Issues for democracy and social identity in Computer Mediated Communication and Networked Learning (2002)
Hodgson, V.
in Networked Learning: Perspectives and Issues, Steeples, C., and Jones, C. ( Eds) Spinger-Verlag, London Ltd
Claims made for CMC as a context for learning include practical, theoretical and cultural.
theoretical
critical pedagogy school of educational thinking
- p230 ' the proponents of this school advocate that higher levels of learning and knowing are achieved through critical reflexivity and dialogic processes'
- ideal discourse ( Boyd(1987), Boshier (1990)
- Merizow , 1988 has ' is accepting of others as equal partners' - ? no visual clues to reflect status ( whether appearance or other)
practical
Exploring ideas of equality further.
culture or cultural artefact?
but there is the question of what part does social presence &/or social identity play ?
idea of text carrying markers (Simeon Yates, 1997)
need to sort out whether online communities are a separate culture or a cultural artefact?. If it is a cultural artefact then the internet can be viewed as p232 ' an agent of change' and that the way it is used is the central question. With this view any online community is seen as an extension of existing social practices and patterns of interaction.
p233 ' We claim that it is important to both recognise the intrinsic interplay between what the users bring with them from their own context of practice and experience, and what can be created/developed in the virtual environment and then in turn transferred back into the non-virtual world.'
p233 the author argues that ' at any moment in time in an online discussion what you see/read is what is 'real' '
