This article contributes to the literature on connectivism, connectivist MOOCs (cMOOCs) and rhizomatic learning by examining participant interactions, community formation and nomadic learner behavior in a particular cMOOC, #rhizo15, facilitated for 6 weeks by Dave Cormier. It further focuses on what we can learn by observing Twitter interactions particularly. As an explanatory mixed research design, Social Network Analysis and content analysis were employed for the purposes of the research. SNA is used at the macro, meso and micro levels, and content analysis of one week of the MOOC was conducted using the Community of Inquiry framework. The macro level analysis demonstrates that communities in a rhizomatic connectivist networks have chaotic relationships with other communities in different dimensions (clarified by use of hashtags of concurrent, past and future events). A key finding at the meso level was that as #rhizo15 progressed and number of active participants decreased, interaction increased in overall network. The micro level analysis further reveals that, though completely online, the nature of open online ecosystems are very convenient to facilitate the formation of community. The content analysis of week 3 tweets demonstrated that cognitive presence was the most frequently observed, while teaching presence (teaching behaviors of both facilitator and participants) was the lowest. This research recognizes the limitations of looking only at Twitter when #rhizo15 conversations occurred over multiple platforms frequented by overlapping but not identical groups of people. However, it provides a valuable partial perspective at the macro meso and micro levels that contribute to our understanding of community-building in cMOOCs.

This paper traces ten years of development of the concept of the postdigital in the works of six scholars (Richard Hall, Ian Truelove, David White, Mark Childs, David Cormier, and Lawrie Phipps) acting under the collective pseudonym the 52group. The first part of the paper reproduces the 52group's manifesto entitled 'Preparing for the postdigital era'. The second part of the paper reproduces 2015 responses to 'Preparing for the postdigital era' published on group members' blogs and websites. The third part of the paper brings together group members' responses written in 2019 for the purpose of this article. The conclusion analyses these developments and situates them within recent developments in postdigital thinking. The article provides deep insights into the nature of our postdigital reality and offers two main contributions. First, the article offers some intellectual ancestry for postdigital theory and practice. Second, the article offers a unique insight into the evolution of feelings of people who have thought deeply about our postdigital era. With these contributions, the article offers a much-needed historical view to the postdigital and situates current postdigital thought into wider philosophical, social, and educational contexts.

No abstract

No abstract

No abstract

No abstract

No abstract

No abstract