Potential Abstract: This study delves into the techno-social dynamics within feminist Massive Open Online Courses (MOOCs) focusing on cloud operations (cloud ops). Drawing on a critical feminist lens, we explore how various frames intersect and shape the learning experiences of participants in these online educational environments. By examining the intertwined relationship between technology, society, and feminism, we aim to uncover the complexities and nuances that underlie the design, implementation, and outcomes of MOOCs centered on cloud operations from a feminist perspective. Through a mixed-methods approach including qualitative content analysis of course materials, participant observations, and interviews with both instructors and learners, we seek to illuminate the ways in which techno-social constructs influence the learning processes and outcomes in feminist cloud ops MOOCs. Our findings contribute to a deeper understanding of the potential of online platforms to challenge and transform traditional educational paradigms, particularly within the realm of feminist pedagogy.
Potential References:
- Of heathens, perverts and stalkers: The imagined learner in MOOCs
- Postdigital Pedagogy of Liberation
- The Worlding of Higher Education: From the Corporate Digital University to the University of Global Citizenship and Social Justice
- Time-shifting in the digital university: temporality and online distance education
- Constructing Postdigital Research
