Current research into Massive Online Open Courses (MOOCs) has neglected the potential of using learner comments for discipline-specific analysis. This article explores how MOOCs, within the historical discipline, can be used to generate, investigate, and document personal narratives, and argues that they serve as a rich platform for historical resource generation. Through these narratives, this research explores changing perceptions of learning; from learning history at school to learning about history in a MOOC. This exploration uses a qualitative thematic analysis of learner comments related to personal narratives of learning history at school from the Trinity College Dublin/Futurelearn "Irish Lives in War and Revolution: 1912-1923" MOOC. These personal narratives were generated both directly and indirectly through four pedagogical tools; reflective questions, multimedia resources, external links, and inter-learner interaction. Broad themes emerged from the analysis of personal narratives including attitudes toward history at school, biased and inadequate teaching, and MOOC teaching compared with school experiences. The analysis demonstrated that MOOCs serve as a generative repository for personal and family historical narratives, and described how MOOCs can change perceptions of teaching and learning history. This paper contributes a novel understanding of MOOCs for discipline-specific analysis, provides a framework for MOOC historical resource generation, and describes changing perceptions of learning from the perspective of MOOC learners.
ABSTRACT:A municipal boundary dispute between Dublin's nationalist city council and its independent unionist suburbs in the early twentieth century was symptomatic of a much deeper disagreement over national identity within the United Kingdom. Considering urban councils as the link between the state and local civil society (or subscriber democracy), and using theories proposed by Graeme Morton, R.J. Morris and Norton E. Long, along with illustrative contrasts from municipal behaviour in Edinburgh, this article examines these relationships in Edwardian Dublin. It argues that the modernization of Irish municipal government in 1898 empowered Dublin in unforeseen ways. By amplifying existing divergent identities, and providing a platform for the nascent Irish state, municipal government reforms contributed significantly to the break-up of the UK in 1922.
In the late nineteenth century, Dublin was being choked by a ring of independent suburbs. Unable to expand either its territory or the number of ratepayers, and prevented from finding space for new housing, the city could neither improve its finances nor tackle its chronic slum problem. A prolonged campaign by the nationalist city to annex the unionist townships met with fierce resistance. The energy invested by both sides in this dispute reveals much about the complex relationship between civil society and urban government, and about that relationship’s role in expressing popular identities. Irish independence in 1922 transformed the dynamics of this struggle, producing some unexpected results. Understanding Dublin’s competing councils informs the debate on the role of civil society in the urban environment, and contributes to wider discussions of national identity, the failure of the Union of 1800, and the emergence of Northern Ireland and the Irish Free State.
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