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Chris Jobling

Jisc Digital Literacy Webinar: Multimodal Profusion in the Massive Open Online Course |... - 0 views

www.alt.ac.uk/...ion-massive-open-online-course

#edcmooc EDCMOOC obfuscation

shared by Chris Jobling on 07 Nov 13 - No Cached
  • The profusion of multimodal artefacts produced in response to the EDCMOOC will provide a number of examples with which to explore sociomaterialism in relation to literacy practices online.
  • Chris Jobling on 07 Nov 13
     
    "This webinar presents a view of digital literacy through a discussion of E-learning and Digital Cultures (known as EDCMOOC), a Massive Open Online Course offered in January 2013 by the University of Edinburgh in partnership with Coursera. The profusion of multimodal artefacts produced in response to the EDCMOOC will provide a number of examples with which to explore sociomaterialism in relation to literacy practices online. It will be suggested that this work constitutes a set of sociomaterial entanglements, in which human beings and technologies each play a part. By looking at these examples, we will suggest that sociomaterial multimodality offers a different way of thinking about digital literacy: not as a set of representational practices, but rather as complex enactments of knowledge, specific to particular contexts and moments." What does this even mean? This is a sample of the language of #edcmooc and it's a barrier to entry.
Christine Padberg

Wiki - Week 1 Resources | E-learning and Digital Cultures - 0 views

class.coursera.org/...view

shared by Christine Padberg on 29 Jan 13 - No Cached
  • Uses determination
    • Christine Padberg
      Christine Padberg on 29 Jan 13
       
      Should this be "user" determination?
  • Technological determination:
  • technology ‘produces new realities’, new ways of communicating, learning and living, and its effects can be unpredictable
  • ...22 more annotations...
  • Social determination
  • technology is determined by the political and economic structures of society. Questions about ownership and control are key in this orientation
  • technology is shaped and takes meaning from how individuals and groups choose to use it
  • Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
  • Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
  • technology could solve the three most pressing problems of education: access, quality and cost
  • in all parts of the world evolving technology is the main force that is changing society
  • a model technological determinist position,
  • what observations can you make about his utopian arguments about education? What currency do they continue to have in this field?
  • the orientation here is clearly dystopic
  • ‘administrators and commercial partners’ as being in favour of ‘teacherless’ digital education,
  • ‘teachers and students’ as being against it
  • these divisions have never been clear, and they certainly aren’t now.
  • Why does Noble say that technology is a ‘vehicle’ and a ‘disguise’ for the commercialization of higher education? How can we relate this early concern with commercialism to current debates about MOOCs, for example? And how are concerns about ‘automation’ and ‘redundant faculty’ still being played out today?
  • the consequences of digital education
  • What kind of determinist position do they take? To what extent are they utopic or dystopic visions of the future? Why have the ideas they represent been so readily taken up and distributed within all educational sectors?
  • metaphor of the native and the immigrant
  • Prensky warns ‘immigrant’ teachers that they face irrelevance unless they figure out how to adapt their methods and approaches to new generations of learners.
  • how does the language he uses work to persuade the reader? Who are ‘we’ and who are ‘they’? What associations do you have with the idea of the ‘native’ and the ‘immigrant’, and how helpful are these in understanding teacher-student relationships?
  • What is being left out of the story of the internet here, and from what position is this story being constructed?
  • technological determinism,
  • Dahlberg, L (2004). Internet Research Tracings: Towards Non-Reductionist Methodology. Journal of Computer Mediated Communication, 9/3
Ary Aranguiz

Half an Hour: What Makes a MOOC Massive? - 0 views

halfanhour.blogspot.de/...what-makes-mooc-massive.html

shared by Ary Aranguiz on 23 Jan 13 - No Cached
  • my understanding is that for the course to be a *course* it has to be more than just a broadcast.
  • the capacity of the technology supporting the course to enable and engage conversations and activities across multiple platforms
  • The big danger, to my mind, in a large online course is that through strong group-formation activities, it can become a small online course. This happens when a central clique or insider group is formed, or where you have inner circles and outer circles. The inner circle, for example, might expect and demand preferential access to and individual attention from the course facilitators.
  • ...2 more annotations...
  • the primary value becomes cohesion and agreement, rather than diversity and distinct perspectives.
  • When the course functions as a small group, there is an expectation that everyone will agree on the course content, objectives, and domain of discussion. But, in fact, to be a massive course, it must needs respect a wide variety of individual objectives, perspectives on course materials, and opinions about relevant topics of discussion (not to mention technological platform and language of 'instruction').
César E. Concepción-Acevedo

Technological Determinism: Technological Autonomy - 0 views

web.archive.org/...tdet06.html

shared by César E. Concepción-Acevedo on 03 Feb 13 - No Cached
  • 'autonomy' is a key concept in Western liberalism
    • César E. Concepción-Acevedo
      César E. Concepción-Acevedo on 03 Feb 13
       
      I dont think that the key concept unique to humans is autonomy, after all machines can execute autonomous comands and processes. However, i agree with Morin and Numann when they state that the uniqueness and essential diference of machines is humans is that the later can regenerate.
  • Referring to standardized human behaviour and to what he calls the 'invisible technology' of language as well as to machines, Postman argues that 'Technique, like any other technology, tends to function independently of the system it serves. It becomes autonomous, in the manner of a robot that no longer obeys its master' (Postman 1993, p. 142).
  • The Frankenstein Syndrome: One creates a machine for a particular and limited purpose. But once the machine is built, we discover, always to our surprise - that it has ideas of its own; that it is quite capable not only of changing our habits but... of changing our habits of mind' (Postman 1983, p. 23).
  • ...2 more annotations...
  • they are 'always unpredictable'
  • The notion that technological developments arise to 'fill needs' is reflected in the myth that 'necessity is the mother of invention'. It presents technology as a benevolent servant of the human species. But as Carroll Purcell puts it, 'many modern "needs" are themselves inventions, the product of an economy that stimulates consumption so that it can make and market things for a profit' (Purcell 1994, p. 40).
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