Culture on WeChat, WeChat on Culture, WeChat Culture on me Attachment

Standard

Culture’s impact on WeChat

Every morning I use my mobile phone to check Facebook and WeChat. I use Facebook to connect with my non Chinese friends and use WeChat to stay in touch with  my Chinese friends. By May 2016, WeChat has 1 billion registered users and 700 million active users. (the population of Europe was 740 million by 2010).

 

Due to Great FireWall, the Chinese online community is separated from the rest of the online world. WeChat is barely the exception. Its main content language is in Chinese.  Chinese culture influences its product design, content view points and even the emoticon  design.

Emoticon by South Korea mobile chat application

Emoticon  by Facebook.  Are you able to articulate the differences between Asian emoticons and US emoticons?

Wechat Culture

One thing very unqiue about WeChat is that it goes beyond being someone’s personal photo album and address book. Every user can create a public  account which he/she can use every day for publishing purposes. Therefore WeChat becomes 1 billion people’s individual publishing platform. In my view, it replaces official newspaper which only has one view representing the government. People actually trust WeChat publishings more. They read news from WeChat not from official paper newspaper which people view as old fashion and very boring.  The power structure is flattened out quickly with people more and more daring to challenge authorities.

WeChat Cutlure on me

I rely on WeChat to maintian connection with Chinese speaking community. I left China in 2000 but thanks to  WeChat, I maintian my Chinese identity by keep on reading about news in China and interacting with my Chiense friends on mobile phone. Wechat also is an alumni network tool. People who went to the same calss in primary school, high school and university organised WeChat communities .  Even I am living in UK and studying with a Canadian centric program, I feel a very strong connection with my familiies and old friends in China.

But WeChat changed my behavior and my cognitive ability. I read less, check mobile phone more often. I am more impatient on Wechat than on emails in terms wanting responses from people.  WeChat becomes my extended memory. I bookmarked good restaurant list, travel guides on my WeChat so I only need to remember what I have on phone rather than the content itself.

I am not entirely sure if this is a good thing or not. But WeChat is a culturally embedded technology product and it is hugely impacting the Chinese culture and my individual life. It strengthened my personal identity. That is just a matter of fact.

Sources of pictures

  1. https://en.wikipedia.org/wiki/WeChat
  2. https://en.wikipedia.org/wiki/WeChat#/media/File:WeChat_ScreenShot.png
  3.  http://1.bp.blogspot.com/-uQ2V2TPozFI/VIZu9fbBCSI/AAAAAAAAAFw/od0c4W0la-I/s1600/380w0.jpg
  4. https://sc.mogicons.com/resources/images/emoticons-list.png

Are platforms all the same?

Standard

Several major countries have their own MOOC platforms. Are they all the same?

My approach is to select a few representative MOOC platforms and review their structure. For each platform I chose a random course to review how the course design and platform design worked together.

platforms

Framework used

I reviewed three major areas: social relationship, epistemological beliefs and temporal perceptions.

Social relationship: teacher student power

There is one indication of power of teacher. In Chinese culture, teachers are usually seen as sage on the stage. Writing down what the sage says in the notes becomes a common learning practice. Therefore XuetangX (a Chinese MOOC platform) has a specific feature for students to share their study notes.

In terms of power of students, I used two indicators: is there an option for students to provide feedback to teachers? Are there venues to students to show their identities? Spanish language MiriadaX designed a course rating and review bottom. Two European platforms (FutureLearn and iversity) and one US platform (NovoEd) offer students to present their personal profiles.social-relationship-1

Social relationship – student-to-student interaction

How collaborative learning is perceived? There are a few things to check on this dimension: is it possible to have peer review each other academically? Provide informal feedback such as likes and comments? Contact and connect each other directly? And how group work is reflected in the platform design?

The strongest platform for peer interaction is NovoEd of USA. The China XuetangX and German iversity are weakest in peer-to-peer collaboration.

social-relationship-2

Epistemological beliefs

In terms of what constitutes learning, FutureLearn platform demonstrates a very unique approach. When most other platforms offer only discussion forum, FutureLearn courses have discussion questions designed and embedded in each course design. It reflects a very UK approach when it comes to learning – the importance of guided debate.

Temporal perceptions

Is time to be managed? Should students monitor their progress? Both FutureLearn (UK) and NovoEd(US) offer students progress visualization tool so students can ‘see’ as their own learning journey towards set goals.

Reflections

MOOC has been a global phenomenon, but how each country’s platform responded to it is different. The differences of how each platform is conceived and designed reflect how each assumes a ‘normal’ way of teaching and learning. We can better understand better how one culture of learning is by reviewing how one school of teaching is revealed online.

Speece (2012) suggested that ‘student who have particular learning styles are unlikely to choose a mode which does not fit their styles well’. Does it mean a German MOOC platform would accommodate German students best? And does it imply there will not be a truly global platform for all? Do culture shape platforms and platforms have no influence on learning and teaching culture? There are outstanding questions in need of further investigation.

Appendix

  1. 12 March 2015. Definition Massive Open Online Courses. OpenupED website. Retrieved on 6 October 2016 via

http://www.openuped.eu/images/docs/Definition_Massive_Open_Online_Courses.pdf

  1. Parrish, P. & Linder-VanBerschot, J. A. (2010). Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction. International Review of Research in Open and Distance Learning, retrieved from http://www.irrodl.org/index.php/irrodl/article/view/809/1497
  2. Salili, F., & Hoosain, R. (2007), Culture, motivation, and learning: A multicultural perspective. Charlotte, NC. Information Age Publishing.
  3. Speece, M. (2012). Learning Style, Culture and Delivery Mode in Online Distance Education. US-China Education Review, retrieved from http://www.elearningap.com/eLAP2010/Proceedings/04_Full_Mark%20Speece_learning%20style%20culture.pdf