What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

We compared discussion posts from a data science ethics MOOC that was hosted on two platforms. We characterized one platform as “open” because learners can respond to discussion prompts while viewing and responding to others. We characterized the other platform as “locked” because learners must respond to a discussion prompt before they can view and respond to others. Our objective is to determine whether these platform differences are consequential and have the potential to impact learning. We analyzed direct responses to two discussion prompts from two modules located in modules two and six of an eight module course. We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.

Cultivated co-production: Sexual health, human rights, and the revision of the ICD

STS scholars frequently have shown how science and sociopolitical arrangements are ‘co-produced’, typically tracing how scientific actors themselves keep ‘science’ and ‘politics’ far apart. Revealing co-production is therefore deemed the work of the STS analyst, who unearths linkages that the actors might be unaware of, or might ignore or deny. By contrast, the creation of a new chapter on ‘sexual health’ in the recent revision of the International Classification of Diseases (ICD) offers a case of what might be termed ‘cultivated co-production’. Neither oblivious to the linkages between science and politics nor invested in obscuring them, the designers of the sexual health chapter sought support for their work by demonstrating, transparently, how science, ethics, and human rights might properly be aligned. The intentional and visible character of co-production in this case indicates awareness of the need to manage the contested nature of gender and sexuality at a transnational level. It also reflects two changes in the organization of medical politics and medical classification: a widespread recognition of the necessity of reaching out to lay stakeholders and advocates, and the rise of an emphasis on ‘conventions’ as the backbone of transnational biomedical consensus processes.