Crowdwork and the Life Course
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The document explores learning practices within crowdwork through the life course perspective, highlighting types of crowdwork and existing research gaps. It emphasizes the need for more comprehensive data to understand crowdworkers' experiences and the influence of cultural and social contexts on their learning. The authors propose a multi-source approach to research that integrates individual and collective factors affecting crowdwork learning outcomes.
Crowdwork and the Life Course
- 1. Using the Life Course Perspective to analyse learning practices within crowdwork Prof. Anoush Margaryan and Prof. Heather Hofmeister
- 2. Sociology, specialty Sociology of Work • What is crowdwork? • Research gaps • The Life Course • Examples from empirical research • Issues and questions 2 Margaryan and Hofmeister, 25 May 2017 Outline
- 3. Sociology, specialty Sociology of Work3 Margaryan and Hofmeister, 25 May 2017 Types of crowdsourced labour Paid Unpaid OnlineOffline Mechanical Turk Clickworker CrowdFlower Upwork Freelancer Galaxi Zoo Uber Lyft TaskRabbit Deliveroo Tauschen-ohne-geld Do-it.org.uk UN Volunteers Betterplace.org
- 4. Sociology, specialty Sociology of Work4 Margaryan and Hofmeister, 25 May 2017 Crowdwork Paid Unpaid OnlineOffline Mechanical Turk Clickworker CrowdFlower Upwork Freelancer Uber Lyft TaskRabbit Deliveroo Galaxi ZooTauschen-ohne-geld Do-it.org.uk UN Volunteers Betterplace.org
- 5. Sociology, specialty Sociology of Work5 Margaryan and Hofmeister, 25 May 2017 Two types of crowdwork Paid Unpaid OnlineOffline Mechanical Turk Clickworker CrowdFlower Upwork Freelancer Microwork Online Freelancing Kuek, Siou Chew, et al. (2015). The global opportunity in online outsourcing. Washington, DC: World Bank.
- 6. Sociology, specialty Sociology of Work Platforms: MTurk, CrowdFlower microtasks short time-frame, seconds or minutes to complete algorithm-governed anonymous low barriers to entry (basic Internet and computer skills) low pay Margaryan and Hofmeister, 25 May 20176 Microwork Insert the clickfarm pic here Luke Dormheil, 2015 - http://www.cultofmac.com/311171/crazy-iphone-rig- shows-chinese-workers-manipulate-app-store-rankings/
- 7. Sociology, specialty Sociology of Work Platforms: Upwork, Freelancer simple or complex projects longer timeframe (hours, days or months) worker and client identities more transparent quality of work is monitored by clients professional skills often required higher pay Margaryan and Hofmeister, 25 May 20177 Online freelancing Upwork Freelancer Guide https://www.slideshare.net/upwork/upwork-freelancer-guide
- 8. Sociology, specialty Sociology of Work • Lack of stats on crowdwork market – no representative sampling possible 8 Margaryan and Hofmeister, 25 May 2017 Research gaps
- 9. Sociology, specialty Sociology of Work • Lack of stats on crowdwork market – no representative sampling possible • Mostly surveys, online experiments or interventions/tech development; limited qualitative/in situ understanding of crowdwork 9 Margaryan and Hofmeister, 25 May 2017 Research gaps
- 10. Sociology, specialty Sociology of Work • Lack of stats on crowdwork market – no representative sampling possible • Mostly surveys, online experiments or interventions/tech development; limited qualitative/in situ understanding of crowdwork • Lack of integrative analytical-methodological approaches, much of research is piecemeal 10 Margaryan and Hofmeister, 25 May 2017 Research gaps
- 11. Sociology, specialty Sociology of Work • Lack of stats on crowdwork market – no representative sampling possible • Mostly surveys, online experiments or interventions/tech development; limited qualitative/in situ understanding of crowdwork • Lack of integrative analytical-methodological approaches, much of research is piecemeal • Crowdworkers’ experiences are decontextualised 11 Margaryan and Hofmeister, 25 May 2017 Research gaps
- 12. Sociology, specialty Sociology of Work12 Life Course perspective Context: cultural background Linked Lives / social integration Human Agency: goal orientation Timing Process: Different trajectories of the life course Figure 1.1. on p. 11 in Giele, J. & G. H. Elder, Jr. (1998), Life Course research: Development of a Field. In J. Giele & G. H. Elder, Jr (Eds), Methods of Life Course research. Thousand Oaks, CA: Sage.
- 13. Sociology, specialty Sociology of Work13 Life Course perspective Context Linked Lives Human Agency Timing Process: Different trajectories and experiences of crowdwork learning Self-regulation, self-direction, self- efficacy, powers of concentration. Setting plans and goals for learning. Taking on additional training. Figure 1.1. on p. 11 in Giele, J. & G. H. Elder, Jr. (1998), Life Course research: Development of a Field. In J. Giele & G. H. Elder, Jr (Eds), Methods of Life Course research. Thousand Oaks, CA: Sage.
- 14. Sociology, specialty Sociology of Work14 Life Course perspective Context Linked Lives Human Agency Timing Process: Different trajectories and experiences of crowdwork learning Self-regulation, self-direction, self- efficacy, powers of concentration. Setting plans and goals for learning. Taking on additional training. Networks online and offline, i.e. discussion groups, colleagues in co- working spaces. ‘Significant others’ & ‘passage-helpers.’ Family, friends, teachers. Figure 1.1. on p. 11 in Giele, J. & G. H. Elder, Jr. (1998), Life Course research: Development of a Field. In J. Giele & G. H. Elder, Jr (Eds), Methods of Life Course research. Thousand Oaks, CA: Sage.
- 15. Sociology, specialty Sociology of Work15 Life Course perspective Context Linked Lives Human Agency Timing Process: Different trajectories and experiences of crowdwork learning Self-regulation, self-direction, self- efficacy, powers of concentration. Setting plans and goals for learning. Taking on additional training. Networks online and offline, i.e. discussion groups, colleagues in co- working spaces. ‘Significant others’ & ‘passage-helpers’ in learning and work. Family, friends, teachers. Prior experiences (education, work relocations, layoffs), sequencing of events: personal (birth of child), community (arrival of high speed wireless access), and global (onset of financial crisis). Figure 1.1. on p. 11 in Giele, J. & G. H. Elder, Jr. (1998), Life Course research: Development of a Field. In J. Giele & G. H. Elder, Jr (Eds), Methods of Life Course research. Thousand Oaks, CA: Sage.
- 16. Sociology, specialty Sociology of Work16 Life Course perspective Context Linked Lives Human Agency Timing Process: Different trajectories and experiences of crowdwork learning Self-regulation, self-direction, self- efficacy, powers of concentration. Setting plans and goals for learning. Taking on additional training. Networks online and offline, i.e. discussion groups, colleagues in co- working spaces. ‘Significant others’ & ‘passage-helpers’ in learning and work. Family, friends, teachers. Prior experiences (education, work relocations, layoffs), sequencing of events: personal (birth of child), community (arrival of high speed wireless access), and global (onset of financial crisis). Family values & circumstances, local context, laws, & infrastructure, local attitudes, i.e. toward entrepreneurship, platform design & learning opportunities Figure 1.1. on p. 11 in Giele, J. & G. H. Elder, Jr. (1998), Life Course research: Development of a Field. In J. Giele & G. H. Elder, Jr (Eds), Methods of Life Course research. Thousand Oaks, CA: Sage.
- 17. Sociology, specialty Sociology of Work17 Agency: Self-regulated learning 70% 90% 70% 55% 75% 100% 68% 87% 81% 59% 64% 76% 0% 25% 50% 75% 100% Devise learning plans Modify learning goals Monitor & modify strategies Set long-term learning goals Set short-term learning goals Set performance standards OF MW Margaryan, A. (under review). Learning practices within crowdwork. Draft available from the author. Margaryan, A. (2016). Understanding crowdworkers’ learning practices. In Proceedings of Internet, Policy and Politics 2016 Conference, Oxford Internet Institute, University of Oxford, UK.
- 18. Sociology, specialty Sociology of Work18 Linked Lives: Social learning 75% 80% 100% 80% 80% 82% 77% 74% 74% 62% 0% 25% 50% 75% 100% Share learning wth peers Observe/replicate others' strategies Receive feedback from others Seek advice from others Collaborate with others OF MW Margaryan, A. (under review). Learning practices within crowdwork. Draft available from the author. Margaryan, A. (2016). Understanding crowdworkers’ learning practices. In Proceedings of Internet, Policy and Politics 2016 Conference, Oxford Internet Institute, University of Oxford, UK.
- 19. Sociology, specialty Sociology of Work19 Linked Lives: Networks Gray, M. et al 2(016). The communication network within the crowd. In Proceedings of WWW 2016 Conference, pp. 1293-1303. Montreal, Canada, ACM.. Amazon Mechanical Turk Figure: The communication network among Amazon Mechanical Turk workers. Subnetworks MTurkGrind (red; 392 workers, 1331 edges) and Facebook (blue, 133 workers, 357 edges). FacebookMTurkGrind
- 20. Sociology, specialty Sociology of Work Phase Method Source Life Course components addressed QUAN Survey (with larger sample) Workers Agency, Context QUAL Biographical interviews Workers Agency, Context, Linked Lives, Timing Life history calendar Workers Timing Social network analysis (ego- centric) Workers Linked Lives Semi-structured interviews Platforms, clients, policymakers Context Analysis of discussion threads in online fora Workers Context, Agency, Linked Lives DOCUMENT REVIEW Training provision, artefacts, socio-economic metrics Platforms, local governments, literature Context Ongoing and future work
- 21. Sociology, specialty Sociology of Work • OUTSIDE IN: In-depth and multi-source data spanning the sociological and the psychological, the individual and the collective, the digital and the analogue are needed – how can these best be captured? • INSIDE OUT: Viewing the whole person – adding important and potentially powerful explanatory variables for understanding the situation – life course contributes many – how do we think our way into her shoes? • PAST: Understanding how timing and sequencing of life events may influence the choice of learning practice – what has happened so far and how to capture it? • PRESENT & FUTURE: Better causal understanding of crowdworkers’ present conditions and future expectations – what is happening now, what is anticipated and how to measure it? 21 Margaryan and Hofmeister, 25 May 2017 Advancing research design
Editor's Notes
- #13: The Life course perspective as a lens for looking deeper into lives of crowdworkers