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Propaganda and Ideology in
Everyday Life
Ian Cooke
Head of Contemporary British Publications
ian.cooke@bl.uk
#FLpropaganda
www.bl.uk 2
What is a MOOC?
Massive – lots of people
Online – all content, learning and
discussion delivered online
Open –...
www.bl.uk 3
Higher Education context (MOOC-ology)
• Evolution of distance learning
• Rising demand for higher education al...
www.bl.uk 4
FutureLearn
• Private company wholly owned by The Open University
• 76 partners from around the world -
https:...
www.bl.uk 5
Living Knowledge
Research
Working with
universities – new
insights from BL
collections
Potential for
learners
...
www.bl.uk 6
Propaganda Power and Persuasion
• Public exhibition, May- Sept
2013
• 20 month project
• 200 objects
• c.70,00...
www.bl.uk 7
Propaganda Power and Persuasion
• Strong thematic focus
• Worked well with Learning
• Aimed at starting a deba...
www.bl.uk 8
How we did it ...
• Shortlisting and selecting partner
• Course outline: how many weeks; themes – activities –...
www.bl.uk 9
Centre for the Study of Political Ideologies,
University of Nottingham
“Everyday Life” good fit thematically w...
www.bl.uk 10
https://www.futurelearn.com/courses/propaganda
This free online course explores the building
blocks of our po...
www.bl.uk 11
Course outline
Week 1: Freedom and Power
Week 2: Ways of Belonging I: Community, Nation, Ethnicity
Week 3: Wa...
www.bl.uk 12
Learner Engagement
Each week divided into
activities
Activities have steps (eg watch
a video, read an article...
www.bl.uk 13
Content (in numbers)
• 17 short films
• 18 narrated presentations
• 15 articles
• 21 discussions
• 45 images
...
www.bl.uk 14
Filming at British Library
www.bl.uk 15
Did it work? Participation on FL platform
12,382 registered for course
5,922 viewed at least one step (averag...
www.bl.uk 16
What did Learners like?
“I particularly enjoyed the videos and exchanging ideas with other students”
“not onl...
www.bl.uk 17
What didn’t they like?
Quality of power-point presentations/ audio quality of
recordings
Timing of live discu...
www.bl.uk 18
Flickr platform
Ian Clark – “Grow the Real Economy” CC-BY
Alcalaina – Bringing in the cork. Public Domain
aПЛ...
www.bl.uk 19
Time and costs
British Library
Filming – 3 films, c 26 hours
Narrated presentation
Produce artwork for Nottin...
www.bl.uk 20
What have we learned - resources
People:
- Ian – 8 weeks
- Head of Higher Education – 3 weeks
Propaganda + 1 ...
www.bl.uk 21
What have we learned? (so far)
• Technical capacity of partner has been crucial
• Not a “bolt-on” to an exhib...
www.bl.uk 22
What else have we learned? (so far)
• Rights clearance not the same as for exhibition
• BUT: It is possible t...
www.bl.uk 23
What have we learned - universities
• Technical capacity of university partner is crucial
• It is possible to...
www.bl.uk 24
Next steps
• Course will run again May/ June 2016 – with some new
content, restructuring, quizzes/ surveys
• ...
www.bl.uk 25
Any questions?
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Propaganda and Ideology in Everyday Life

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Presentation by Ian Cooke, Head of Contemporary British Publications, British Library covering the development of a MOOC. Given at the ALISS 2015 xmas events Innovations and learning in Libraries

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Propaganda and Ideology in Everyday Life

  1. 1. Propaganda and Ideology in Everyday Life Ian Cooke Head of Contemporary British Publications ian.cooke@bl.uk #FLpropaganda
  2. 2. www.bl.uk 2 What is a MOOC? Massive – lots of people Online – all content, learning and discussion delivered online Open – no restrictions on number of participants, free participation Course – a defined programme of study with objectives, and structured learning activities "Limpurgerkopf" by --Xocolatl 15:42, 16 October 2007 (UTC) - Own work. Licensed under Public Domain via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Limpurgerkopf.jpg#m ediaviewer/File:Limpurgerkopf.jpg
  3. 3. www.bl.uk 3 Higher Education context (MOOC-ology) • Evolution of distance learning • Rising demand for higher education all over the world • Open movements, including Open University • End of higher education as we know it or a short-term, education technology bubble • Democratising education or only marketing tool for universities • Cost vs benefits • Retention issues, user profiling, sales of data…
  4. 4. www.bl.uk 4 FutureLearn • Private company wholly owned by The Open University • 76 partners from around the world - https://www.futurelearn.com/partners • The British Council, The British Library, The British Museum, and the National Film and Television School • Associates: BBC, BFI, ACCA • Launched first courses in September 2013 • Nearly 2,750,000 learners • A tested methodology/ pedagogy for delivering MOOCs
  5. 5. www.bl.uk 5 Living Knowledge Research Working with universities – new insights from BL collections Potential for learners contribution – e.g. crowd sourcing Culture Build on exhibition themes Digital collaboration to bring content to audiences in new ways International reach Learning New format for life- long learners Course content delivered via online platform with reach to new learners Link to existing BL learning projects, e.g. World War One, Sisterhood and After
  6. 6. www.bl.uk 6 Propaganda Power and Persuasion • Public exhibition, May- Sept 2013 • 20 month project • 200 objects • c.70,000 visitors • State use of propaganda • WW1 to present day
  7. 7. www.bl.uk 7 Propaganda Power and Persuasion • Strong thematic focus • Worked well with Learning • Aimed at starting a debate
  8. 8. www.bl.uk 8 How we did it ... • Shortlisting and selecting partner • Course outline: how many weeks; themes – activities – steps • Content creation (for BL: 3 films and narrated presentations) • Rights clearance • Communications and promotion • Build course on FutureLearn platform • Social media – Flickr site • Quality Assurance
  9. 9. www.bl.uk 9 Centre for the Study of Political Ideologies, University of Nottingham “Everyday Life” good fit thematically with exhibition Focus on contemporary experience Focus on material culture Strong international, comparative approach University of Nottingham – good track record in MOOCs; production team in place (relatively) new academic partner for the Library
  10. 10. www.bl.uk 10 https://www.futurelearn.com/courses/propaganda This free online course explores the building blocks of our political views: freedom, community, place, justice and choice. These words mean different things to different people – such radically different things in fact, that individuals, protest movements and entire states often go to war to assert their understanding of, say, freedom over somebody else’s. Over five weeks, we will explore how and why words come to mean such different things, across time and space. We will look at how individuals respond to the political propaganda they are exposed to, and how political ideas can impact on people’s everyday lives.
  11. 11. www.bl.uk 11 Course outline Week 1: Freedom and Power Week 2: Ways of Belonging I: Community, Nation, Ethnicity Week 3: Ways of Belonging II: Political Territory & Natural Space Week 4: Not Belonging – Violence, Punishment and Protest Week 5: Consuming Ideologies
  12. 12. www.bl.uk 12 Learner Engagement Each week divided into activities Activities have steps (eg watch a video, read an article) Every step has comments Every activity ends with a discussion Each week share images/ discuss images
  13. 13. www.bl.uk 13 Content (in numbers) • 17 short films • 18 narrated presentations • 15 articles • 21 discussions • 45 images • c.75 collection items used in films and images
  14. 14. www.bl.uk 14 Filming at British Library
  15. 15. www.bl.uk 15 Did it work? Participation on FL platform 12,382 registered for course 5,922 viewed at least one step (average 17 steps) 1,575 posted a comment on at least one step 24,966 comments posted (average of 15 comments) Participation from around the world, all continents. Range of age and experience.
  16. 16. www.bl.uk 16 What did Learners like? “I particularly enjoyed the videos and exchanging ideas with other students” “not only was this course informative … but it was a wonderful supportive way of learning” “For me, the fact that so many people from all over the world took part is astounding, but it was great to be able to chat on these comment slots and share our thoughts.” “Thank you to all the contributors for making this such a stimulating and intellectually demanding course” “the extra research I did around the articles and videos … I bought more books!” “At times I felt that the learners were providing material for some academic's study of people's perceptions of and receptivity to propaganda”
  17. 17. www.bl.uk 17 What didn’t they like? Quality of power-point presentations/ audio quality of recordings Timing of live discussions “repetitive comments” “a lot of big words were used on the course” “I wish there had been more assessment” “One article was too long given the time allowed” “In a course I expect that the instructor would do some instructing”
  18. 18. www.bl.uk 18 Flickr platform Ian Clark – “Grow the Real Economy” CC-BY Alcalaina – Bringing in the cork. Public Domain aПЛH ПHДГ – “Children Community” CC- BY-NC
  19. 19. www.bl.uk 19 Time and costs British Library Filming – 3 films, c 26 hours Narrated presentation Produce artwork for Nottingham Studio Concept development Marketing and press Sourcing images Develop Flickr site Course leader: 1 curator; 4- 6 hours pw over 5 weeks Nottingham Film crew for BL and Nottingham studios Commission/ produce c. 14 films and 17 presentations Concept development Build course on FutureLearn platform Marketing and press Course leaders and moderators: 2 academic staff + 2 PhD students
  20. 20. www.bl.uk 20 What have we learned - resources People: - Ian – 8 weeks - Head of Higher Education – 3 weeks Propaganda + 1 week FL generic partnership - Other curators at BL – 9 days total - Press and PR – 3 days - Supporting filming – 1 week total - Marketing – 2 weeks needed Development cost : - £8 - £10k - Rights, travel, design work Helpful: - University has provided significant resources and staffing - University included us in their internal training for people doing MOOCs for the first time - Flexibility to spread development over long time - Internally colleagues helping out when needed Challenging: - Uneven workload with peaks sometimes coinciding with other work and priorities - Unfamiliar process, no consistent time to get to understand MOOCs operationally or their potential - Having to find internal resources on the go - Restructure going on in the background
  21. 21. www.bl.uk 21 What have we learned? (so far) • Technical capacity of partner has been crucial • Not a “bolt-on” to an exhibition (but then we didn’t want it to be) • Good time to be working with MOOCs • Content-hungry, but in a different way to exhibitions • Requires more time/ resource than we had expected
  22. 22. www.bl.uk 22 What else have we learned? (so far) • Rights clearance not the same as for exhibition • BUT: It is possible to repurpose material already public domain/ CC0 cleared by Library • Last minute request to find c.50 images to populate website • Agree who will lead on activities well in advance • Don’t leave Social Media to the last minute!
  23. 23. www.bl.uk 23 What have we learned - universities • Technical capacity of university partner is crucial • It is possible to partner on a collaborative basis with equal intellectual, design and financial input • Essential to get on with the university team and that they are open to collaborating on all development concepts and content planning • Key planning such as marketing plans and target audiences, quality and cost of video production, budgets and IP should be agreed as early as possible
  24. 24. www.bl.uk 24 Next steps • Course will run again May/ June 2016 – with some new content, restructuring, quizzes/ surveys • Aim to attract A-level students as well as life long learners • ESRC/ University of Nottingham “Impact Leaders” programme • Academic paper, and other outputs, to analyse course, images shared and other learner contributions
  25. 25. www.bl.uk 25 Any questions?

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