Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC

The Connected Learning Massive Open Online Collaboration (CLMOOC) is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of research that investigates learning processes in MOOC experiences, this paper examines the situated literacy practices that emerged as educators in CLMOOC composed, collaborated, and distributed multimediated artifacts. Using a collaborative, interactive visual mapping tool as participant-researchers, we analyzed relationships between publically available artifacts and posts generated in one week through a transliteracies framework. Culled data included posts on Twitter (n = 678), a Google+ Community (n = 105), a Facebook Group (n = 19), a blog feed (n = 5), and a “make� repository (n = 21). Remix was found to be a primary form of interaction and mediator of learning. Participants not only iterated on each others’ artifacts, but on social processes and shared practices as well. Our analysis illuminated four distinct remix mobilities and relational tendencies—bursting, drifting, leveraging, and turning. Bursting and drifting characterize the paces and proximities of remixing while leveraging and turning are activities more obviously disruptive of social processes and power hierarchies. These mobilities and tendencies revealed remix as an emergent, iterative, collaborative, critical practice with transformative possibilities for openly networked web-mediated professional learning.ECU Open Access Publishing Support Fun

Bottom-up Infrastructures: Aligning Politics and Technology in building a Wireless Community Network

Contemporary innovation in infrastructures is increasingly characterized by a close relationship between experts and lay people. This phenomenon has attracted the attention from a wide range of disciplines, including computer-supported cooperative work (CSCW), science and technology studies (S&TS), organization studies and participatory design (PD). Connecting to this broad area of research, the article presents a qualitative case study concerning the building and maintenance of a grassroots, bottom-up information infrastructure in Italy, defined as wireless community network (WCN). Methodologically, the research is based on qualitative interviews with participants to the WCN, ethnographic observations and document analysis. The aim of the article is to understand the alignment between the technical work implied in building this bottom-up infrastructure and the political and cultural frameworks that move people to participate to this project. Relying on the field of science & technology studies, and in particular on the notions of ‘inverse infrastructure’ and ‘research in the wild’, we disclose the WCN’s peculiar innovation trajectory, localized outside conventional spaces of research and development. Overall, the presentation of the qualitative and ethnographic data allows to point out a more general reflection on bottom-up infrastructures and to enrich the academic debate concerning bottom-up infrastructuring work and other similar typologies of collaborative design projects in the domain of infrastructures