A171 Start writing for the Internet, 10 points, starts May, runs for 12 weeks. About 80 students – evenly balanced between males and females. A173 Writing family history, 10 points, starts May, runs for 12 weeks. About 180 students – mostly women. Also has an OUSA cafe. T183 Design and the web, 10 points, starts […]
Well, there’s a lot of discourse analysis here. * Corpus analysis. I put the text of all four conferences into a data base and pull out subject positions in some way. * I follow the trajectory of individual students. I’d like to supplement this with interviews. * I look at the whole conference, pull out […]
* Which are the main subject positions to be found within a learning community which comes together in an aynchronous online environment? * How are these subject positions introduced or created? * Which of these subject positions work to support learning, and which discourage learning? * How can the asynchronous environment be designed in order […]
I’m reading a report by Bonk and Wisher on collaborative and e-learning tools. http://publicationshare.com/docs/Dist.Learn(Wisher).pdf They identify the following questions, most of which seem to originate in Chao’s unpublished thesis. I like question 8 about the development of trust and openness. 1. What conditions foster online learning communities? What social structures must be in place? 2. […]
OK, here is the first ever formulation of my PhD research question (after I ditched the original idea about international communities in primary schools). How do people successfully become members of an online learning community? And the sub-quesion: ‘What problems and limitations stand in the way of successful membership? Dave Wield suggested formulating the question […]