Project Reflection and Review

This page will be updated periodically to capture key points addressed in the Project Reflections category of the blog.

Interim Report

The project team will shortly be producing an interim report on the progress of the COMC project. We will be organising this around the following categories:

•Summary
•Activities & Progress
•Institutional & Project Partner Issues
•Outputs & Deliverables
•Outcomes & Lessons Learned (so far)
•Evaluation
•Dissemination
•Issues & Challenges
•Collaboration & Support
•Budget update
This report will be made public in April but elements of it will be available in advance of this.
MOOC Approaches

An early aspect of the reflection on this page  will be to consider MOOC approaches and whether to take up Stephen Downes invitation for others in the field to connect /link their projects with his MOOC project, or just participate in the next Change MOOC.

Initially the team feel that MOOC approaches are focused heavily on teaching about how to offer develop the MOOC approach and community itself, this is a very interesting community and way of working, but so far seems orientated towards educational technologists and educational developers. Our focus – whilst adopting a closely related stance towards content is heavily orientated towards subject specialist content. Therefore we intend to come back to the MOOC spaces when we are in the review phase of the project.

 

 

3 thoughts on “Project Reflection and Review

  1. Week three picbod: We’re finding we’ve not the level of engagement we’ve experienced at this point in previous classes and we’re convinced that this is in large part due to how we’ve structured our time.
    In the past our engagement via Twitter and the various social media environments has been rolling throughout every day of the week – not all day but a little every day. With the funding we’ve had to be much more structured about where our project time means so we can focus solely on what we’ve been funded to do. This block of time is okay for traditional approaches but not suitable to keeping an online conversation bubbling, so we’re re-thinking it.

    We’ve reached out to collaborate with another online class in the US and a magazine here in the UK, both of which inhabit some or all of the online environments that we’re working in.

  2. Breakthrough – week three’s session. I insisted that the recorded interview we’d prepared prior to the class, was watched individually with each students (earphones on) having to tweet their notes (tagged #picbod). I had a live feed of this on the main classroom screen and so saw all of the students points of interest. The students too were the able to aggregate everyone else’s notes and see that in fact most had made similar observations, which seemed to inspire confidence to then discuss the interview openly. One of the best discussions I /we’ve had.

    I then showed them how far their tweets had spread via tweetreach.com and it was over 7000 people. We also looked at some of the people who’d retweeted some of their notes (and so were tuning in to the conversation), amongst which was a curator and international publisher.

  3. Photographing the City
    One of the aims of Living in the Digital World is to encourage students to break free of common or stereotypical perceptions of the cityspaces which form the backdrop to their particular projects. Such perceptions are typically (and perhaps understandably given that these are the formal perceptions most cities wish us to experience) based around the ‘tourist gaze’ and focus on famous monuments, historic buildings and postcard vistas. A useful way for students to start viewing cities as complex and often contradictory places of social interaction informed by power-axes of history, population demographics, economics and industry, etc is to get them to think about and record visually the multiplicity of buildings within a city and how these speak about the character of the city.

    In this context time was spent before the Christmas break introducing students to various photographic techniques in preparation for their field trips with the aim of getting students to see cities in unusual and revealing perceptions. Our first group has just returned from Bergen from the first leg of their field research and, with no prior photographic training or specialist skill have produced an impressive portfolio of photographs which are currently in the process of being archived.

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