gallagher, M, Lamb, J (under submission) Being ‘at’ University: the topologies of distance students