Footprints of emergence: presence

The story continues more footprints will be described in this post.

Presence/Writing is defined as exploring, articulating and networking yourself, your ideas and your feelings. (Why writing in the heading? is it supposed that writing is crucial in expressing oneself?). There are five factors in this quadrant. Presence is personal, I think, so I have to tell about my doings and feelings during edcmooc.


Solitude and contemplation. The dimension begins from isolation, untested ideas, echo-chambers and ends to personal space for interaction with people and texts. Edcmooc offered plenty of opportunity for interaction but also plenty of opportunity to stand back and reflect. I had a blog as usual and I built a network of other blogs around it. I was alone when I wanted and interconnected when it suited to my mind. Should I describe this situation as light zone, sweet emergence?

Casual encounters/ conversations. From highly formalised interaction to chance, serendipitous encounters. I don’t remember any highly formalised interactions during edcmooc. Also the G+hangouts¬† which were planned by the facilitators, were very relaxed and enjoyable. We could not speak there, but we could chat by writing and one of facilitators followed chatting. Serendipitous encounters I remember very well, they made my feeling comfortable. So where goes my mark, to outer darkening blue perhaps.

Networks, encounters and engagement. From formalised, inflexible groups to initiating, creating, engaging with new contacts and groups. Edcmooc was the only mooc where students organised meetings and places for them already before the course begun. This kind of networking and encountering continued through the course, it was open, new friends available all the time. So I have to give full marks – the dark blue = challenging emergent learning. I cannot assess only my behavior, this factor needs other participants too.

Hybrids, informal/ante-formal. From mono-media, mono-modal, abstract interaction to diversity and choice of media and modes. This factor is easy to describe in edcmooc: it is challenging learning with the latter end of the dimension: diversity and choice of media. The assignments showed great variety of media. The topic digital cultures tempted to this direction. So my mark will go to dark blue, sharp emergence.

In/formal writing and inscriptions (what is the difference between these words?) From formal ritualised assessment to informal, creative, light interaction. In edcmooc the assignments promoted creativity and assessment was rather open. All should be accepted if it was seriously done. Perhaps – or surely- there was also diversity in assessments: one of students got feedback that her digital artefact was too serious. I thought her work was well done. My mark goes to sharp emergence.

2 thoughts on “Footprints of emergence: presence

  1. Hi Heli – another interesting post.
    This is the cluster that has been most difficult for me to get to grips with, but I think the notion of presence significantly affects learning in an online environment.

    You have asked ‘Why writing in the heading? is it supposed that writing is crucial in expressing oneself?’ I think we need Roy here to comment more fully, but my view is that in an online environment it is possible to establish a presence, solely through writing, even though many people also use video, audio etc. Even twitter involves writing.

    I am also interested in your comment on Solitude and Contemplation. It reminds me that on one footprint we received, the drawer of the footprint marked S & C in two places – with one point near the prescriptive zone and one in the sharp emergent zone. This reminds us that the learning experience is never fixed and can change from moment to moment – so when we draw a footprint we are just getting a snapshot of the learning experience at a given time.

    However, I did have the experience on the BEtreat course that I felt my learning when I attended the course online was significantly better that when I went to California to attend the course f2f. I put this down to the fact that I had more time for S&C when online, so this was a significant factor for me for the BEtreat course overall. I have described this here –

  2. Presence in online environments is fascinating to me all the time. I have experiences that it is easier yo concentrate online than f2f at a certain time, as you told too.
    Feelings belong to presence and they are changing easier than ideas or are they? Cognitive, social, emotional and pedagogical presence belong to online teacher’s work. Is it style or roles? For me presence is a way to meet authentically my students or co-learners. Open persona with vulnerability, is it possible to define so? Or is here too much psychology now?

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