E-learning community around #edcmooc

The third edcmooc is nearing its end now. I tried to get a grip of the facilitating process during this MOOC. It was not easy and perhaps I have to stop trying. Edcmooc is a process itself and it is not easy to separate between different realisations. The process of becoming a Community Teaching Assistant has been described already in this fabulous story.  I have nothing to add.

Facilitating random people in #edcmooc

My purpose is  to continue my discussion about network facilitation. During the last weeks I have tried to do some facilitating operations 🙂 in edcmooc. We have a lot of people there and they come from 154 countries and and I cannot imagine their motivations or interests.  I use my photo of a tree which grows by developing branches to many directions. It could be a metaphor of edcmooc.

CTAworkThere are numerous little groups in the discussion forums or around the blogs. The members move from one group to another following their own interests.

The main groups could be for instance interest to teach better or interest to develop games or understand future perspectives or …

It is called identity-based interest which is rather permanent in adulthood. Some people may follow their friends and have human bond -based orientation. Depending on their educational background participants may have academical interests or very practical ones. This description illustrates my header facilitating random people. I cannot know whom I help or confuse more in this complex emerging environment.

How to model networked learning through openness, transparency of my thinking and connecting with others?  It is experiential, and to truly understand the power of networked learning and openness, students need to participate in a highly collaborative connected culture.  So create successful learning environment for needed experiences.

Could gamification help us to develop random facilitation? Here is what Tarmo Toikkanen says in his blog.

As people find the course, they need to be onboarded. They don’t yet know if they are interested, so it needs to be immediately obvious what the benefits might be and how to start. As people sign up for the course, the scaffolding phase begins. Its goal is to minimize the time that people feel they are not really productive or understanding what’s going on. Some have called this unhappy period the suck phase (since it sucks to do that). So the suck phase needs to be minimized by providing various scaffolding, support, tips, aids, and help, so that people can quickly become familiar and productive with the course and start gaining new knowledge and understanding. After this, the course needs to make it clear how students can achieve mastery, meaning in this case how they can complete the course, excel in it, and even go beyond the minimum results.

I also liked the Different people, different ways of fun – paragraph in the same blog. Some people want hard fun and some easy fun, some serious fun and still one: people fun. There is a flower image describing these options. So, what are you seeking for in edcmooc? What about the quality of scaffolding? It cannot be quite clear and work similarly for all participants. The facilitators are not robots or are we? Is there any difference between human and robotic tutelage? Do we sometimes work in a Teacherbot-like-manner? We copy the guides from the navigation side and say: Yes you can. Yes you may. Be brave and just do it. When a human says it, it is human 🙂

One point which I consider important is recognising the critical moments in one’s learning. This is Christine’s comment in a discussion forum. I copy it because I can trust her words more than my English.

There are quite a lot of things I don’t get, and only some that I feel inclined to want to know about. That point comes, I think, when there is a good reason to want to. So before that it’s probably important to have exposure to some technologies that you’re never going to use; when a desire to use a particular form comes up, at least you may have heard of it.

The trick is not to let it make you feel inadequate. I now recognise that feeling when it starts to arrive, and have learned to talk myself out of it and live with some uncertainty and ‘messiness’. Things will unravel and then can be pulled back together.

Those sentences help me to calm down and continue my random facilitation 🙂 Thanks

 

Facilitating #edcmooc

Elearning and Digital Cultures, EDCMOOC, is taking place for the third time. And I am there, participating again. I was very pleased when Christine Sinclair sent me an email and asked if I could act as a Community Teaching Assistant, CTA, this time. Her request was easy to accept because  I had enjoyed the course very deeply. I recognised there similar pedagogy which I had developed while working as an online teacher. I felt at home there.

Another CTA, Rajiv Bajaj, gives basic information about the participants in his blog post ‘interesting statistics‘. The course is really global, 35 percent of the participants coming from emergent countries and the number of countries is over 150. The education background varies from none to doctors. Participants’ interests vary more than I can imagine.

The curriculum is open and participants choose what to do. Materials are offered for every week with varying themes and discussion forums are in use. Writing blogs were recommended and the course has its own Twitter hashtag. Blogs are aggregated into daily News. For voluntary image competition the course uses Flickr. The studies are distributed and not followable, choosing one’s own way is the key. What can facilitating be in these circumstances? I can answer only partly. Directs questions for help can be answered or commented and CTAs are needed to help in the Hangouts.

But what could be real facilitating on a mooc like this? Christine has published a blog post about ‘who is the teacher?‘ and she gives an answer: teacher cares about the participants, teacher cares what happens during the course. The post is written for the first edcmooc, but it still helps in a similar way. The expert can say it shortly. The students do the work and they understand that so it must go. Peer learning is very important. The participants who register into edcmooc already know very much about the learning process during MOOCs.

What can be said about networked mentoring?
The term is young and its definition will probably evolve as what we do becomes fleshed out through action. For me this is my third time working as an Expert participant, Teaching assistant and now Community TA.  It is possible to define that  network mentoring means the direct and indirect support of individual in their learning through the affordances made available through networking technologies.

More specific examples are listed below (this was begun in some mooc, I copied from Google Drive creative commons)
1. Write blog comments.  Check regularly the aggregated posts. Comment on individual student posts.  You can provide students with rich feedback and a richer sense of audience (I hope I could 🙂 )  If you blog yourself, add its feeds to the reader so that others can find it.
2. G+ community. Feel free to join this space. We invite you to share links and resources in this space, lead or reply to discussion topics, answer students’ questions,  participate in impromptu Hangouts or act in other ways to support the learning of students and the entire community
3. Hangout or Blackboard. Help the instructors to find students’ needs. I left this to the other CTAs who are much more skillful in technological issues and quicker in speaking and understanding English
4. Twitter #edcmooc, please monitor, engage in converstations with participants, share links and resources, offer support when possible. To do it efficiently you may consider apps such as Tweetdeck  which allow close monitoring of hashtags. Rajiv recommended this.
5. other ideas: create screencasts, videos or other media that might assist in a student’s learning generally or to answer specific questions. You could post these to the G+ community or Twitter.  Create your own blog and participate in course assignments, reflect on weekly sessions and or share resources. Curate content  in other tools (Diigo).

The previous text is more like a to-do-list. Actually it is similar to the course guides given to all participants and many experienced students fill these recommendations without being named as CTAs.

I am most interested in the last guide which is as follows:

In general, model networked learning through openness, transparency of your thinking and connecting with others, This process is experiential and to truly understand the power of networked learning and openness students need to participate in a highly collaborative connected culture.  Create successful learning environment for learning.

If I could do that I could have the identity of a network facilitator. I began my work by conceptualising human presence in the previous post (and many others actually) but it is challenging to go further. Coursera’s guidelines for responding to students are obvious to experienced teachers but they had one good point: Engaging students on questions that leverage your strengths or speak to your personal interests will make your time as a CTA much more enjoyable. Perhaps I have been too cautious this time and only followed the discussions, been afraid of speaking about my interests. I am – as licentiate in psychology- very conscious about this advice:  “feed the community, not your ego”.

loadcofe

This post is long and I feel tired of using the English language, I must go to the kitchen for lunch. Have a good day!

Please take a cup of coffee. This mug is my daughter’s – she sent it into Facebook morning coffee conversations today and I got the permission to use it.

Mug humour is something which we will remember  #edcmooc3 – and Whitney Farmer’s parrot taking away her earring in the first Hangout.

 

Human online presence in #edcmooc

Reasserting human is the theme of week 3 in edcmooc. I am interested in the different ways of being present on the internet,  not only technologies used but human interaction. This post copies some ideas of my blog post a year ago when the first edcmooc began.

What are the different ways of human presence in purely online-held courses? I have a personal history of working as an online facilitator and I had a feeling about being closer to my adult students online than f2f. I am convinced that human presence is possible online, but it is not easy to define. I’ll try now to tell shortly about my findings. I have a feeling that edcmooc is similar with my own way of facilitating adult students’ learning. I worked to the end of the year 2009 at teacher education and I’ve participated in many online courses or communities after that.

Dialogical space is a necessary condition and facilitators have a role in creating it. Dialogical space is safe and supporting, creative and challenging. It is the atmosphere in which everyone wants to do his/her best and enjoys the work. Presence can be described in many ways and the parts are connected to each other.

Dia2Facilitating presence includes all actions which help the students to learn. I’ve used the concept “didactical” but it is not used in English and “pedagogical” does not sound good, so I chose the term facilitating presence. Mentoring and tutoring are near concepts.

Emotional presence is very challenging and interesting to define. The teacher must be personal, it is not good to hide one’s personality. It is good to locate oneself in some ways. In an online  course we took photos about ourselves in a Hangout situation. We could see that we are human beings (with much technology 🙂 ). Emotional connections are between people but also toward online studies. It is good to share problems and solutions and be anxious together. And to build up community humour when it is possible. This all means “being human”.

Cognitive presence is easy to understand, but also it is complex in practice. We have a duty to disturb our students intellectually, said someone in edcmooc. It is good to avoid direct guiding , and better to support students as they find their way. The general guide lines must be clear, but thinking and assessing is students’ work, not only teachers’ job.

When the community reaches a dialogical state and finds its own working habits, every  comment is also a component in the shared dialogue and new connections are found. It is emergent learning, every participant is learning and creating. In edcmooc the photo “competition” in week 3 supports this side of studies, otherwise it could be too serious. The community builds up  it own curriculum, and everyone may participate in this process.

I took a short glimpse at other theorists in this field. I remember Terry Anderson and the many research groups, who were working on this theme in 2006-2007. This image integrates the basic concepts of  Anderson’s presentation.

Dia1In the middle of the diagram is educational experience. In this image Social presence includes emotional presence. Setting climate connects social presence and teaching presence. Supporting the discourse combines social and cognitive presence. Teaching presence means also selecting and recommending the content.

I like the concept of triggering event, it describes the dynamics of learning. Sense of community is another important concept. Otherwise studies can be only external performance. I am myself very sensitive to the atmosphere.

I return back to edcmooc again. Professor Fuller links his talk to our key theme of re-asserting the human. His stance seems to be that ‘you can only be morally credible’ if you are addressing issues of human freedom and equality. Thinking about education specifically, we might see MOOCs as an example of an ‘old humanistic project’, particularly in the promise they appear to offer for democratisation, equality of access and so on? I wanted to say that the humanistic project is possible in certain conditions.

Often the question about online teaching is that what it is lacking concerning human communication. The solution is in offering videos in which the teachers can be seen.  I think that in edcmooc the Hangouts bring the facilitators near us, they are personally present and they have fun as a team, but the most important thing is the atmosphere of equality and enthusiasm all over the studies. We understand elearning and digital cultures from this perspective. We are studying with our facilitators without any hierarchy. This is my view, how about yours?

My blog's life during edcmooc2

I have a tradition to explore my blog’s life every now and then. Google Analytics makes the exploration easy and tempts to use its devices. I have an ambivalent attitude to this all, because I haven’t set any goals to my blog and I am not after big numbers. A blog needs visitors, it is sure, but the numbers of visits are only raw data. It is not easy to interpret what is happening. I’ll try anyway and give the basic data here:

edc2viewcroMy nine posts are marked in the timeline and you can see the influence of my writings. The biggest number of pageviews is before the course began, 120 views per day.

I blogged 3.9. about my footprints during the first edcmooc and this post was visible in the course news. Perhaps I got readers via the news. No comments but many views – it is digital life. My post from 3rd September got 149 visits and it is twice the numbers of the next posts: The pedagogical principles of MOOCs (79 and 3 for its comments) and My orientation to edcmooc (69+30 to comments). It is easy to see a connection between the facilitators’ actions and the visits to my blog: Pedagogical principles – post was commented on the team blog and Hamish commented to My orientation- post. The following post is human presence in edcmooc (47) and the last is critical peer feedback (12).

I wrote nine posts this time and the posts received 22 comments from six people. In edcmooc1 I wrote more posts (15) and got more comments (32). This time I had a feeling that I participated outside the course and I had a different orientation to my studies. One of the peer reviewers said this precisely in his/her feedback. I was more interested in learning and less in digital cultures. You cannot participate a course twice with similar motives and interests, they change all the time.

I have gathered the information from Google Analytics to a prezi, which I intend to embed in the end of this post. Here I’ll try to handle only the most important numbers. This blog had 579 visitors, 967 visits and 1917 pageviews from 4.11. to 10.12. These numbers are higher than during the first edcmooc in February (721 visits, 1460 pageviews), but I cannot interpret why. This blog includes one post from the year 2010 about learning theories of teacher education, which receives continuous attention : no comments but readers. Is it the good reputation of Finland’s education or what is it? I don’t know. That post was the most popular one during edc2 as well: it got 288 visits. It is more than the footprints (149) or the actual course posts (80- 15). During the first edc the number was 188. The influence of edcmoocs to my blog is perhaps less than I  imagined.

The percent of new visitors during the period was 58, which means 336 new people and 243 ‘old’ones. The ways which the visitors used to find my blog tell something. From 967 visits 231 came directly, Google organic 229 , Twitter 177 and edcmooc sites 116. Google Analytics shows some connection between the acquisition and behavior.

edc2neli

Those who come directly have a higher bounce rate than via organic search or social devices and the referral way is highest in staying. How to interpret, I don’t know. Some people take a glimpse at my blog. Perhaps they remember my name when/if they meet it next time, recognising names is one of the skills on the internet.

Over 200 people had visited my blog more than 20 times and 190 people had read my posts longer than a minute. Perhaps I’ve about 200 permanent visitors. So what? If I had followed the visitors’ interests, I would have written more about learning theories in Finnish teacher education for adults. I am retired now and my interest lies in international open courses and learning at these courses or learning in the internet. It has been my perspective a long time and I want to deepen it to research. That’s why I am so interested in the Footprints wiki and want to assess it in the near future.

Here comes the prezi which includes a lot of information about visits to this blog. Thanks to Google Analytics for the content. I chose a labyrinth template because I got lost there and my ambivalent attitude tells me that this is all boring.

 

 

Critical peer feedback is best in edcmooc

I was lucky again to get appropriate assessment in edcmooc2. My artefact is connected to a research project about emergent learning. The project began after the first connectivism course in 2008, where two of the researchers and I participated. I have been following the project from the beginning and tried to use its description of learning. I think that it is one of the best ways to grasp the dynamics of emergent learning. I wrote blog posts about the method in August and September using edcmooc1 as my example. I wanted to connect my artefact to this research.

So I did a prezi around the project. The prezi includes a video in which Jenny Mackness (the researcher) demonstrates the method. My own contribution is not valuable. Only the idea or my intention is worth considering. I do not like my prezi myself and I have no intention to use it anywhere else. I just wanted to contribute to the end of edcmooc and did something to do that. I am very glad that my peer reviewers understood me.

The feedback was delightfully critical and told me everything I had in my mind after sending the prezi to the coursera platform for assessment:

In many ways, the artifact consists more of a reflection on education than on the themes of the course.

It would have been good to review the main themes of the course before putting together the submission. It is difficult to know which one were being communicated.

This artefact has ‘learning’ and ‘future education’ written all over it. I would have loved a few more pages of information on this subject.

Perhaps you could have explained the theory before showing the video. At the end you wrote what “Jenny said”. I would have loved to know your opinion.

My impression is that the student may have taken this course to reflect on learning rather than to reflect on how digital culture is changing the world. Would have liked to see more focused response.

Here comes the positive side of the feedback. I enjoyed this part of course.

 I really enjoyed your prezi! The video of Jenny Mackness is interesting. I have to admit it is a bit confusing at first but once you get the idea it actually makes sense. It highlights that humans do not learn in the same.

Very good artefact! Thank you for making me think about this kind of stuff! 🙂
Among three of the assignments I marked, this one is the best one, which highlights the course themes and the key concepts in brief.

I like how you started out with writing down your personal objectives for this course. What you wanted to get out of it. Wish I did that as well.

The creator has made a very strong link between the course contents and the themes. The artefact is also related to education.

Good stuff! Really enjoyed watching your artefact and I’ve learned something new.

I have to thank my peer reviewers and agree with their opinions. Now I want to add something . The media (prezi) is not the best for describing a research. I understood that wikispace is much better and it is the form that the researchers have chosen. So it is better to continue inside that wiki. It is open and there are open webinars too if you become interested in it.

My technological skills are not good and I did not manage to connect any voice to the prezi myself. I tried and there was help available but when the deadline schedules changed three times, I stopped trying. Websites or storify could have been more suitable to my ideas. This is all learning and it is more important than a good product. Edcmooc is a good place to try new things and it is my fault that I didn’t use it more. I have to write another post about what I have learned about my motives and passions.

This post is written in honour of the peer feedback. It was working well again in edcmooc. They gave me 1 if you want to know 🙂 We had pass (1) or fail (0) assessment.

The Golden Snitch and secrets of learning

Do you know the Golden Snitch? I mean that one, which Harry Potter caught in Quidditch. Here is a link to the topic. My son used to read all the Potter books in English and I had to do the same. It was good practice and helped me to realise that the golden ball in Ping’s image – see the blog header – is the golden snitch of the Quidditch game. I had that insight while editing the image.

sumu2The snitch flies very quickly and it is difficult to catch. You must be a real seeker in order to succeed in catching it. The other players are disturbing you and there is magic in the air. Not easy at all.

This is my situation just now. I should like to handle learning in my final assignment. I want to get a glimpse of the most challenging learning: learning not only from the past but from the future as it emerges. What is the golden snitch in our edcmooc studies? Of course there are many of those and it all depends of the participants’ point of view, but how do I see the snitch? That is my humble question.

I have got some help today by reading other participants’ experiences. Matt Holland presented 5 rules of being human in a MOOC. His content is near my thinking and I got some advice for tools in the FB group. I could get a robot speak my written English (my mic is not working and I haven’t bought a new one). Prezi offers many easy guides for how to do it. Perhaps I have to use it. Here is a link to Matthew’s blog and his new Prezi.

Rajiv Bajaj shared in Twitter the link to his You Tube presentation Technology in Education. I enjoyed it and gave feedback that it is perfect, do not change anything. Perhaps the heading could be broader? The presentation is not only about technology, I can see wise psychology in it. I’ll probably watch Rajiv’s video many times in order to put my mind in order 🙂

 

Graduation and meeting in Second Life

This is a moment of procrastination in my participation in edcmooc. I should plan my digital artefact – all other participants have already done theirs, but I have not even begun mine. So I have to do something else, it’s logical. The impulse to this blog post was Andy Mitchell’s tweet about Edinburgh University’s graduation in the Second Life (SL). Our facilitators, or some of them were going to that graduation yesterday. Here is the link to the YouTube video named School of Education virtual graduation in SL.

SL is similar to  authentic life experiences. Choosing and building an avatar is a touching and important moment. Your personality transfers to your avatar and everything that happens to her, happens to you. I had a long break in my visits to SL, but in honour of this transhumanism week I decided to check if my avatar is still alive and working. So I found myself in eduFinland and flew around there. Then I went to the discussion forums (general discussions> meeting in SL) to write down the landmarks of the Edinburgh University (SL search gave too many possibilities). I transported myself to the given place and began to fly in order to see better. And I saw an avatar walking in a street. I had to stop flying and descend on the ground.

SLedinburghThe avatar was a handsome young man and because I have a ring which shows me the names of avatars in the neighbourhood, I saw that his name was Esko Levee. It was easy to remember that his real name is Esko Lius and he is a participant of edcmooc. I am not sure if we have met f2f in Finland but we knew each other virtually from many Finnish forums.

It felt like a real meeting on the street in Edinburgh University’s SL. When I watched the video of the graduation, I recognised this place there. I have been there! We had a chat discussion in Finnish , my mike is broken and it’s often  better to write in SL, because voice can disturb other avatars. It was night or late evening as you can see.

My appearance in SL comes from the autumn 2007. The avatar is a Japanese young girl and I have not changed it much. I added green hair and I like it. Some T-shirts I’ve got while visiting in different places. I am lazy when it comes to taking care of my appearance and I have forgotten how to do it in the SL. I should do something to my careless appearance but I am not sure if I want to use my time on clothes or hairdressing. I don’t mind such things in real life nor in augmented realities. But there is something in the SL which I love or the little child inside me loves. I love flying and transporting from place to another. This was a nice meeting and the graduation is worth seeing.

We got more than a course in edcmooc

This time I want enjoy and share my happy feelings around the edcmooc course. The heading is taken from a YouTube video, which JinShenHuang has implemented as her digital artefact. I think that her message completes my conceptual writings about our course. Peer to peer learning and sharing is the point, and it is well conveyed using visualising and short sentences. Jin’s video goes from heart to heart, thanks. And thanks to our technical miracle Andy Mitchell, who tweeted that source (and many others). I’ll embed the video to the end of this post.

My second thanks goes to Ping LW from New Zealand, who shares her image (from our Flickr competition) with Creative Commons, so I could choose her image to be the header of this blog.
cropped-pingked-1k0zw7i.png
The next two weeks we will be enjoying images and digital artefacts in edcmooc. Not bad at all 🙂

 

Human presence in #edcmooc

My heading was first Human presence in massive open courses but I made it shorter. I am following the edcmooc course and contextualise all my thoughts accordingly.

In week 3, we are looking at examples of approaches which respond to the apparent threat to ‘the human’ posed by technology by re-asserting the importance of what is irreplaceably valuable in human ways of being and learning.  We are considering the view that human nature and human ways of being are in some sense under threat by technology, and that this has the potential to undermine the basis of our commitment to humanist ideas which underlie many educational philosophies and approaches to practice, such as equality, freedom and autonomy.

What are the different ways of human presence in purely online-held courses? I have a personal history of working as an online facilitator and I had a feeling about being closer to my adult students online than if it had been f2f. I am convinced that human presence is possible online, but it is not easy to define its conditions. I had an excellent partner, Pekka Ihanainen, with whom I facilitated some online courses for two teacher education colleges (in Finland). We wrote and published about our experiences but only in Finnish. I’ll try now to tell shortly about our findings. As I said in another blog post, I have a feeling that edcmooc is similar with our way of facilitating adult students’ learning.

Dialogical space is a necessary condition and facilitators have a role in creating it. Dialogical space is safe and supporting, creative and challenging. It is the atmosphere in which everyone wants to do his/her best and enjoys the work. Presence can be described in many ways and the parts are connected to each other. This image helps to define the dialogical conditions:

Dia2Facilitating presence includes all actions which help the students to learn. We used the concept “didactical” but it is not used in English and “pedagogical” does not sound good, so I chose the term facilitating presence.

Emotional presence is very challenging and interesting to define. The teacher must be personal, it is not good to hide one’s personality. It is good to locate oneself in some ways. In edcmooc  we took photos about ourselves in a Hangout situation. We can see that we are human beings (with much technology 🙂 ). Emotional connections are between people but also toward online studies. It is good to share problems and solutions and be anxious together. And to build up community humour when it is possible.

Cognitive presence is easy to understand, but it is complex in practice. We have a duty to disturb our students intellectually, said someone in edcmooc. It is good to avoid direct guiding , and better to support students as they find their way. The general guide lines must be clear, but thinking and assessing is students’ work.

When the community reaches a dialogical state and finds its own working habits, every monologue is also a component in the shared dialogue and new connections are found. It is emergent learning, every participant is learning and creating. In edcmooc the photo “competition” in week 3 supports this side of studies, otherwise it could be too serious.

I took a short glimpse at other theorists in this field. I remember Terry Anderson and the many research groups, who were working on this theme in 2006-2007. Here are links to Anderson’s blog post and this slideshare.  This image integrates the basic concepts.

Dia1In the middle of the diagram is educational experience. Social presence includes emotional presence. Setting climate connects social presence to teaching presence.

Supporting the discourse combines social and cognitive presence. Teacher selects and recommends the content.

I like the concept of triggering events, it describes the dynamics of learning. Sense of community is another important concept. Otherwise studies can be only external performance with little engagement. I am myself very sensitive to the atmosphere: I registered to an American mooc which was organised correctly (like edcmooc) but I interpreted that the teachers were not authentical themselves and the course was only a play and all supporting acts were like following rules, and same to each student. I don’t want to tell the name of the course, I wish good luck to them. I registered and watched some videos, that was all I did.

I return back to edcmooc again. Professor Fuller links his talk to our key theme of re-asserting the human. His stance seems to be that ‘you can only be morally credible’ if you are addressing issues of human freedom and equality. Thinking about education specifically, might we see MOOCs as an example of an ‘old humanistic project’, particularly in the promise they appear to offer for democratisation, equality of access and so on? I wanted to say that the humanistic project is possible in certain conditions.

Often the question about online teaching is that what is lacking in it concerning human communication. Hersh’s solution was to incorporate more video and audio components into the course-delivery mechanism. Most professors who teach online already incorporate short video and audio clips into their courses. But it is rarer, Hersh says, for professors to use videos of themselves to teach or interact with their online.  I think that in edcmooc the Hangouts bring the facilitators near us, but the most important thing is the atmosphere of equality and enthusiasm to understand elearning and digital cultures. We are studying with our facilitators and assistants without any hierarchy.