Jan 062016

Today I am delighted to be hosting – in my eLearning@ed Convener hat – a talk from Martin Hawksey, from ALT.

Note: this is a live blog so apologies for any typos, errors etc – corrections always welcome.

I am one of about four members of staff at ALT – the Association of Learning Technologists. How many of you are ALT members? (a good chunk of the room are) And how many of you have heard of our conference? (pretty much all). I’m going to talk today about what else ALT does, where there are opportunities to take part etc.

A key part of what we want to do is improve practice, promote research and influence policy around information technology. We support learning technologists of course, but our members cross a wide range of roles reflecting the range of learning technology use. ALT itself was established in 1993 – before the internet which is an interesting marker. ALT has 1700+ individual and 180 organisational members at present. ALT works across sectors including Further Education, Higher Education and research, and ALT is also an international community. And, as you are all part of the University of Edinburgh you can join ALT for free as an associate member. To become a voting member/get involved in governance etc. you do, however, need to apply for full membership.

Before I worked at ALT I didn’t really appreciate that ALT is truly a membership organisation – and governed by its members. And that genuinely drives the organisation.

In terms of the benefits of membership there are three areas particularly relevant: keeping pace with technology; developing skills; recognition for your work. We also have the ALT-MEMBERS list (a Jiscmail list) and that is a really rich resource in terms of people posing questions, receiving feedback on what they are doing. You obviously have elearning@ed giving you a great insight into your local community, that ALT-MEMBERS list does some of the same stuff on a wider/global scale. For instance discussion on VLE Review (a conversation including 24 replies); tracking Twitter hashtags (a conversation including 14 replies); a post on appropriate use of social media and advice on inappropriate behaviour (had 15 replies and became a blog post drawing resources together); review of web conferening tools had 23 replies. So you can see there is huge interaction here, content to draw upon, trends to pick up, information being shared. If you aren’t yet a member of that list then you can sign up – it is a closed list and you need to be an ALT member to sign up.

Do you have any feedback on the mailing list?

Comment: It is just too busy for me, too many emails.

I think it is useful to have that health warning that there is a lot of traffic. You can manage that with filters, subscribing to the digest etc. But you need to be aware of the volume. In terms of posting we’d recommend a good subject line – to catch those eyes – and as with any list it’s good to do a bit of research first and share that in your post, that makes it more likely that you will have replies and engagement. Despite all the other technologies we have available email is still suprisingly important.

ALT also has Member Groups and SIGs (Special Interest Groups) on areas such as games and learning, open education, MOOCs, FELTAG.The SIGs tend to change as different trends go in and out of popularity – the open education group is especially busy at the moment for instance. There is also a specific ALT-Scotland group. So, for instance ALT-Scotland recently held a policy board with funders and policy makers to understand what they are thinking and doing at the moment which was hugely valuable.

In addition to email we are also using Twitter. For our conference and events we’ve moved away from specific hashtags for each towards a since hashtag – #altc – and that’s a great way to share your message with the community. We monitor and retweet that hashtag – and we have around 7000 followers. That hashtag can be used for projects, events, blog posts, etc. It’s pretty all encompassing.

As I mentioned ALT is your organisation, as a member. Our governance model is that we have a board of trustees including ALT members in Scotland – currently we have a member from Glasgow Caledonian, and another from Heriot-Watt. Our current vice-chair is Martin Weller, OU, our chair is ? and our current president is ?. We also have operational committees – a rewarding thing to do, enabling you engage with the community and good for your CV of course. And we have editors for the ALT journals as well.

I also mentioned recognition… How many of you have heard of CMALT – Certified Membership? (pretty much all in the room have) What do you want to know about it? It is a portfolio-based accreditation – you submit electronically and you can do that in whatever electronic format you like. That portfolio is certified by peers, and you can nominate one of your assessors. And they will give you feedback. There is a cost – about £150 – but if a group of you want to submit there is a reduced group rate.

Because there are a range of roles within ALT the skills assessed cover a range of core areas (operational issues; teaching, learning and assessment, wider context, communication), and specialist areas (such as leadership, tech development, administration, research, policy). The key thing is to certify your commitment to learning technology. It can feel like saying what you do but it is also about successes, reflection on success and failure, and working with feedback and support – about being a better learning technologist and making you have that professional journey. It isn’t just about the achievement of the certificate.

Question: How long does this take?

Once you are registered you have up to a year to complete and submit your portfolio. Obviously it doesn’t take that long to do. Maybe a few hours per area is sufficient – 20 or 24 hours perhaps for portfolios. There are examples of submitted portfolios and guidance on the ALT website. We also try to run regular CMALT webinars where you can talk to other candidates about the process and the detail.

Question: What are the benefits of doing CMALT?

Interestingly CMALT has been running for around 10 years now. We just passed our 300th CMALT certified members. And we have increasingly seen ALT members looking for CMALT as a desirable qualification for roles, which is obviously helpful for job prospects. The main benefit though is that process itself -the reflection, the capture of that experience, the opportunity to develop your practice.

Additionally CMALT maps to UKPSF and HEA Fellowship. We have mapped the requirements of UKPSF onto CMALT so that if you do either of those you may be able to reuse that work in applying to the other – there is more about this on the website.

Also we have the annual Learning Technologist of the Year Awards (#LTAwards), to recognise excellence in the sector. The awards are open internationally but most applicants are UK based. You can nominate someone else, or yourself. We normally announce these in April, so watch this space. Again, this is a great way to boost your CV but there is also a cash prize. This year the winner has been working on using Minecraft in teaching.

We have run ALT publications for years – we used to have the ALT Newsletter which we have now rebranded as the #ALTC Blog – anyone can contribute to this and we have editors who are all ALT members. We have around 225 posts and counting and look for posts of around 500 words each. Again, a great way to get information out.

We also have Research in Learning Technology (used to be known as ALTJ), and a great way to get full on research publications out there. It is a peer reviewed open access journal. It is rolling submission – although we have the capacity to do special issues. Again this publishing schedule fits with the roles and schedules of ALT members. There are no submission fees like some other open access journals – so little overhead to submitting. And the process can be very useful for preparing to submit to elsewhere. We have a bit of a boom at the moment so we currently have a call out for new editors – so if you are interested do take a look. Full details of submission processes can be found on the journal website.

As I mentioned we also have the annual conference, which is a really interesting conference but can melt your brain slightly – 3 very busy days! How many here have gone to the ALT conference? And how do you find it?

Comment) I find every second year works well. I like that you get a broad overview of what is happening in the sector, and a way to take the temperature of the sector in a fairly unique way.

Even if you can’t make it in person we do livestream a lot of the keynotes and plenary sessions, so we haven’t announced our keynote speaker. Last year we have Laura Cernovicz from Capetown, South Africa on ethics of education, open access, open education etc. We also had Jonathan Worth from University of Coventry, who has experimented with opening up courses to wider audiences and the challenges on informed and implied consent around use of social media in these. We also had Steve Wheeler. In the plenaries we had Rebecca ? from Oxford University on scaling learning analytics there. The videos of sessions are all available online on the ALT YouTube channel. It’s worth looking back to 2014 as we had some great speakers then including Audrey Walters, Catherine Cronin and Jeff Hayward.

In terms of other events note that OER16 is in Edinburgh next April – here at University of Edinburgh and co-chaired by Lorna Campbell and Melissa Highton.

Lorna: This year we are focusing on open cultures and making connections to galleries, museums. Submissions are closed at the moment – we are marking those right now. In terms of speakers we have Catherine Cronin, University of Galway; Melissa Highton, University of Edinburgh; John Scally, NLS; Emma Smith, Oxford University on Open Shakespeare work; and Jim Groom from DS106 – a MOOC or perhaps a cult – and the forefront of open higher education. The conference is on 19th and 20th April and registration will open up shortly. And it would be great to see a good cross-section of Edinburgh folk there.

Martin: ALT’s work with OER is a more recent thing, in terms of supporting its’ running. And that is in recognition of the importance of openness. And it’s worth noting that the call for OER17 chairs is now open.

The other thing to be aware of is the ALT Online Winter Conference 2015 – a free conference online, open to anyone to drop into and participate. Presenters all needed to be ALT members. And we hope to run this again this year. The call will go out in September so keep an eye out for that.

Something else ALT does is the policy side. So, a big plug here for our ALT Annual Survey – which is our opportunity to understand current and future practice, to enable us to represent our members needs. And this information helps us understand those needs for policy responses as well, for instance on the development of the Digital Learning and Teaching Strategy for Scotland. Currently ALT is preparing a response to the TEF as well.

One of the things I wanted to talk about was… last night I tweeted that I’d be talking here and was looking for what the benefit of being a member of ALT is… Originally I asked about technology and I realised there were technologies I wouldn’t have had access to without being part of ALT… For instance last year we ran an event here at the Informatics Forum where we got to use a real Oculus Rift – certainly at CES VR is supposed to be the big thing. Also John Kerr at Glasgow Caledonian had Google Glass along to see how his projects with it worked. There are opportunities to be introduced to new technologies. Also BuddyPress was something that in 2009 at the ALT Conference Joss Winn was experimenting with BuddyPress and finding it useful… Fast forward and we use BuddyPress in ALT activities, online courses etc. And it was that connection and chat that led to that solution… Again these are part of the benefits of being part of this lovely melting pot of people, contributing to the ALT community… Less about what than who in many ways.

Other benefits include discounts for the ALT conference (a big one), we also negotiate with other conferences – e.g. Online Educa this year.

Finally… Emerging areas and my advice on this…

This is related to the ALT community/membership thing. Throughout my career I have gotten the most out of technology by being flexible in what I focus on – but you do need to focus on things in some depth. A benefit of being part of a wider community means they can filter through those a bit, making you aware of them as they do. I have at various times worked on voting systems, peer instruction, Twitter, learning analytics… So, my advice is… With such a broad field keep half an eye of what is going on – and the ALT community is great for that – but also delve in and get lost in…

And with that Martin is done… and we open up for some discussion on emerging areas… this group suggests they include: policy; what an institution is and what its bounds are in the face of online education; teacher presence in various contexts, including the impact of MOOCs on student expectations.

Martin: Expectations are a really interesting area… In peer instruction you move things out of the classroom. Back when we trialled some of those approaches and moved a lecture out, the students resisted… They wanted that lecture, and to be in that room.

Comment: I think that depends on trust in peers… My undergraduate experience involved trusting some but there were also risks of social bullying dynamics and I would have had real concern about that.

Martin: The social aspect of being at an institution is a high priority… Whether an online experience can replicate that is interesting. And digital identity and the transitions between one form of digital identity to another, the move to professional attributes. Which is why learning technology is never dull!

And with that we broke for lunch and discussion. You can explore Martin’s magic live tweets and Lorna Campbell’s (less automated but no less impressive) live tweets in the Storify below:

You can also view the full story “Martin Hawksey talk on ALT for eLearning@ed (6th Jan 2016)” on Storify.

Nov 072013

Today I am connected to one of a new series of JISC and ALT (Association for Learning Technology) Digital Literacy webinarsMultimodal Profusion in the Massive Open Online Course – Jeremy Knox, Sian Bayne. 

I will be taking notes throughout the session and hopefully catching many of the questions etc. As usual this is a liveblog so my notes may include the odd error or typo – please let me have your thoughts or corrections in the comments below!  

:: Update: the recording for this session is now available here ::

According to Lesley Gourley’s introduction these sessions are all being recorded and being made available online via the ALT website. These webinars are based on forthcoming papers in Research in Learning Technology – Special issue on Scholarships and Literacies in the Digital Age. Beyond practice and into greater overarching change. This will be out towards the end of the year.

Lesley is introducing Jeremy and Sian. Sian’s research interests are related to teaching and learning online, particularly around post humanism and multimodal academic literacies. Jeremy is working on a PhD on critical post humanism in open educational environments.

We are beginning with Sian: We will be building on work we have done in our E-Learning and Digital Cultures MOOC and looking at how we can theorise what we have encountered there.

The E-Learning adn Digital Cultures MOOC has just begun it’s second run. It initially ran in early 2013 with around 27,000 students and is running again, launched this week, with around 19,000 students. And we have tried to see this as going beyond the classic MOOC lectures. Instead we have curated open educational resources, web essays, etc. alongside theoretical work and educational thinking. And we then encourage participants to blog their thoughts. We have discussion forums but we also encourage them to use Twitter (#edcmooc), to blog their experience… influenced by the cMOOC design than by the conventional xMOOC design. And we saw before – and are seeing again – a real sense of community development. We see very active Facebook group (4500+, G+ group (3800+) etc.

Jeremy: For me one of the ways in which this sort of massive participation seemed to manifest was in the submission of final assignments to the EDCMOOC. We had over 1700 artefacts submitted. We asked them to create something that commented on one or all of the course themes, something creative designed to be experienced on the web. What was really interesting to me was that in that requirement to make the digital artefact public… we initially did that so that we could use peer assessment – using the peer assessment module – and in order for that to work, and to mirror the public open pedagoguey we were trying to use. But as a result this digital creativity began to be collected and curated on the web. So this image we see on the screen – a Padlet page of 330 artefacts – but you get this profusion of digital creative work. That’s significant because not only is assessment usually hidden, it is also usually private. But this is really open and collaborative as an experience.

And that really led to us thinking about this as “sociomaterial”. This is emerging in some educational research (Fenwick, Edwards and Sawchuk 2011) and encompasses ANT, Complexity Theory, Cultural Historical Activity Theory and Spatial Theory. So we wanted to think about this as a way of percieving relationships between humans (the social) and non-humans (the material). The relation is all important here as this perspective is about disregarding form before the relation, instead seeing the relation between these things as the key focus. I like the idea of Karen Berad who talks about “inter-action” but if we talk about “intra-action” we talk about those things without having to regard them as pure forms.

So why the sociomaterial? Well it counters what can be seen as an over-emphasis on human agency, particularly in digital literacy discourse. The idea that technology is just there to achieve educational goals – an approach that overlooks the role of technology and the change or influence it can have. And it also responds to the idea that online environments are “virtual” or somehow “immaterial” – we are moving to a place where the web is something real and tangible. And when we get to the idea of things being tangible we can get to a place where we see things as situatable to education events. And it offers an alternative way of understanding knowledge – what it is and how it comes about. This isn’t too philosophical but part of the day to day work of educators and the sociomaterial has some profound insights here. And it allows us to acknowledge ways that software and algorithms co-produce digital work (rather than being simple “tools” for human use).

Sian: At this point we thought it might be useful to say what we mean by digital artefacts, those created with a sort of sociomaterial literacy. So I thought I would show a few examples. Firstly “Twitterchat by cikgubrian” on YouTube which brought together and aggregate an assemblage of impressions of the EDC MOOC. Next up “My Scottish MOOC by Willa Ryerson” – another animation about the experience of the Scottish MOOC. Finally “Our #EDCMooc Experience: Class? Network? Something Else?” a “Haiku Deck” using images and text comments. Now Jeremy will do a more detailed reading of some of these artefacts.

Jeremy: I want to provide more of a detailed overview of how these might be looked at as sociomaterial objects. firstly “World Builder: a crowd-sourced tag heart” by John O’Neill. This was created with a tag cloud tool. What struck me was that this was submitted as a piece of work to be assessed for representing a theme of the course. It is put forward as a stable contained piece of work. But I want to look at the processes to produce it… which question it’s source and finality. It’s a sociomaterial reading that enables us to do this. So this text was produced in the responses to a video used in the course called “World Builder” about an idealised virtual world for someone apparently in a coma in hospital. So this text is from around 85 posts in a forum thread from about 75 identified participants. So it was this participant who took this text from the forum. A number of the responses addresses specific questions that we as a teaching team put forward, so our text not only informed that discussion as well. so the distributed elements were not just discursive but there were technological and algorithmic elements that shaped these texts. There are a number of automatic process that take place on this text. Several interesting variables come into play here. The scale of font to relative frequency is adjustable. The tightness regulate how tightly the words fit into a shape. But there are also factors that are automatic algorithmic changes – like removal of small words, combining of tenses, sometimes plurals. These are encoded into the software. And there is the heartshape as well… which determines location and proximity of words. So this seems to embody the symbolic from the material in this. It is a hybrid object, a continuity of matter and culture here. Social and material are not distinct. And as significant as the contesting and blurring of origins, also it’s stability and finality of the object is under question… it was submitted as a Flickr image, also in a Wallwisher, also on Tagxedo website. On the latter website each word is a hyperlink. That really blurs the status of the object as final for me.

And the second example is “E-Learning and Human 3.0” by Nick Hood, created by VideoScribe. It’s a presentation software using text and an animated hand. Once again this presentation has come about from some really interesting and layered process. So the user inputs text and positions it within a sort of whiteboard space. And select from some existing images. And you choose a sort of “preferred limb” for writing. This represents an archetypal black box of digital creation. A tension between software accessibility and usability – this software is clearly both accessible and usable – and on the other hand a kind of openness and user agency. The user doesn’t have fantastic control. That tension is also about absence and presence… the hand is a sense of presence, the spatial aspect of the classroom that draws on the idea of whiteboard. But the surface layer conceals non human agencies at play.

So firstly I wanted to touch on the idea of the image of the hand. So this is a screen capture of the video options – the limb or writing implement – you’d like to animate your presentation with. Most are arms, some are instruments, one is a foot. So you enact a teaching body different from the author – you are distributing the teaching body. And also the hand is animated with the software that preceeds the software. The teaching body is performed by this really complex assemblage of bodies codes, and texts. These are co-constituantly non symbolic. The teacherly body is human and non human at once.

The other thing is this straight forward way of simulating the classroom space. this was submitted via YouTube, where the video has algorithmically generated suggestions. And it will consider the viewer currently watching as well as other viewers of this video – and what they have looked at. This is complex and ongoing algorithm of human interaction that persistently changes that page and that video. Elements are rearranged, reordered, constantly reproduced by humans and algorithms. Human, body, algorithm and non human actor are all present and interacting.

Sian: so I guess we want to end with implications – what does this all mean? Jeremy picked on two of thousands of artefacts to think about how they fit into code, algorithms and agency. Some themes here:

Non-representationalism – seeing knowledge not as something re-produced or re-created outside of a situation (the human min) but instead knowledge is within and part of enacted relational process. Does the artefact convey the intentions of the author? It is about a more complex performance involving both the person and the alogorithmic elements. A new way to understanding that.

Anti-anthropocentrism – the decentreing of a human or human author as the authentic single author of a digital work, it is problematised, this idea of technology in our service… instead it is about decentring the subjtec allows to move beyond an instrumental view of technology and simplistic ideas of empowerment. It helps us interact criticism. So for instance that tool used by Nick presents all limb options as white, forcing us to think critically about that. So we have fundamental issues to consider here.

Both artefacts are i nteresting, we could have spoken about hundreds of examples. Our overarching point is to see digital literacy as something other than technical mastery, instead theoretical areas that decentre human intention.

Jeremy: So some conclusions to add to some of that. I find it interesting that in much digital literacy work you see this emphasis on skills training and future proofing. The idea of training, especially in schools, to enable students to be competant citizens for the futrue. Interesting to consider that in the context of anxiety and fear in relation to technology. Perhaps this may be a response to the loss of stability and authority in digital space.

We see the digital artefacts of the EDCMOOCs as a demonstration of complex, contingent, specific and relational sociomatierla practices.

The resulting knowledge might be considered a collective enactment of human and non-human agencies. Context matters here.

And this perspective gives us a new way to look at digital literacies. We see technology as having a role that expands further to the wider social, cultural and technological contingencies which shape work produced in educational contexts.


Q1) Are YouTube videos on any channels?

A1 – Sian) We can share a list of the videos included here. I can also send around some sites where MOOC students have tried to crowdsource and curate these.

Q2) Interesting interpretation: how close is your relational-sociomaterial stance to Siemens and Downes’ Connectivism

A2 – Jeremy) Siemens and Downes are doing good work updating the social constructivist view of MOOCs up to date. For me it’s about how technology is perceived. A lot of the connectivism work slips into an instrumentalist view of technology as there to inform connections. Sociomaterial perspectvies takes a more nuanced views. Siemens has talked about “non human devices” so there are some interesting cross overs. But the view of technology is where they don’t quite correlate.

A2 – Sian) Connectivism making some great work and shifts in terms of pedagogical design but yes, still about being anthrocentric, less focus on the materiality of those networks. That is the slight difference for me than the sociomaterial approach we’ve taken here.

Q3) Why Collaborate rather than Google+ Hangouts

A3 – Lesley) ALT’s preferred method due to numbers.

Q4 – Nick) Is there any aspect of your research that considers the teacher as assessor and how aligned the teachers digital literacy has to be with the student’s digital literacy. Some students submit work that could be challenging to assess in terms of what parts of that work are the students’ own work versus the choice of tool use, to be able to interpret what the students content is?

A4 – Sian) Such an important question. Partly about teachers knowledge and understanding. Partly about what the tool can do. But it also troubles the notion of assessment. And it troubles the frameworks of assessment in particular – those are grounded in textual history, but this is much more about interpretation and the interpretation of the teacher. We are as much taxing our interpretation as the students skills. It questions intentionality.

A4 – Jeremy) A great question. The sociomaterial reading really questions if we can really assess the skill of the author or the skill of the algorithm. The YouTube recommendation algorithm… we don’t need to work out exactly what it’s doing, not the point, but it’s about showing it as entangles and enmeshes, the algorithm isn’t a purely material form, you can’t separate out the intention of the author. And that really troubles identifying and assessing achievements. Interpretation is an interesting way to move that forward.

Q5)  What criteria do you use to assess the students artefacts or creations?

A5 – Jeremy) These were peer assessed. We defined some criteria within the course and asked students to peer assess each other’s work. Students submitted the URLs. the software allocated the URLs to three students for feedback and grading. We were really experimenting with peer assessments. We weren’t trying to impose a sociomaterial assessment, these are a response to that process.

A5 – Sian) We drew on experience of peer assessment from the MSc of eLearning. The criteria wasn’t sociomaterial exactly. There is another aspect of form here, ideally we would respond in the same form as the submitted artefact.

Q6) Is the Edinburgh MOOC a cMOOC? And I’m not clear on the difference!

A7 – Jeremy) A cMOOC is a connectivist MOOC, the likes of Siemens, Downes and Cormier who were experimenting with open content and assemment. They were the original courses called MOOCs. Later Coursera, EdX etc. created platforms called MOOCs, called xMOOCs to distinguish from cMOOCs. So cMOOCs more radical and distributed. xMOOCs hosted centrally, usually established universities, high profile. I’m not sure we were either. Not convinced either is a valid way to talk about MOOCs. When xMOOCs first emerged… the first wave contained video lectures and quizzes in the first wave but actually things are moving on – Sian has been doing some work on this – but we weren’t really either. We wanted to combine interest in experimentation with Coursera platform.

A7 – Sian) Myself and Jen Ross have been doing some work for the UK HEA about MOOC pedgogies. No-one really talking about xMOOCs or cMOOCs so much anymore. One message out of that is that in the UK only really hybrid pedagogies in the UK.

Q8) In terms of digital literacy… perhaps the issue is that we are not sure what literacy means in any context.

A8 – Jeremy) Robin Goodfellow has done some great work on what we mean when we say “digital literacy”. We were taking a slightly different approach and rethink the idea of the human at the centre. See Sue Thomas’ interesting work on the complexities of literacy, of transliteracies. The complexities and factors here. Again that work for us… that still has the idea of the tool as something separate from the person using it.

A8 – Sian) I’d agree that literacy is an increasingly problematic term – Robin has done good work here but we have terms like “emotional literacy” etc. Some real muddiness not for researchers

Q9 – from me) In terms of critiquing digital literacies how much of what you critique of the instrumental approach is actually grounded in pragmatic needs of policy makers, funders, etc? Whilst skills based approaches are problematic, they are actionable for those decision makers. How would more sociomaterial approaches be actionable in terms of policy, in terms of ensuring critically skilled students/individuals?

A9 – Sian) I think you are right, skills based approaches can be addressed by policies but they construct literacies as deficits, so it’s about rethinking about literacy as capacities. To think again about how technology plays an active partnership in the way meaning is constructed. Hard in terms of policies but lets us move away from the idea of deficits and competencies…

A9 – Jeremy) Great question. It makes me think about the issues of literacies as a driver for MOOCs, efficiency gains etc. For me that question is great because it points to much wider institutional and political factors at play and the wider discourse around elearning.

Q10) Will you run the same course again?

A10 – Sian) We intend to offer it three times. We have made small changes this time and possibly again… but after that… well MOOCs are moving so quickly. I’m sure we’ll want to ride whatever waves are coming next…

A10 – Jeremy) There was a particular MOOC moment and I feel priviledged to have been teaching in that moment. As a team we would be interested in working at the critical edge of what is happening, not sure MOOCs will be in the near future. To add to what Sian said we had a lot of feedback on teh first MOOC. Around 60% of the first wave students worked in education and we have used their feedback. We shall do that again. But we also like to surprise people so we look forward to the third MOOC!

Q11) Seeing how different and personal those artefacts are for each learner, is it possible to define any sort of ‘common’ digital literacy, or would it be different for each person?

A11 – Jeremy) Yes, I think it really questions that idea… that distribution of agency and creativity. So many people were involved in creating that word cloud, including us as teachers. Of course the author plays a significant role in that particular coming together. But yeah, it definitely questions that.

A11 – Sian) I’d agree with that. That’s whats exciting about these academic forms, that can’t be flattened like traditional academic forms. And questions what we do when we assess academic work.

Q12 – Nick) I was just wondering about the different knowledge that participants arrive with… the issue of literacies and how they change, it moves all the time

A12 – Sian) It does really move, really question assessible terms

A12 – Jeremy) That relates to the earlier question. It is so situationable. It is not assessable to generalisable criteria really. if we think about these as singularities it is tricky to see how you might understand them and how important the situation they come about through.

Q13 – Lesley) I’m interested in what you’ve been talking about in terms of representation, assemblages and how they may be critiqued. The loss of some sort of shared code. When we think of masters or postgraduate level works, how do you engage critically with say that heart shape word cloud.

A13 – Jeremy) for me the sociomaterial reading is a way to be critical about what happened in order to understand how that artefact came about. It is about recognising the author and the decentering of that author… not a flattening out of considering what’s important and powerful and not represented, just a way to think about what is important, what is powerful in that coming together.

A13 – Sian) I think lesley and others may be interested in the ESRC Seminar Series that Jeremy and I are involved in around code in educational practice.

And with that we draw to a close with thanks to the speakers and facilitators.

See also: