I started responding to Jeffrey on Twitter, and realized that 140 characters ensured that my response would be cryptic at best. So, in relatively longer form:
- An early decision decision taken was that #scholar14 was going to be modular. There are 4 weeks in the course. Each week is a standalone module. A participant can do week 1 to explore some of the main ideas around scholarly practices on the Web. Week 2 focuses on the challenges and tensions that might arise when doing so. Week 3 is somewhat of a case study looking at issues of community, caring, and vulnerability when academics are online. Week 4 is an activity that can be applied to any of the weeks (i.e. one can do the activity for week 1 if they only completed week 1 or for all weeks if they followed along for all weeks). I made this design decision for a number of reasons, but one of the main ones was to help people jump into a week without feeling that they needed to go through past weeks. I am assuming a certain level of familiarity with the material here, but i tried to limit the extent of prerequisite knowledge required to participate in each week.
- Mini activities. Al lot of the activities developed are small and relatively independent. One can choose to do multiple throughout the week or just 1. For instance, week 2 includes 5 discussion threads on relevant topics. I could just pick 1 of those, or 3 if I have the time. Here’s an example of a discussion thread/activity: “Giant publisher (Elsevier) sends takedown notices to academic social networking site (Academia.edu): Publisher demands that social networking site remove research papers from its servers. Here’s a notice sent to an academic. Elsevier wrote an note explaining their perspective. Share your thoughts/reflections on the case with the rest of us on the discussion thread dedicated to each case. Feel free to join discussion threads, ask questions, and help your colleagues gain a greater understanding of the topic.”
- Live events. These serve as opportunities for gaining a more intimate overview of the ideas in the course, based on conversations with guest experts. They are recorded and archived.
- Multiple pathways. The #dalmooc folks are doing a dual-layer MOOC on a much larger and experimental scale, and are learning quite a lot from it. In my case, content, updates, and interactions pertaining to#scholar14 exist outside of the platform as well, and I think that provides opportunities to join the space that makes the most sense to an individual. I believe that we need more (and better) scaffolds to support this. For instance, Jeffrey is reaching out on Twitter, and he might be doing so because that’s proven to be a supportive place in the past vis-a-vis a new environment created just for the purpose of a course, like the canvas platform for example. Others connected their blog to a space developed to aggregate content… multiple options are available, in the hopes that these provide flexibility and options.
What do you think?
- What are some other ways that individuals could join an open course when time permits?
- How can we design more flexibility into a course without losing its essence?
The first week of Networked Scholars is almost over. It’s been a busy and interesting week with an “Ask Me Almost Anything” discussion thread with Michael Barbour, who answered all questions thrown at him by course participants, and a Google Hangouts on Air session with Laura Czerniewicz (below).
I just sent this note to all participants, and as others might find it helpful, I’m sharing it here too:
I hope you are having a great weekend. It’s a cloudy and rainy morning here in Victoria, BC, and I’m finding myself at a local coffee shop listening to The Doors and thinking about our course.
Our first week is nearly over, and I wanted to share with you some of the interesting ideas and things happening in our course:
- Jenny Mackness wrote a wonderful reflection for the first week of the course. You can read it here: http://jennymackness.wordpress.com/2014/10/26/academic-blogging/
- Some participants are planning a real-time chat via Google Hangouts today. I love it! Feel free to use the discussion thread created to find study buddies or to reach out via #scholar14 if you are looking for a friend to chat with about the course or about a particular reading/week.
- The Research Excellence Framework is a system put in place to assess the research output of UK’s Higher education institutions. Laura Pasquini shared the following article which suggests five recommendations for using alternative metrics in in assessing research quality: http://blogs.lse.ac.uk/impactofsocialsciences/2014/10/23/alternative-metrics-future-uk-research-excellence-framework-thelwall/
- The Networked Researcher is a summary of Cristina Costa’s PhD thesis: http://www.slideshare.net/cristinacost/the-networked-researcher
The materials for week 2 are available, and as we are entering a week looking at challenges and tensions in networked scholarship, remember that you don’t need to do all the activities listed. We have a live session scheduled again, a few of readings, and some activities that I am hoping will spark lively debates.
“xMOOC vs. cMOOC” is one way that is frequently used to describe the philosophical design of a MOOC. Tony Bates does an excellent job summarizing the philosophies behind the two. While this categorization is helpful in describing the foundations of the types of MOOCS that exist, I’m increasingly becoming more and more uncomfortable with this categorization as used to describe particular courses. I see MOOCs as a phenomenon more than anything, and when the xMOOC and cMOOC terms are used to describe courses, it seems that we are missing what actually happens in these courses, we are missing the details.
— George Veletsianos (@veletsianos) October 4, 2014
While the xMOOC and cMOOC labels are worthwhile to help individuals make sense of two opposing viewpoints, there is a spectrum the lies between the two. Between xMOOCs and cMOOCs, we see:
- MOOCs that blend aspects of xMOOCs and cMOOCs (e.g., #dalmooc, #scholar14)
- MOOCs that vary in their learning design (see the MOOC learning design project) and pedagogical practices (see Toven-Lindsey, B., Rhoads, R. a., & Lozano, J. B. (in press). Virtually Unlimited Classrooms: Pedagogical Practices in Massive Open Online Courses. The Internet and Higher Education)
- MOOCs that vary in size, openness, synchronous vs. asynchronous blend, and pacing.
- MOOCs that vary in instructional quality (see for example, Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional Quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77–83).
There is wide variation between MOOCs, and it behooves us to examine how and why particular MOOCs differ, and how the differences impact learner experiences and outcomes.
The course is happening at an opportune time, providing ample material for us to examine. Academics are often encouraged to blog and participate online to increase their reach and impact. However, when scholars are online they face tensions, dilemmas, and conundrums. For example, some are concerned about navigating personal-professional boundaries on social media and others are worried about the degree to which online activities may be cause for termination, as revealed by the recent Kansas Board of Regents policy on “Improper Use of Social Media” and the ongoing case of Dr. Steven Salaita. It seems that these stories are never-ending: The Conversation included an article today entitled: To tweet or not to tweet: academic freedom and social media.
What do academics do on social media? What tensions do they face? Why do they continue being on these contentious spaces when a number of their senior colleagues advice them to “get off Twitter and write those papers?” These are questions that I am hoping we will explore together starting on Monday.
I have also finalized our guest experts for the course, and I’m happy to report that we have a wonderful group of colleagues from three countries joining us to discuss issues pertaining to networked scholarship. The live events are scheduled for the times/days listed below, so if you would like to join us, please add them to your calendar, and join our Google Hangout on Air events. If you can’t join us live, we will be recording and archiving the events so that you can watch them later at your convenience.
October 23 at 9am PST: Dr. Laura Czerniewicz from the University of Cape Town (South Africa) – Google Hangout on Air link
October 29 at 4pm PST: Dr. Royce Kimmons from the University of Idaho (USA) - Google Hangout on Air link
November 6, 10:30am at PST: Bonnie Stewart from the University of Price Edward Island (Canada) - Google Hangout on Air link
To convert these times to your local time zone, please use this tool: http://www.timeanddate.com/worldclock/converter.html
See you soon!
Image: The Art of Social Media by mkhmarketing