What is it like to learn and participate in rhizomatic MOOCs? a collaborative autoethnography of #RHIZO14

In January 2014, we participated in a connectivist-style massive open online course (cMOOC) called "Rhizomatic Learning – The community is the curriculum" (#rhizo14). In rhizomatic learning, teacher and student roles are radically restructured. Course content and value come mostly from students; the teacher, at most, is a curator who provides a starting point and guidance and sometimes participates as a learner. Early on, we felt that we were in a unique learning experience that we wanted to capture in writing. Explaining #rhizo14 to others without the benefit of traditional processes, practices, roles, or structures, however, presented a challenge. We invited participants to contribute narratives to a collaborative autoethnography (CAE), which comprises an assortment of collaborative Google Docs, blog posts by individuals, and comments on those documents and posts. This strategy afforded insight into what many participants found to be a most engaging course and what for some was a transformative experience. In discussing the findings from the CAE, our intent is to benefit others interested in rhizomatic learning spaces such as cMOOCs. This authoethnography specifically addresses gaps both in the understanding of the learner experience in cMOOCs and in the nature of rhizomatic learning

Writing the unreadable untext: a collaborative autoethnography of #rhizo14

No abstract available

Pioneering Alternative Forms of Collaboration

One key experience of human work, life, and play is people working together on a common goal. Yet this aspect of working together does not have one primary recognizable instantiation of what it means to work together. Words like collaboration and cooperation are often used to describe such instances, but even words like ‘collaboration’ don’t always have a neat formula for working through a collaboration. In this article we examine and reflect on our own collaborative experiences as a research group. We do this through an examination of past experiences, and through a method of writing that developed in our group. We have called this type of writing a ‘swarm,’ and we explore our working together, and swarm writing, as a new type of collaborative instantiation that allows scholars, their research, and their tools and processes to self-organize as complex, open systems

What is it Like to Learn and Participate in Rhizomatic MOOCs? A Collaborative Autoethnography of #RHIZO14

In January 2014, we participated in a connectivist-style massive open online course (cMOOC) called Rhizomatic Learning – The community is the curriculum (#rhizo14). In rhizomatic learning, teacher and student roles are radically restructured. Course content and value come mostly from students; the teacher, at most, is a curator who provides a starting point and guidance and sometimes participates as a learner. Early on, we felt that we were in a unique learning experience that we wanted to capture in writing. Explaining #rhizo14 to others without the benefit of traditional processes, practices, roles, or structures, however, presented a challenge. We invited participants to contribute narratives to a collaborative autoethnography (CAE), which comprises an assortment of collaborative Google Docs, blog posts by individuals, and comments on those documents and posts. This strategy afforded insight into what many participants found to be a most engaging course and what for some was a transformative experience. In discussing the findings from the CAE, our intent is to benefit others interested in rhizomatic learning spaces such as cMOOCs. This authoethnography specifically addresses gaps both in the understanding of the learner experience in cMOOCs and in the nature of rhizomatic learning

Merging MOOC and mLearning for Increased Learner Interaction

In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate learner interactions and dialogues in an open online course. The paper presents a case study of how MobiMOOC, a course created using the MOOC format, demonstrates the synergistic characteristics between the MOOC format and mLearning, making a combination of both fields ideal for contemporary, digital, collaborative learning, and knowledge construction based on learner interactions and dialogue. MobiMOOC was a six-week online course focusing on mLearning that ran in April and May 2011. An endof-course survey providesinsight thatsupportsthe synergies between MOOCs and mLearning: collaboration, informal and lifelong learning, and dialogue.Fil: De Waard, Inge. Athabasca University; BélgicaFil: Koutropoulos, Apostolos. University of Massachusetts; Estados UnidosFil: Hogue, Rebecca J.. University of Ottawa; CanadáFil: Abajian, Sean C.. California State University Northridge (calif. State Univ. Northridge);Fil: Keskin, Nilgün Özdamar. Anadolu University; TurquíaFil: Rodriguez, Carlos Osvaldo. Universidad del Cema. Departamento de Ingeniería Informatica; Argentina. Universidad Nacional de La Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Gallagher, Michael Sean. University of Edinburgh; Reino Unid

Specific antenatal interventions for Black, Asian and Minority Ethnic (BAME) pregnant women at high risk of poor birth outcomes in the United Kingdom: a scoping review

Background: Disparity exists in maternal and infant birth outcomes of Black and Minority Ethnic (BAME) women giving birth in the United Kingdom (UK) compared to the majority. There is therefore a need to reconsider existing maternity service provision to ensure culturally competent services. The purpose of this scoping review was to ascertain what specific maternity interventions have been implemented in the UK for BAME women (2004–2014) so that increased awareness of the need and scope of specific maternity interventions for BAME women can be identified. Methods: A scoping review was conducted in order to determine the evidence base. It was determined that no prior systematic reviews had been conducted and it was apparent that literature in this field was sparse. Scoping review is an ideal method when literature is likely to be heterogeneous and the research field relatively unexplored. A keyword strategy was used implementing population (P), intervention (I), comparison (C) and outcomes (O). Results: An initial 2188 papers were identified. Following screening and review, only 5 heterogeneous papers remained suitable and were included. The included interventions employed sample sizes of N = 160-1441, examined a range of different outcome measures and were delivered across different parts of the UK with high numbers of BAME residents. Conclusions: There is a lack of rigorous research interventions and practice interventions which are currently documented, of specific maternity interventions which are aimed to address culturally competent maternity services and the sharing of best practice addressing the increased risks of BAME women delivering in the UK

What is it like to learn and participate in rhizomatic MOOCs? a collaborative autoethnography of #RHIZO14

In January 2014, we participated in a connectivist-style massive open online course (cMOOC) called "Rhizomatic Learning – The community is the curriculum" (#rhizo14). In rhizomatic learning, teacher and student roles are radically restructured. Course content and value come mostly from students; the teacher, at most, is a curator who provides a starting point and guidance and sometimes participates as a learner. Early on, we felt that we were in a unique learning experience that we wanted to capture in writing. Explaining #rhizo14 to others without the benefit of traditional processes, practices, roles, or structures, however, presented a challenge. We invited participants to contribute narratives to a collaborative autoethnography (CAE), which comprises an assortment of collaborative Google Docs, blog posts by individuals, and comments on those documents and posts. This strategy afforded insight into what many participants found to be a most engaging course and what for some was a transformative experience. In discussing the findings from the CAE, our intent is to benefit others interested in rhizomatic learning spaces such as cMOOCs. This authoethnography specifically addresses gaps both in the understanding of the learner experience in cMOOCs and in the nature of rhizomatic learning