In early 20187, building on connections, in some cases friendship, and ideas, a group of women practicing and researching in educational technology launched femedtech – a feminist network for people working in education. It appeared via a Twitter account @femedtech, a hashtag #femedtech and a (now defunct website femedte.ch powered by WordPress) and was very much a volunteer effort. Our early vision for femedte.ch as a conversational space where people operated under their own identities within conversation proved difficult to achieve. Women (and most of our supporters were women) in educational technology, have many goals and challenges, and networking has to be done in the interstices of the daily struggle to do the work, look for the job and be the person who is and who looks after others.
This quote from the recent book created by many staff and students from Edinburgh University (and a few from elsewhere) captures gender inequality present in UK higher education.
The ivory tower, like other stately homes in the UK, might present a grand façade to the world but closer inspection reveals a dark, spidery basement full of inequalities. Men from disadvantaged social backgrounds might never make it to the ivory tower in the first place, and men who do get there are less likely to do well. Women students are more likely than men to suffer from mental health problems and encounter sexual harassment during their university lives, and even as graduates will earn less pay for the work they do during the course of their careers. Women staff are less likely to have permanent contracts, and considerably fewer of them ascend the career staircase of the ivory tower to professorial or senior management levels. Those who do make it there are paid less than men. The occupants of the ivory tower no longer sip port and think deep thoughts. Instead they drink Red Bull and fill in spreadsheets. They work long hours under stress to serve conflicting, crushing governmental agendas of excellence.
Femedtech has persisted in a quiet way on Twitter, and encouraged by support from people like Maren Deepwell, @femedtech and #femedtech have begun to grow by sharing the task of curating them for a two week slot. So why don’t you check out femedtech on Twitter, and think about whether you would like join in by reading, tweeting, re-tweeting or curating?
I read two posts about in/exclusion recently : one from sava singh about cliquenomics; and one from Maha Bali on Intentionality, Community, and When Open Isn’t Open. I really like the way that sava captures an observational view of community and how it can include and exclude. She identifies that although people can have malicious intent, cliques can be a byproduct of our zeal for belonging
“clique economies” – exclusive clubs for the special few, the practice of which I will call cliqueonomics. sava singh
Maha has signalled her intent to focus on intentionality in her forthcoming OER17 keynote and seems to flag up cliques as having a power dynamic that intentionally denies access. She gives a comparison within VConnecting of the close-knit communities that form on Slack and the public Twitter and Google Hangouts. That caught my attention because I have done a lot of wondering about the relationships between behind the scenes and public interactions in general, and specifically relating to some current work on network-building. I think that a qualitative study from in-community and ex-community perspectives of this would be interesting and could contribute to critical perspectives on openness.
All of this made me think about some research that Jenny Mackness, Mariana Funes and I did that looked at qualitative contributions/survey data and quantitative activity data across different tech platforms on one MOOC. We found that community could be a confusing idea for participants who espoused heterogeneity and that platform design could also have an impact. We can think of intentionality as relating to the agency of individuals or as an emergent property of groups but if we take a post-human perspective on intentionality then intentionality and agency can be shared between humans and non-humans such as the platforms. I think this view could be helpful.
I am not really sure that participants who felt excluded by the lash up of individuals, groups and tech would feel reassured that this did not meet a particular definition of a clique. Like community, clique is a term that I use fairly sparingly now after some mixed experiences. Both terms seem to me to provoke strong emotions, and can get in the way of sustaining difference without exclusion. It would be good to look at cliques as something that we can all contribute to despite our best intentions and working on understanding what’s going on is a worthwhile enterprise.
As the title suggests, we explored ‘community is the curriculum’ in a MOOC: how community formed and was perceived; how curriculum emerged; and how both of these happened in the context of an absence of explicit community and learning goals. We also looked at the impact of the choice of Social Networking Sites (SNS) on community formation and on the curriculum. SNS are being used in and around education and our research can contribute to inquiry into how they can be used, or not.
Our previous two papers were both published in Open Access journals:
I can’t speak for Jenny or Mariana but I know I am experiencing a mixture of pride, in the body of work that we have produced, and relief, that I can take forward the ideas explored in the 3 papers and surrounding interactions on blogs and other social media into broader contexts than a single MOOC. I really hope that practitioners and researchers can benefit from this work, and I would be delighted by their constructive engagement with us, here or in other spaces. Many of us are learning and researching in online spaces. We can work together to find out how to organise our learning better, and choose and use SNS. And all of this is dynamic as we and SNS change.
So I’d love to hear your ideas, objections, reflections that can help us all engage with our research and that of others in this important area of open learning. What I have learned from this work is that we can and must do that in our own ways, and that kindness is important.
Reading Simon Ensor’s article in Hybrid Pedagogy about the paper Jenny Mackness and I wrote about Rhizo14 reminds me that I made a promise to Simon and others, a promise that I haven’t kept. I said back in March that I would respond to some of the criticisms that Simon and others made of our paper. I put that on hold because of personal issues but it’s time to put that right.
Simon expresses powerfully his personal reaction to reading our paper and I respect that. I can benefit from reading his article, even though, unsurprisingly, I take a very different view from him in many respects. One aspect that Simon and I share as an interest is ‘community is the curriculum’ and Jenny and I are currently working on more research on how that seemed to play out in Rhizo14.
Simon and anyone else has a perfect right to tell their story but I do wonder if in telling his story, he also tells stories about others. That seems inevitable. Several times over the last year, Simon has told me previously that our research is scientific, and implied that we crave objectivity, presumably at the expense of subjectivity. We explained it differently in our paper. Shortly after our paper was published, someone who left Rhizo14 after a disagreement in the first few weeks contacted me to thank us for publishing the paper, as they put it, “for saying what needed to be said”. I don’t know if this person completed our survey, I suspect not, but I was fascinated by their perspective, and it was different from Dave’s take in this video conversation.
Simon and some of the other commenters on our paper from Rhizo14 have criticised the paper for a lack of balance. I think our paper does acknowledge that for many Rhizo14 was a wholly positive experience and we indicate that the negative experiences were in a minority. My view is that minority experiences can be important and revealing – offering us an opportunity to learn more about something. If more learning is taking place online away from traditional class rooms, then finding out more about how to maximise inclusion, minimise problems/misunderstandings and recover from the ones that occur seems like a worthwhile endeavour to me. The number of participants and nature of participation is impossible to tie down and we haven’t claimed to do that. We know that we had 47 respondents and that more than 500 people participated in some way in Rhizo14. We couldn’t and wouldn’t claim to say there was an x% satisfaction rate in Rhizo14 – that would be fairly meaningless. What I don’t understand is why we are expected to achieve balance by word count within our article. I am looking forward to reading the auto-ethnography publications when they come out and I don’t expect them to achieve some sort of arithmetic balance.
We had to develop our research approach on the hoof and we worked hard to consult Rhizo14 participants as we went along. Speaking personally, I am proud of what we achieved and pleased that it has since been reused by others on Connected Courses. Since some of our respondents elected to be anonymous, I think we can say that they were, in some cases, saying things they wouldn’t have said in public or in Dave Cormier’s published survey. I have been extremely puzzled by some reactions from Rhizo14 participants that seem to suggest that it’s somehow unfair for people to share bad/mixed experiences anonymously – wasn’t confidential sharing the foundation of a long history of qualitative research? Why not wonder about why they didn’t feel able to raise their concerns at the time? or be interested to find that others’ experiences differed from your own?
“If a group of people wants to play futbol except for one who wants to play baseball, then that one should disengage or decide to embrace the futbol game, and the group should not feel compelled to quit playing futbol to accommodate the one. Fortunately, MOOCs can be large enough to accommodate both futbol and baseball games, if the players will organize themselves that way. What isn’t acceptable is for the one baseball player to stay and poison the futbol game. It would have been wrong of me, for instance, to insist that Rhizo14 focus its discussion on Deleuze and Guattari’s rhizome metaphor just because that was the game I wanted to play.”
Leaving aside the question of who might be the baseball player who stayed to poison the futbol game (answers on a postcard please), I was left wondering where was the pitch at Rhizo14? Was the pitch the Facebook group, the G+ group, the Twitter hashtag, the baseball player’s blog, a futbol player’s blog comment stream?
Or do all of these form an open eco-system as Simon suggests and how will the question of which game (or games) will be played be decided? These seem to be important issues for a community (possibly of sub-communities) that is getting together and forming curriculum.
The possibility of new games in learning online excites me – and I want to play those games and sometimes engage in research in them.
Veletsianos(2013) has identified that emerging technologies may not be new, are always becoming, and may be hyped even though they haven’t achieved their potential. His final point that they are neither fully understood nor fully researched has been taken up by Jen Ross and Amy Collier as ‘notyetness’ and they have identified Rhizo14 as an example of the ‘’notyetness of practice’ .
I would agree with Veletsianos in seeing research as a potential antidote to hype and would argue that our research is complementary to the notyetness of Rhizo14, uncovering hidden and different perspectives that can contribute to the becoming of courses like Rhizo14 and to the becoming practice of participants.
What does surprise me in some of what Simon says and what I read elsewhere is an attitude that seems to reject (rather than critique) research based on qualitative data. I am beginning to think I am missing something – why would research not be needed?
Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media participation. British Journal of Educational Technology, 44(4), 639–651. doi:10.1111/bjet.12052
I spent yesterday finding and reading papers about community learning and MOOCs, and working on our lovely data from #rhizo14. Eventually, I felt that I was going around in circles and decided to search for images to help me make some sense of what I was reading and thinking. I found lots of great ‘water’ images ( my Twitter network helped me to track down the wonderful resources and remind me that I had some images of my own that I could use).
I thought – what about thinking of water as a metaphor for participation in an online learning experience/ MOOC? I didn’t come to any ground-breaking conclusions but it did open up my thinking.
People can have a lot of fun in water. They can splash around with friends, make a lot of noise, letting off steam. Some people might sit at the side, or dip their toes in the water. Someone might have a pool party and invite people along to their pool.
Sometimes if everyone was splashing around and disturbing the water we could see the big and bright things but be unable to see much detail of what is going on under the surface.
Or the sun may be shining so brightly that we see the reflected sky rather than the water itself.
If the sun was shining very brightly there might be a glare or dazzle that stopped us from seeing below the surface so we mainly see the sun’s glare.
Why might people not get in the water?
It might be beautiful but too cold
Or too hot
Or too toxic
And how would it be if this image captured your learning experience?
But the weird thing is that different people could simultaneously be experiencing ‘water’ as all of those images at the same time. A ‘penguin’ learner could happily dive into Jokulsarlon, if only he were in the right hemisphere, whilst other warm-blooded learners shivered at the edge.
So can these images help us understand our experience and that of others as learners?
We are the Jacques Cousteau researchers who need to don their diving and breathing gear to explore under the surface
or have magic powers like this family in Bedknobs and Broomsticks
Anyway just a bit of fun – I realise that there are gaping holes in the metaphor;)
These are some reflections on community in #rhizo14 inspired by the research that Jenny Mackness and I are doing, and my engagement with Maha Bali’s post and the rich comment stream that followed. I just wanted to capture my thoughts as they are currently but would be really pleased to engage through comments.
One of the issues that Jenny and I are grappling with is the challenge of gaining multiple perspectives on the ‘experience’ that was/is #rhizo14. How can we know about all of the flowers that bloomed? And some of the ones that failed to thrive or died? Of course, the answer is we can’t but we can try to draw in as many flowers as possible: and acknowledge our partial view. We also have to beware over-interpreting the views of others and making assumptions about their thoughts and opinions.
In rhizo14 we had to think about ‘community’ – it was in the title and it was where the curriculum was or should be. So it is not surprising that the topic should attract so much attention. My own view is that the formation of community (or communities) in rhizo14 deserves close attention. I am curious about how this links to ‘the community is the curriculum’, and I already identified that the speed of emergence of community (and the context in which this happened) are particularly worthy of investigation.
Keith Hamon distinguished different experiences in #rhizo14 by proposing that some participants found community whilst others chose to find a social network. I was a bit puzzled by that as Keith suggested that the social network involved a social contract. I didn’t see the rules that he refers to in #rhizo14 and would not really expect to see them. As I said in the comments, network for me brings 2 things to mind – socio-technical platforms where we connect , and our own individual networks that map our connections – the ‘performed’ network.. If the people who ‘did’ rhizo14 could map their individual networks and they were overlapped , perhaps the dense areas might be community(ies) in rhizo14 (‘performed’ communities).
Keith went on to contrast his concept of social network with a covenant: a relationship that he characterises as meaning, “I will behave in good faith with you, regardless of what you do. I will not let you damage me, but neither will I abandon my commitment to you.” He suggests that some in rhizo14 might have achieved community along those lines. However Rebecca points out that a covenant is a solemn promise built within an intentional community, and although she thinks that Dave proposed activities that could be seen as ‘intentional community building activities’, she sees thizo14 as more of an organic community. This is very thought-provoking for me. I am looking at what was circulated prior to rhizo14, and the impact this may have had on people’s expectations. I can be pretty sure that if a covenant had been part of this, I would have stayed away;)
Also I am thinking about the organic nature of rhizo14 community, and wondering again about the speed of formation. Alan talked about co-evolution of communities – this is an interesting concept and I wonder if it somehow suggests ‘slowness’. If #rhizo14 was organic, is it now? And will it seem organic or more fixed to newcomers in#rhizo15?
‘Caring’ is identified as a distinguishing feature of community, and certainly in #rhizo14 the proclamation of community is often associated with friendship, even love. Emotional connection is something I wish to explore in my research. Like Alan, I have had the well-documented experience, of meeting people that I have hitherto know only online, and found that our friendship was as rich as I thought. I have also learned with and from people with whom I have no deep emotional connection.
A consistent theme in #rhizo14 has been dichotomies or dualisms – theorist/pragmatist ‘divide’, academics/ others (not sure who these others are since many seem to me to be academics). It is not absent from this post and comment thread. Simon talks about ‘science-bound academics’ (I didn’t recognise them) where” representatives of this ‘dominant’ group were miffed that Dave didn’t reinforce their supremacy by being leader of the (their) pack. I find it interesting to question how people perceived a ‘majority’ in rhizo14. I get the impression it is linked to perceived sanctioning given first by Dave then by people recognised as ‘academic’” I found this to be an astonishing statement, and wonder how/if this has been validated. One thing that I am wondering is whether the nature of the ‘provocative questions’ posed by Dave might have contributed to a tendency to see ideas/ people as either/or, and community as in/out.
As I say, these are some provisional observations but they have led me to think about a learner who might like to be ‘rhizomatic’ in her (his) learning. I am thinking of someone who may be keen to learn outside formal educational institutions and processes. They stand tentatively on the brink of a community hoping it might be a place where they might learn with others. Possibly, they might relieved by the lack of structure and the presence of ‘nonsense’. But what would they think of ideas of solemn promises, open expressions of emotion and love for other participants? For some this might be attractive and draw them in. For others it could be off-putting and they might wonder why such high level of commitment and emotion are needed for a learning experience. These could be some of the people who stand to gain most from social learning online. I am just wondering but thinking that such learners may not have received much attention in #rhizo14 (except perhaps by Barry Dyck and others who I may have missed).
Evidence that learning starts in the womb is revealed when babies hear lullabies that they will respond to after birth; and learning continues throughout life, as Chaucer says of love. We can all remember from an early age the social nature of learning – learning from family, friends, and subsequently peers from study and work contexts. This is a community perspective, in contrast with a more typical view of learning as being chiefly the outcome of formal education.
Social technologies have focused attention on networks and online/virtual communities. Virtual communities can be traced back to 1985 (and probably earlier) when the WELL started as a dial-up bulletin board. Early adopters of virtual community needed dial-up and later Internet access for their largely text-based communication: initially this was available to a minority, even in the global north. Despite this, bulletin boards existed for a broad range of hobbies and interests.
A parallel stream of development in virtual communication was in formal education: bulletin boards, web pages, and then groupware, and virtual learning environments. Provision of Internet access at universities and colleges meant that students had access in educational institutions before it was commonplace in their homes. The use of digital technologies in education and learning has moved from being conducted by pioneers and enthusiasts to being standardised as part of institutional administration, such as institutional virtual learning environments, and registration and student records systems. Much research effort (some of it to good effect) has been focused on the use of technology within online/offline classrooms and according to approved curricula. This is research that tends to focus on what is provided, rather than how and why learners learn. Even less attention has been paid to ways in which people, who would not identify themselves as students, are learning to do things that interest them with the help of the Internet.
The current context in the global north is of more people, across demographics of age and gender (if not class), having access to the Internet via broadband and mobile services. Simultaneously, the variety of devices that we use to access the Internet contributes to a broader demographic, more people having access, devices and software becoming easier to use – smartphones, tablets and laptops. The combination of faster Internet access and devices with digital still and video cameras has enabled more people to create and consume multimedia – images, videos, audio and text. Internet access then becomes less of an end in itself and more of an adjunct to what we do.
Knitting – Interest-driven learning assisted by social media
People of all ages follow their interests via the Internet – learning cartooning, playing games, studying esoteric topics. Of all of these interests, let’s look at a craft that has material, knowledge and social implications – knitting.
In an era when the local wool shop is becoming rarer, the Internet offers opportunities for purchasing yarns, needles, and patterns but going beyond that, what do knitters do on the Internet? Like other makers, they enjoy the opportunities to celebrate the products of their creativity: garments, knitted moebius strips, artefacts for the home, and public works of art. Such celebrations are visible on photo sites and knitting blogs, often interlinked so that the blogs can facilitate networking of knitters (via commenting, blogrolls and links within posts).
Knitters share ‘how-to’ videos on Youtube and other video-sharing sites. If we don’t have a grandmother to stand behind us, helping our hands learn a new technique, the next best thing is watching a video, and trying out the stitch at the same time. Video- and image-sharing sites become knowledge repositories but not solely dedicated to knitting and crochet.
Knitters have adopted social media with enthusiasm,and experienced unexpected consequences. Mason-Dixon Knitting comprises Kay Gardiner who lives in Manhattan and Ann Shayne who lives in Nashville. They came together via blogging through their shared interest in knitting that has led to a successful book, an iconic dishcloth pattern and a very useful web site.
Knitters have taken their passion to the streets (and piers) by engaging in guerrilla knitting or yarn-bombing to create street art. This may be for self-expression or just fun, or for a reason : often anonymous and cloaked in mystery. One of my favourites is a celebration of London 2012 Olympics at Saltburn pier. There is no obvious activist reason for creating this pier art but the result was joyous, enjoyed by pier visitors and became a tourist attraction in Saltburn, North Yorkshire. Craftivism ( a mix of craft and activism) is about connecting beyond the individual crafter, and acting for broader issues.
When we unpick these achievements, we see that they go beyond the stereotype of the lone, gifted knitter. Knitters, like others, engage in learning networks and communities. One of the places that knitters congregate online is at the knitting and crochet community site http://www.ravelry.com .
Ravelry is free to members, funded mainly by advertising but also by merchandising, pattern sales, Amazon and other affiliate programs. Ravelry also engaged in donation drives at an earlier stage of its community development.
Ravelry – individual view by Frances Bell
Ravelry offers interesting affordances for becoming and being a knitter, learning in an active form. Members can find patterns and yarns with the help of Ravelry, and create projects to record ongoing and completed knitting projects Figure 4. Ravelry has a highly connected architecture, automatically displaying links to other projects using the same pattern and yarn. This means I can easily click a link to find the pattern, or images from one of the other 13900 projects using that pattern (to give me ideas on other yarns or colourways). Project owners are encouraged to rate patterns and yarns for sharing with other community members; and errors are soon corrected in this open community. Ravelry is an international community with over four million members, who not only volunteer to translate popular patterns into other languages, but also moderate forums and collate help pages on collaborative wikipages within Ravelry itself. The whole thing runs with only 4 staff, one programmer and three editor/moderator/merchandising staff.
The Ravelry shop showcases Ravelry merchandise such as t-shirts and bags; the Marketplace where members offer supplies and services for knitting and crochet; and a Pattern Store where members sell their patterns.
The strong social element to Ravelry goes beyond member profiles and display spaces. Members can organise into groups to have local meetings, swap yarns, engage in knit-alongs (all making the same item), or associate with a particular shop. Other groups are organised around a common interest, say in machine knitting or spinning. Less formal opportunities for conversation are offered by forums, where members can help each other to solve problems or engage in general chat about knitting or crochet.
In our comparison of Etsy.com with Ravelry.com, Gordon Fletcher and I found that Ravelry had strong community aspects and exhibited a permeable boundary compared with Etsy. Ravelry seems to be a community that is happy to acknowledge activity and objects elsewhere, thus increasing its networking and social potential.
This openness and support for the community member makes it a source of good ideas for those wishing to support other learners in a community setting. Facebook, the very successful social networking site (SNS), would superficially seem to support the social aspects of learning, but a learner wishing to keep track of what they and others have created and learned might become frustrated with the ephemeral nature of sharing there. Ravelry exhibits a strong focus on the learning and doing of knitting, where social interaction becomes the glue that helps this happen.
Designers and implementers of learning environments aiming to promote learning community could learn a lot from studying Ravelry, especially if they are tempted to delegate the social aspects to a self-organised group on a general purpose SNS.
Properly practiced, knitting soothes the troubled spirit, and it doesn’t hurt the untroubled spirit, either. – Elizabeth Zimmerman, Knitting without tears.
Many thanks to Suzanne Hardy (Ravelry id: glittrgirl) for improving my interpretation of Ravelry. All errors are mine.
This article, written by Frances Bell, is used under Creative Commons license BBy-BY-NC-ND from ISSUE 10 JUNE 2014
Using Social Media in the Social Age of Learning
Guest Editors Chrissi Nerantzi and Sue Beckingham http://www.lifewidemagazine.co.uk/
In the diagram, you can see the 3Ps that are common to most early 21st century views of online or virtual communities – People (membership), Policies (governance), and Purpose (individual and/or group attribute).
The aspect (that is Steinmueller’s contribution) that seems particularly relevant to me is Sustainability. Steinmueller characterised this as something that is lost
either when the costs of participation exceed the willingness to participate
or there is a coordination failure .
The coordination failure could be that horrible experience when you log in one morning to find that the space no longer exists, or something else goes wrong.