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Rhizo14: A Rhizomatic learning cMOOC in sunlight and in shade
Mackness, Jenny and Bell, Frances

PublishedMarch 2015
JournalOpen Praxis
Volume 7, Issue 1, Pages 25-38
EditorGil-Jaurena, Inés

ABSTRACT
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.

Keywords ethics · learner experience ·  · Rhizo14 · rhizomatic learning · teaching

ISSN2304-070X
Other number1
RefereedYes
Rightsby/3.0
DOI10.5944/openpraxis.7.1.173
URLhttp://openpraxis.org/index.php/OpenPraxis/article/view/173
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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