Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.
A herd of freely associating,
autonomous cats: how a Facebook
group helped turn a bunch of
cMOOC participants into a learn...
Ashley Shaw
@ashleygshaw
Rebecca J. Hogue
@rjhogue
Sarah Honeychurch
@NomadWarMachine
Maha Bali
@bali_maha
Lenandlar Singh...
• P2PU (a community course platform): Rhizomatic Learning: The Community is
the Curriculum https://courses.p2pu.org/en/cou...
flickr photo by Johnny Grim http://flickr.com/photos/grimages/1168546636 shared under a Creative Commons (BY-NC-
ND) licen...
“Communities”
Groups & Networks
• Downes (2007) draws a distinction between groups and networks. He
describes them as follows:
• Groups
...
Communities & Collectives
Seely Brown & Thomas (2013) describe the “collective” as:
“a collection of people, skills, and t...
Communities & Networks
• Wenger, Trayner & De Laat (2011) see communities and networks as “two different types of social
s...
Groups, Nets, Sets, Collectives
• Dron & Anderson (2014) offer “a typology of social forms” into which a collection of lea...
Others?
• Hives?
• Borg?
• Swarms?
Bee image: flickr photo by bathyporeia
http://flickr.com/photos/bathyporeia/14604626324...
Tagxedo.com, 2015
Why Facebook?
1. We’re already here
2. Affordances
3. Bridges personal and professional
4. Alternatives
The place where the action was, was Facebook.
“It was a platform I was already using
consistently for my life, with my fam...
…the conversational space - the dialogic space - and the
visual space…
“What I also like about the FB - is that you can li...
The FB interactions led to relationships out of which deeper discussions
arose.
“In my whole Master’s degree I probably co...
the tweets and the blogs felt like monoliths standing alone in a field -
that you crept up to and touched – ALONE
“Though ...
Exclusion: Open but Not
“The “Log into Facebook” screen
that greeted me when I followed
a link was like a locked door, and...
Personal/Professional lines blurred
• How many of you feel
uncomfortable using Facebook
for professional purposes?
Copyrig...
Facebook’s Questionable Ethics
flickr photo Wat is Privacy Graffiti door by gruntzooki http://flickr.com/photos/doctorow/1...
Information Overload
flickr photo The book balancing challenge by Armchair Caver http://flickr.com/photos/armchaircaver/46...
Distributed Conversation
flickr photo The Art Gallery of Knoxville by AGoK http://flickr.com/photos/16038409@N02/389799796...
Not all found the convo rich
"My sense is that it made my behaviour less rhizomatic, more passive. I
had to consciously ge...
Discussion
Image by Clarissa Bezerra @Clarissamfb
References
• Downes, S. (2007). Groups versus Networks: The Class struggle continues. Accessed September 3, 2015. Availabl...
Ashley Shaw
@ashleygshaw
Rebecca J. Hogue
@rjhogue
Sarah Honeychurch
@NomadWarMachine
Maha Bali
@bali_maha
Lenandlar Singh...
A herd of freely associating, autonomous cats: how a Facebook group helped turn a bunch of cMOOC participants into a learn...
A herd of freely associating, autonomous cats: how a Facebook group helped turn a bunch of cMOOC participants into a learn...
Próxima SlideShare
Cargando en…5
×

A herd of freely associating, autonomous cats: how a Facebook group helped turn a bunch of cMOOC participants into a learning community

1.256 visualizaciones

Publicado el

Sarah, Maha, Rebecca, Ash & Len's presentation for #altc about #rhizo14

Publicado en: Educación
  • Sé el primero en comentar

A herd of freely associating, autonomous cats: how a Facebook group helped turn a bunch of cMOOC participants into a learning community

  1. 1. A herd of freely associating, autonomous cats: how a Facebook group helped turn a bunch of cMOOC participants into a learning community flickr photo by rsgranne http://flickr.com/photos/rsgranne/25091156 shared under a Creative Commons (BY-SA) license
  2. 2. Ashley Shaw @ashleygshaw Rebecca J. Hogue @rjhogue Sarah Honeychurch @NomadWarMachine Maha Bali @bali_maha Lenandlar Singh @lenandlar
  3. 3. • P2PU (a community course platform): Rhizomatic Learning: The Community is the Curriculum https://courses.p2pu.org/en/courses/882/rhizomatic-learning- the-community-is-the-curriculum/ (the “official” course page) • Twitter: #rhizo14 • Facebook Group: https://www.facebook.com/groups/Rhizo14/ • A G+ group: https://plus.google.com/u/0/communities/102331797178606749149 • Personal blogs: https://gbl55.wordpress.com/mooc-comment-scraper-output- rhizo14/ • … and more (Diijo, Mendeley, Pinterest …) "it's a bit hard to sort out #rhizo14 which was the educational version of the neverending story from #rhizo15 which started before the course began :)" quote from Aaron J-R What was #rhizo14? Image by Christina Hendricks http://blogs.ubc.ca/chendricks/2015/04/27/learning-subjectives/ shared under a Creative Commons (CC BY) Licence
  4. 4. flickr photo by Johnny Grim http://flickr.com/photos/grimages/1168546636 shared under a Creative Commons (BY-NC- ND) license
  5. 5. “Communities”
  6. 6. Groups & Networks • Downes (2007) draws a distinction between groups and networks. He describes them as follows: • Groups “a collection of entities or members according to their nature or their feature or their properties or whatever, their essential nature, maybe, their accidental nature, maybe, whatever, but according to their nature. What defines a group is the quality the members possess in common and then the number of members in that group. Groups are about nature, they're about quality, they're about mass. They're about number.” • Networks “an association of entities or members where this association is facilitated or created by a set of connections between those entities.” He suggests that groups are defined by their “unity” while networks are defined by their “diversity”
  7. 7. Communities & Collectives Seely Brown & Thomas (2013) describe the “collective” as: “a collection of people, skills, and talent that produces a result greater than the sum of its parts. For our purposes, collectives are not solely defined by shared intention, action, or purpose (though those elements may exist and often do). Rather, they are defined by an active engagement with the process of learning” They contrast a collective with a community and suggest that while communities can be passive, collectives derive their strength from participation. They further noted that “In communities, people learn in order to belong. In a collective, people belong in order to learn”, Seely Brown & Thomas (2013)
  8. 8. Communities & Networks • Wenger, Trayner & De Laat (2011) see communities and networks as “two different types of social structures”. They offer the follow definitions: • Networks (Social) “… a set of relationships, personal interactions, and connections among participants who have personal reasons to connect. It is viewed as a set of nodes and links with affordances for learning, such as information flows, helpful linkages, joint problem solving, and knowledge creation” • Communities (of Practice) “… the development of a shared identity around a topic or set of challenges. It represents a collective intention however tacit and distributed – to steward a domain of knowledge and to sustain learning about it” They suggest that these characteristics can be dominant enough to classify a group as “pure communities” or “pure networks” (p. 11)
  9. 9. Groups, Nets, Sets, Collectives • Dron & Anderson (2014) offer “a typology of social forms” into which a collection of learners can participate to make sense of learning using social media. They offer the following descriptions for each of the 4 elements in this collection: • Groups “intentionally convened collections of people that have leaders, hierarchies of control, and formal or informal processes that define how they operate. Groups typically have an existence that is independent of the people in them” • Nets (Networks) “Networks consist of and may be described by the connections between people. These are often mediated and structured by social objects such as blogs, community centres or social networking systems like Facebook, LinkedIn or Google+. Unlike groups, networks are not designed, have no devised processes, no independent existence, no explicit hierarchies, no explicit leaders, no explicit membership - they simply exist as an emergent entity that is the result of individual connections between people. ” • Sets “are simply collections of people and their creations that share a common attribute. From an individual's perspective, sets demand no social commitment of the sort found in groups and no social connection of the sort found in networks. It is possible to be a part of a set without knowing anyone else in it and, indeed, it is possible to participate in a set without being aware of doing so” • Collectives “a class of entities that emerge from collective intelligence. Collective intelligence can occur when multiple individual entities act together in ways that mean they are most usefully understood as a single super-organism”…” A collective is not a social form in itself but is a consequence of the aggregated behaviours of people in sets, nets or groups”
  10. 10. Others? • Hives? • Borg? • Swarms? Bee image: flickr photo by bathyporeia http://flickr.com/photos/bathyporeia/14604626324 shared under a Creative Commons (BY-NC-ND) license. Borg Image: flickr photo by caseorganic http://flickr.com/photos/caseorganic/7382742276 shared under a Creative Commons (BY-NC) license Hive image: flickr photo by Chiot's Run http://flickr.com/photos/chiotsrun/3864953022 shared under a Creative Commons (BY-NC) license Rhizomagic badge by @GiuliaForsythe
  11. 11. Tagxedo.com, 2015 Why Facebook? 1. We’re already here 2. Affordances 3. Bridges personal and professional 4. Alternatives
  12. 12. The place where the action was, was Facebook. “It was a platform I was already using consistently for my life, with my family, as a consultant posting updates to projects, and for my agency, and the addition of an adult learning component really enlivened FB for me… it animated it in a new way.” “It's just convenience to use FB because, first thing in the morning or last thing at night I’m using it on my mobile phone, I'm lying in bed, and it's just convenient. I don't have to go searching.” “The FB space is wide and friendly - it opens its arms to all - from the experienced MOOCer or Rhizoer - to the less confident or the transient or the one who lurked and only spoke once.”
  13. 13. …the conversational space - the dialogic space - and the visual space… “What I also like about the FB - is that you can like - you can comment - without having to sign in, log on - remember ALL your passwords. Damn it - it’s words and visuals and friends at play!” “Of the various platforms, the FB group was most like a synchronous conversation, which was important to me as many of us wrestled with new ideas. Post a question or an idea and someone from some other time zone would answer, almost always.” “most people posted their blog links on FB as well as Twitter - so the FB allowed access to many different strands of conversation” “This is a multimodal space - where the visuals are attractive and draw you into a feeling a collegiality and 'being with' with the posters….The FB feels populated with diverse voices - it feels both synchronous and asynchronous - it is less reverential - less deferential - it is rhizomatic..”
  14. 14. The FB interactions led to relationships out of which deeper discussions arose. “In my whole Master’s degree I probably connected with about five people over four years who I could call or email now, a couple of years later, with a question about research or academic roles or whatever - out of the six (or twelve or more) weeks FB #rhizo14 group I developed a good dozen relationships with people I would be able to contact with similar questions.” “… the environment we’d created with “serious” conversations interspersed with images, collages, songs, references to movies etc., moments of doubt and uncertainty, and great trails of humourous bantering - was in itself a model of rhizomatic learning - maps, tracings, ruptures, subversions, lines of flight, and the possibility that any node can connect with any other node.”
  15. 15. the tweets and the blogs felt like monoliths standing alone in a field - that you crept up to and touched – ALONE “Though I like Google Plus more, and though there was a Google community next to the FB-community during Rhizo14, the place where the action was, was Facebook.” “Twitter was an uncomfortable space, one where I felt that no matter how much I tried to participate, I was still shouting into the ether, hoping someone would hear. In contrast, the Facebook group felt less ephermeral.” “ I liked how it was possible to develop and enjoy the “social presence” of others in a way - to see their photos, get a glimpse of their life, or of what they wanted to share - and then from there check out their more expansive blog postings and twitter conversations.” “Facebook because that's all my brain could handle.”
  16. 16. Exclusion: Open but Not “The “Log into Facebook” screen that greeted me when I followed a link was like a locked door, and I did not have the key” -- Kevin (dogtrax) flickr photo by Ravages http://flickr.com/photos/ravages/14823826230 shared under a Creative Commons (BY-NC-SA) license
  17. 17. Personal/Professional lines blurred • How many of you feel uncomfortable using Facebook for professional purposes? Copyright Mac Toot, used with permission
  18. 18. Facebook’s Questionable Ethics flickr photo Wat is Privacy Graffiti door by gruntzooki http://flickr.com/photos/doctorow/15270312221 shared under a Creative Commons (BY-SA) license
  19. 19. Information Overload flickr photo The book balancing challenge by Armchair Caver http://flickr.com/photos/armchaircaver/4676851166 shared under a Creative Commons (BY-NC) license
  20. 20. Distributed Conversation flickr photo The Art Gallery of Knoxville by AGoK http://flickr.com/photos/16038409@N02/3897997969 shared under a Creative Commons (BY-SA) license
  21. 21. Not all found the convo rich "My sense is that it made my behaviour less rhizomatic, more passive. I had to consciously get out there, to explore away from that space. Maybe the herd tramples the rhizome." - Nick Kearney (did not do facebook in rhizo14 but did in rhizo15)
  22. 22. Discussion Image by Clarissa Bezerra @Clarissamfb
  23. 23. References • Downes, S. (2007). Groups versus Networks: The Class struggle continues. Accessed September 3, 2015. Available at http://www.downes.ca/post/42521 • Dron, J., & Anderson, T. (2014). Agoraphobia and the modern learner. Journal of Interactive Media in Education, Open for Learning Special Issue, np. Retrieved from http://jime.open.ac.uk/jime/article/view/2014-03 • Seely Brown, J., & Thomas, D. (2013). Learning in the Collective. Hybrid Pedagogy. Available at http://www.hybridpedagogy.com/journal/learning-in-the-collective/ • Wenger, E., Trayner, B., & De Laat, M. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework. Accessed September 3, 2015. Available at http://wenger-trayner.com/wp- content/uploads/2011/12/11-04-Wenger_Trayner_DeLaat_Value_creation.pdf
  24. 24. Ashley Shaw @ashleygshaw Rebecca J. Hogue @rjhogue Sarah Honeychurch @NomadWarMachine Maha Bali @bali_maha Lenandlar Singh @lenandlar

×