No-your's are great questions. I'm not a DML Research Hub person, so I'm piecing it together too...but I've been trying to do that since this summer, so perhaps I'm further along the same path . I'm hoping @mimi or @dmlamanda will jump in...
It is my understanding that @mimi and @howardrheingold are collaboratively running #connectedcourses and @mimi is the research director of dml research hub. There, that's my short answer until someone more knowledgeable can answer.
When I say "we" I mean the Connected Courses Research Working Group. As in the people who are actively taking a role in this forum. I mean people who are actively considering doing research related to #connectedcourses and therefore need to address the entire #connectedcourses community in order to establish trust, transparency, and dialogue with participants. It is my impression that this includes you. The document underway seems to be part "introduction to the group" and part "group norming document"...I'm kind of curious myself about the following:
1) Should our introduction to the CCourses group really be a group norming document as it seems to be evolving into?
2) What is the purpose of a group norming document? Are we trying to become a regulatory body (I hope not)? Aren't we really just a meet-up place for people who might want to do research together? Aren't we really just trying to establish a platform from which small research groups can address the #ccourses community as a whole and be seen by them?
We have invited DML into this conversation because they are the #ccourses organizers and because they know stuff.
When I say "we" in that last sentence, that's somewhat a royal "we" although you've got to understand that this entire research working group was started in a loose affiliation / with general support of DML - in the short life of the CC working research group, DML has always been part of the background.
That's my perspective at least - hope that clears some things up.
And I'm looking for the International Journal of Learning and Media, 2014, Issue 4 number 2. The whole issue