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Keywords: biofiction numérique, médias sociaux, Alain Beaulieu, Alain Farah, Digital biofiction, social media, Alain Beaulieu, Alain Farah

Given the salient role of embodied tactics in contemporary networked protests in performance, in this essay I listen for how the embodied sonic praxis of protests during the Arab revolutions translates into the audio, visual, and text modalities of digital media. I propose audibility, or the appearance and perceptibility of sound objects, as that which translates the “live” sound that occurs in physical spaces into representational spaces, and, in so doing, alters the temporality and spatiality of the sonic experience. Interrogating who and what are rendered audible as part of the political contestations that drive protest actions, I demonstrate how audibility is a technological condition, sensory force, and social process through which affective publics emerge in networked spaces. I begin with social media posts from the first months of non-violent protest actions in 2011, in Egypt and Syria, analyzing the translation of sonic objects into written texts that narrativize the subjects and spaces of the Arab revolutions. I then shift to the sonic praxis of revolutionary mourning in a discussion of the audibility of the crowd in footage of protest funerals that reclaimed martyrs of the Syrian revolution in 2018 and 2019, interrogating how the sounds of the crowd enable the mythologization of the martyrs' bodies and help mobilize the cause for which they died. Both approaches to audibility – as expressing voice and documenting sounds – underscore how audibility, I argue, is crucial for understanding the affect-rich intensities that drive networked protest performances, and that forge political possibilities as imaginable, sensible, and perceptible.

The literature generically addresses controversies related to the lack of social acceptance of projects, usually overlooking their specificities. We argue instead that each trajectory of social acceptance (or lack thereof) is unique. This article demonstrates this through a qualitative analysis of three controversial projects: Matoush uranium mining (2006-2020), Facebook's cryptocurrency (2017-2021), and Covid-19 vaccination (2020-2021). We develop an analytical framework that conceptualizes social acceptance as a dynamic trajectory of legitimation and justification revolving around three pillars: eco-traditional, symbolic, and technical. This article enriches our understanding of social acceptance issues and offers new research perspectives at the interface of social acceptance, legitimation, and institutional logics.

Keywords: social license to operate, legitimacy, institutional logics, orders of worth, projects, controversy, acceptabilité sociale, légitimité, logiques institutionnelles, économies de la grandeur, controverse, aceptabilidad social, legitimidad, lógicas institucionales, economías de la grandeza, controversia

The University of South Africa (UNISA) is one of the distance education universities that is shifting from open distance learning (ODL) to open distance e-learning (ODeL). UNISA started as a correspondence institution in the 1950s and it has since evolved into an ODeL university. The aim of this research was to assess and determine the maturity levels of UNISA lecturers’ and tutors’ explorations of various forms of e-learning technologies to support students in an ODeL environment. Semi-structured interviews were conducted with 12 academic staff members. A hybrid approach involving inductive and deductive reasoning was used to guide the whole research process. The online course design maturity model (OCDMM) was modified and adapted in order to guide data collection, data analysis, and the interpretation of results. The results of the study indicate that the maturity levels of UNISA’s student support e-learning technologies are at the basic levels of the maturity assessment framework for open distance e-learning. It is hoped that the results of this research will serve as a starting point that the University can use to constantly measure improvements made in advancing e-learning activities.

Keywords: e-learning, maturity assessment, open distance education

In this research paper, the authors analyse the collected data output during a 36 week cMOOC. Six-week data streams from blogs, Twitter, a Facebook group, and video conferences were tracked from the daily newsletter and the MOOCs’ hashtag (#Change 11). This data was analysed using content analysis and social network analysis within an interpretative research paradigm. The content analysis was used to examine the technology learners used to support their learning while the social network analysis focused on the participant in different spaces and their participation patterns in connectivist learning. The findings from this research include: 1) A variety of technologies were used by learners to support their learning in this course; 2) Four types of participation patterns were reveled, including unconnected floaters, connected lurkers, connected participants, and active contributors. The participation of learners displays the participation inequality typical of social media, but the ratio of active contributors is much higher than xMOOCs; 3) There were five basic structures of social networks formed in the learning; and 4) The interaction around topics and topic generation supports the idea of learning as network creation after the analysis of participation patterns that are based on some deep interactive topic. The aim of this study is to gain insight into the behaviors of learners in a cMOOC in an open and distributed online environment, so that future MOOCs designers and facilitators can understand, design and facilitate more effective MOOCs for learners.

Keywords: participation pattern, cMOOCs, social network analysis, connectivist learning, connectivism, interaction