Comments on: My mini-ethnographic artefact https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/ "If you could see what I have seen with your eyes ..." Wed, 11 Mar 2015 14:20:17 +0000 hourly 1 https://wordpress.org/?v=4.2.38 By: mprowse https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/#comment-68 Tue, 03 Mar 2015 11:55:31 +0000 http://edc15.education.ed.ac.uk/njenkins/?p=287#comment-68 Hi Nick, I really enjoyed your artefact- a suitably designed voice and ethno-narrative/message. I blogged some comments in my Lifestream. Thanks.

]]> By: njenkins https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/#comment-67 Mon, 02 Mar 2015 20:06:21 +0000 http://edc15.education.ed.ac.uk/njenkins/?p=287#comment-67 Thanks Ben!
Yes it’s an awesome language! So much easier than things like C++ and can start programming within a couple of hours :-)

]]> By: njenkins https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/#comment-66 Mon, 02 Mar 2015 20:05:35 +0000 http://edc15.education.ed.ac.uk/njenkins/?p=287#comment-66 Thanks PJ!
That’s a really good idea and something that I didn’t do. Whilst I’ve been semi-banned from the Discussion Board, I’m tempted to put the link up and invite MOOC participants across to comment on Youtube. Music gets a bit loud in places – I was a committed Radiohead fan in my youth and some habits die hard 😉

]]> By: njenkins https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/#comment-65 Mon, 02 Mar 2015 20:03:29 +0000 http://edc15.education.ed.ac.uk/njenkins/?p=287#comment-65 Cheers Ed!
Yeah wanted to try and apply some of the themes from the first Block into the delivery of the artefact. Yes indeed, participants were very passive and looked almost exclusively to the tutor and pre-scripted activities. Very much like 100k spokes on a wheel with the tutor at the centre!

]]> By: njenkins https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/#comment-64 Mon, 02 Mar 2015 20:01:57 +0000 http://edc15.education.ed.ac.uk/njenkins/?p=287#comment-64 Thanks Clare!
Yes I found that interesting in your MOOC too. Did you get a sense of whether it came from the participants or from the course organisers?

]]> By: njenkins https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/#comment-63 Mon, 02 Mar 2015 20:00:55 +0000 http://edc15.education.ed.ac.uk/njenkins/?p=287#comment-63 Hi Sian
Many thanks and yes digital infrastructure, I suppose I was referring to the things like the visual map, pre-stratified discussion boards, priority badging for when a tutor enters the conversation etc. I can see why Jeremy finds this such a research area for research! Yes would have loved to have gone on and explored further but was a very useful insight into MOOC delivery — far more so than just reading about it! :-)

]]> By: njenkins https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/#comment-62 Mon, 02 Mar 2015 19:56:09 +0000 http://edc15.education.ed.ac.uk/njenkins/?p=287#comment-62 Hi Jeremy,
Many thanks for your comments and I’m looking forward to reading your paper on MOOCs this week in light of this! I’m fascinated by the ‘behind the scenes’ aspects of MOOC interaction and how this is managed. Yes I would have liked to have collected and discussed more data. Unfortunately I ran out of time :-(

]]> By: bhenderson https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/#comment-61 Mon, 02 Mar 2015 11:24:51 +0000 http://edc15.education.ed.ac.uk/njenkins/?p=287#comment-61 Hi Nick, very interesting platform for delivering your ethographic study! I have never heard of Python before and the different ways you can use it, but you certainly give me some ideas on how I could have done mine differently by using other tools.
Ben

]]> By: PJ https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/#comment-59 Sun, 01 Mar 2015 13:16:13 +0000 http://edc15.education.ed.ac.uk/njenkins/?p=287#comment-59 Nick, ingenious presentation! I should think that the Python Computer Programming MOOC organizers would be impressed. Did you expose this artefact to participants in the MOOC? I’m interesting is whether you did or not, and rationale for your decision. The discordant music score was not my usual ‘cup of tea,’ but I think it was appropriate and well-chosen for this pseudo-programming representation. Cheers, PJ

]]> By: Jeremy Knox https://edc15.education.ed.ac.uk/njenkins/2015/02/25/my-mini-ethnographic-artefact/#comment-57 Sat, 28 Feb 2015 15:39:36 +0000 http://edc15.education.ed.ac.uk/njenkins/?p=287#comment-57 This is a fantastic snapshot Nick! As already noted, its a really clever coming together of form and function, the programme reflecting the topic of the MOOC studied. And highly engaging!

Super observation about the map constructing the community in a particular way. I’ve looked at lots of these maps generated from MOOC data, and they are usually framed in terms of ‘locating’ or ‘discovery’ the community, with little acknowledgement of their role in shaping the form of the community, or indeed learning subjects within it. As Sian commented, I’ve found this to be a really interesting part of so many MOOCs, almost an obsession with mapping participation, and the conviction that this *is* global education.

This relates really well to your critique of Kozinets. This instrumentalising of technology is again something I’ve found quite prevalent in the MOOC; viewing the technology as a passive or neutral tool for connecting learners with course content, or each other. What is much less common are considerations of the ways that particular facets of the technology itself work to construct and limit different form of community. It might have been good to suggest some other elements that might have done this, alongside the maps.

This point also links nicely with the comments you made about the Stewart (2013) paper. Could it also be that the design of the MOOC platforms themselves can limit and restrict community interaction, alongside the pedagogical strategy?

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