Comment on Micro-netnographic artefact: Community pushing through the cracks by dyeats

Sorry Matt,
Yeah I feel often Learngin Analytics stuff has a tendency to do that. Occasionally, I’ve had inspiring conversations with data science academics and teachers who say they’ve been able to do very interesting things with xAPI by collecting info from multiple digital spaces where they have their students work. This is then used to provide an instructor with insights into how students are working, where they’re working and feeding that back to students to help them self-assess their work.

So, for example, not just getting data from the LMS but from multiple sources, wordpress, social media, whatever. CHeck this out: https://docs.google.com/presentation/d/1k7Tlp5Nj1Xtc31TVPelyNsj-ZZMA_u0EuZPy-96ZgB0/edit?usp=sharing

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Comment on Micro-netnographic artefact: Community pushing through the cracks by dyeats

Yes, and I don’t think this trend is limited to xMOOCs. In Australia, Higher Education is often big business now and I frequently see the effects of this unscrupulous environment on students and teachers.

Particularly now with the Coronavirus pandemic and travel bans China, the overwhelming concern is related to the financial impact on the HE sector and retaining the lucrative Chinese student market. The secondary concern is for the learning experience of students who can’t get to Australia but want to study online.

Minimising the cost related to online study means often, though not always, the first thing sacrificed is the fostering of a sense of community. Some of this is down to institutions lack of time to invest in these but also the over-work of academic staff who must ‘look after’ massive cohorts of hundreds and sometimes thousands of students.

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Comment on Micro-netnographic artefact: Community pushing through the cracks by dyeats

Hi Monica,
Thanks for your comments and observations. My chat companion is my partner Renee, who is a teacher herself but also Doctor of Sociology of Religion, and Coaching Psychology. So a very valuable asset for me to bounce ideas off. I’m very lucky Renee is so patient with my learning process and so willing to be involved! https://sydney.academia.edu/ReneeLockwood

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Comment on Micro-netnographic artefact: Community pushing through the cracks by dyeats

Thanks Val,

I think your question hits the mark exactly! It’s hard to tell just form this small study, but I suspect if there was a longitudinal and comprehensive study of xMOOC providers, it would expose that fact even more. Looking at the small sample of studies we have in our class, that seems to be the case.

However, the sub-theories of SDT would suggest that if we take away relatedness (that potential for meaningful connection) from education, then the social benefit that is the mandate of educational institutions would drop dramatically. That’s just my feeling. I think xMOOCs, for the most part, are ways to cheaply meet professional development milestones and fulfill KPIs or whatever. Thus upholding existing unjust power structures in technology characterised by the convergence of machinic enslavement and social subjection: https://transversal.at/transversal/1106/lazzarato/en

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Comment on Small scale netography on the MOOCs “Storytelling in the Workplace” / “Big Data and education” / “AI for everyone” by Comment on Small scale netography on the MOOCs “Storytelling in the Workplace” / “Big Data and education” / “AI for everyone” by dyeats – Thomas Reinhardt’s EDC lifestream

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Comment on Micro-netnographic artefact: Community pushing through the cracks by dyeats

Hi Adrienne,
Thanks for contributing to the padlet and for your response to the artefact.
I had skimmed that article but missed the pat about how most MOOCers have a degree already. That really challenges the narrative around MOOCs as opening education to those who can’t easily access it.
On accessibility, I’ve just been able to update most of the audio with a text version now. Still working on the text-version for the long podcast, it is arduous work even when I have access to machine captioning, that’s ideal for video but requires a lot of editing to make it suitable for a podcast. I guess that’s why so many podcasters are doing video now as well.
Thanks again!

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Comment on Comment on Comment on #mscedc My Micro-netnography https://t.co/XaHgVmYD3A by Comment on Comment on #mscedc My Micro-netnography https://t.co/XaHgVmYD3A by Comment on Comment on #mscedc My Micro-netnography https://t.co/XaHgVmYD3A by dyeats – Teaching@DigitalCultures – Teaching@DigitalCultures by sflower

Following on from your comment on my post, the mentor on this course seems to be the polar opposite and the level of activity appears to be paying dividends. I was particularly intrigued by the way the mentor dealt with the “basher”. I’ve also reflected a lot on ways to avoid the drop off of interaction as the course progresses – there’s a lof of me feels that a carrot and stick approach is the best way to encourage. Thanks for the ethnography – very enjoyable and informative.

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