Yearly Archives: 2006

What do I do with my data?

Right, I’ve pulled my data to pieces, word by word. Not sure how useful that was. Time wil tell. Now I’ve read through the majority of my notes for the last six months, and I’ve made a list of ways to come at this data. I’ve listed them below so I won’t lose them.

Questions
Are they happy online?
How do they acknowledge / react to M?
Are they supported or hindered by the ‘real world’?
Where are their networks / weak ties?
Do I see them gaining trust and respect? Do they demonstrate reliability and ability?
What types of thing are praised by the group?
What forms of validation are there? Which ideas are valued and respected?
Which ideas and suggestions are ignored?
How do they work to establish identities?
Which stories are being rehearsed?
How embodied is it? (Interesting, but possibly irrelevant)
Are identities mobilised to support learning?
How is identity established?
What are the backstage areas, and how are they used?
When do people first model each online skill? Which are taken up?
Identities
Who creates the subject positions? OU? BPS? Students? Tutors?
Which identities/positions are readily taken up? Eg nervous, unsure.
Online identities: suckers, newbies, social loafers
Is this text or identity? How do they treat it?
Constructing identity via projection of beliefs / expectations / social states (Crook).
Approaches 

Follow the trajectories of individual students. When are they involved? Who with?
Key incidents: breakdown, Xmas, M, deadlines
Social network theory: Haythornthwaite
Prototype theory
Informality
Do their emotions relate to their engagement?
What informal relations do I see developing?
Is the effectiveness of the group in any way related to social interaction?
Playfulness / informality / nonsense / off-topic discussion.
Follow up
Lapadat – the advantages of asynchronicity. Are these borne out here?
Find out more about interpretative repertoires.
Weinberger on social scripts – I think this is like modelling behaviours. Check.
Do I see clarification / elaboration / interpretation? – other criteria CF Mercer.
Schrire on higher-order thinking. What evidence of that is visible?
Murphy’s graded classification of collaboration.
Burnett – who don’t they accept info from? Who gets ignored? M??
Learning community / Community of practice
What makes this a learning community or a CoP? Find a definition.
Seems to have all the aspects of a CoP except for being voluntary.
Do they articulate their purpose / goal? Is it the same for all of them?

Community or settlement?

I’m still puzzling over the big issue for Internet community research ethics. Is what we see online a virtual identity,which should be treated according to the ethical standards of human subject research, or is it published text, in which case the relevant ethical standards relate to copyright and acknowledgement?

Quentin Jones article on cyber settlements and online comunities perhaps points a way forward here. In an online community people have identities, in a cyber settlement you find artefacts. It’s a subtle distinction, but I think it’s useful.

For example, in ‘my’ conference. If I look at how many people posted attachments in week three, or how many replies there were compared with new threads, I’d be looking at the artefacts of a cyber settlement. If I look at the content of the postings I’m looking at the online community.

Embodied

I’m trying to decide whether the words in my conference are embodied or not. It’s surprisingly difficult. Is Santa embodied? What about heavens? Or mind? I’m writing this, so is writing embodied?

The distinction between virtual and real isn’t very clear when you come to think of it.

I guess all abstract nouns are virtual: goodness, health, opinion. But they’re pre-technology virtual. So health is abstract and therefore virtual, but it’s also embodied most of the time.

The Ancient Greeks used to personify all abstract nouns as gods. I guess if they’d been around today there’d have been a range of gods in the pantheon representing email and virtual community. This idea has been taken up to a certain extent by the Catholic church, where abstract nouns get patrons saints. I note that Saint Isidore of Seville is the proposed saint of Internet users despite his having died in the seventh century.

 OK, I’m rambling, enough already.

The influence of examples

There seem to be a very few high-profile cases around which the discourse of Internet research ethics has been based. There’s ‘A Rape in Cyberspace’ which Julian Dibbell wrote up in Village Voice in 1993. This has all sorts of ramifications but, from the point of view of research ethics, the message is – these are real people in cyberspace, and they can be harmed.

Then there’s the case of JennyMUSH, a form of MUD populated by survivors of sexual abuse. From a research ethics point of view, it’s not so much what happened in JennyMUSH, as the way that it then became a honeypot for researchers, with the result that it then became a much less safe place for participants to be. 

The Carnegie-Mellon cyberporn study became a big issue because of all the publicity it got – it was originally an unethical piece of research carried out by an undergraduate. He used deception to access private data to study usage of pornography on the Internet. Any ethical monitoring whatsoever would have knocked this study on the head – I’m not sure that it needed any new Internet rules to be introduced.

So, on the back of these three cases, we have a proliferation of ethical rules and codes and musings. I think it’s significant that the cases have connections to rape, to abuse and to (child and other) pornography. The bigger crimes – which have nothing to do with research ethics – are used to flavour the research ethics debate which leads, perhaps, to overkill. 

Otherwise, we have anecdotal evidence of people getting annoyed by researchers, but that’s about it. Some people began to feel less secure and more overlooked in their online world – but it could be argued that that’s a good thing, they now have a more accurate perspective on how cyberspace operates.

Thinking about ethics

I’m struggling with the ethics of Internet research at the moment, which is more complicated than you might think. Depending on how you conceptualise the Internet, you need to apply different forms of ethical thinking.

If you view the Internet as a virtual space populated by human actors, then you need a human subject approach to ethics, with informed consent a big issue. If, on the other hand, you see the Internet as an accumulation of texts, then your concern is with data protection, copyright and intellectual property rights.

Blogs and newspapers may highlight this dilemma. A newspaper is in the public domain – you can research it as much as you like, unless you appropriate so much of it for yourself that you breach copyright. A blog, on the other hand, can be viewed as an online persona. It’s in the public domain, but it may have been written primarily for family or friends.

On the other hand, a blog may have been written to publicise a version of the news. To treat it as a person means limiting your study of it, and thus privileging the version of the news put out by a large or multinational company. Thus, ethically speaking, some blogs should be treated as manifestations of online identity and others should be treated as public-domain texts. But which blogs are which?

Issues to consider

I spoke to Robin Goodfellow the other day. He suggested:

Investigating which identities are readily taken up in a FirstClass conference.

Considering the role of the researcher in the co-construction of identity. Which stories are being rehearsed and which discourses are being reproduced?

Tinkering with research questions

I’m felling pleased with myself, as I’ve managed to knock together 5000 words, which looks like a first draft of half of my literature review. It’s full of holes, and it misses out the really difficult areas (learning theory and various discourse analysis views on identity) but I can see that it might all fit together eventually.

As a result, I’ve tinkered with my research questions once again. So, just to archive how they fluctuate, here they are:

  • Which are the key identities available within a learning community which comes together in an asynchronous online environment? 

  • How are these identities introduced or created? 

  • Which of these identities are mobilised to support learning, and which to discourage learning? 

  • How can the asynchronous environment be designed in order that participants will position themselves, and others, in ways which support learning?