Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade
Jenny Mackness, Independent Education Consultant and Researcher ; Frances Bell, Itinerant Scholar
Open Praxis Volume 7, Number 1, ISSN 1369-9997 e-ISSN 1369-9997 Publisher: International Council for Open and Distance Education
The authors present findings from the first stage of research into a ‘home-grown’ connectivist MOOC, Rhizomatic Learning: The Community is the Curriculum (Rhizo14). We compare the surface view of the MOOC that has been presented in a range of open blog posts and articles with the view from beneath the surface that we have found in data we have collected (some anonymously). Our analysis reveals a positive, even transformative, experience for many participants on the one hand, but some more negative experiences and outcomes for other participants. These findings highlight the need for further research on the ethical implications of pedagogical experimentation, interrelated processes of community and curriculum formation, the role of the MOOC convener, and learner experiences within MOOC communities. In this paper we report on the alternative experiences of Rhizo14 participants and identify issues that we will explore in deeper analysis in forthcoming publications.
Mackness, J. & Bell, F. (2015). Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade. Open Praxis, 7(1), 25-38. International Council for Open and Distance Education.
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Jenny Mackness, Frances Bell & Mariana Funes
Australasian Journal of Educational Technology Vol. 32, No. 1 (Mar 23, 2016)
Hanna Celina, Clement Lee, Patrick Olivier & Ahmed Kharrufa, Newcastle University, Open Lab, United Kingdom
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 76–81
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