Handbook of research on social software and developing community ontologies:
"This book explores how social software and developing community ontologies are challenging the way we operate in a performative space"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA u.a.
Information Science Reference
2009
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book explores how social software and developing community ontologies are challenging the way we operate in a performative space"--Provided by publisher. |
| Beschreibung: | "This book explores how social software and developing community ontologies are challenging the way we operate in a performative space"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXXIII, 598 S. |
| ISBN: | 9781605662084 9781605662091 |
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Datensatz im Suchindex
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| adam_text |
Titel: Handbook of research on social software and developing community ontologies
Autor: Hatzipanagos, Stylianos
Jahr: 2009
Table of Contents
Foreword.xxv
Preface.xxvii
Acknowledgment.xxxiii
Chapter I
How the Crowd Can Teach.1
Jon Dron, Athabasca University, Canada
Terry Anderson, Athabasca University, Canada
Chapter II
Social Networking and Schools: Early Responses and Implications for Practice.18
Chris Abbott, Reader in e-Inclusion, King's College London, UK
William Alder, Sixth Form Student, Trinity School, UK
Chapter III
Cyber-Identities and Social Life in Cyberspace.27
Eleni Berki, University of Tampere, Finland
Mikko Jcikala, University ofJyvdskyld, Finland
Chapter IV
Weblogs in Higher Education.40
Werner Beuschel, Brandenburg University of Applied Sciences, Germany
Chapter V
Social Navigation and Local Folksonomies: Technical and Design Considerations fora Mobile
Information System.52
Mark Bilandzic, Technishe Universitdt Munchen, Germany
Marcus Foth, Queensland University of Technology, Australia
Chapter VI
Social Cognitive Ontology and User Driven Healthcare.67
Rakesh Biswas, Manipal University, Malaysia
Carmel M. Martin, Northern Ontario School of Medicine, Ottawa, Canada
Joachim Sturmberg, Monash University, Australia
Kamalika Mukherji, Hertfordshire Partnership NHS Foundation Trust, UK
Edwin Wen Huo Lee, Intel Innovation Center, Malaysia
Shashikiran Umakanth, Manipal University, Malaysia
A.S. Kasthuri, AFMC, India
Chapter VII
Social Identities, Group Formation, and the Analysis of Online Communities.86
Jillianne R. Code, Simon Fraser University, Canada
Nicholas E. Zaparyniuk, Simon Fraser University, Canada
Chapter VIII
The Emergence of Agency in Online Social Networks.102
Jillianne R. Code, Simon Fraser University, Canada
Nicholas E. Zaparyniuk, Simon Fraser University, Canada
Chapter IX
Exploiting Collaborative Tagging Systems to Unveil the User-Experience of Web Contents:
An Operative Proposal. 119
A. Malizia, Universidad Carlos HI de Madrid, Spain
A. De Angeli, University of Manchester, UK
S. Levialdi, Sapienza University of Rome, Italy
I. Aedo Cuevas, Universidad Carlos III de Madrid, Spain
Chapter X
The Roles of Social Networks and Communities in Open Education Programs.133
Utpal M. Dholakia, Rice University, USA
Richard Baraniuk, Connexions and Rice University, USA
Chapter XI
Distributed Learning Environments and Social Software: In Search for a Framework of
Design.145
Sebastian Fiedler, Zentrumfiir Sozial Innovation - Centre for Social Innovation, Austria
Kai Pata, Center of Educational Technology, Tallinn University, Estonia
Chapter XII
Exploring the Role of Social Software in Higher Education.159
Yoni Ryan, Australian Catholic University, Australia
Robert Fitzgerald, University of Canberra, Australia
Chapter XIII
Identifying New Virtual Competencies for the Digital Age: Essential Tools for Entry
Level Workers.174
Kathryn Gow, Queensland University of Technology, Australia
Chapter XIV
Social Structures of Online Religious Communities.193
Jerald Hughes, University of Texas - Pan American, USA
Scott Robinson, Global Trading Group, USA
Chapter XV
Living, Working, Teaching and Learning by Social Software.208
Helen Keegan, University ofSalford, UK
Bernard Lisewski, University of Salford, UK
Chapter XVI
Supporting Student Blogging in Higher Education.222
Lucinda Kerawalla, The Open University, UK
Shailey Minocha, The Open University, UK
Gill Kirkup, The Open University, UK
Grdinne Conole, The Open University, UK
Chapter XVII
Blogs as a Social Networking Tool to Build Community.238
Lisa Kervin, University of Wollongong, Australia
Jessica Mantei, University of Wollongong, Australia
Anthony Herrington, University of Wollongong, Australia
Chapter XVIII
A Model for Knowledge and Innovation in Online Education.254
Jennifer Ann Under- VanBerschot, University of New Mexico, USA
Deborah K. LaPointe, University of New Mexico Health Sciences Center, USA
Chapter XIX
Using Social Software for Teaching and Learning in Higher Education.269
Petros Lameras, South East European Research Centre, Research Centre of the University of
Sheffield and CITY College, Greece
Iraklis Paraskakis, South East European Research Centre, Research Centre of the University
of Sheffield and CITY College, Greece
Philipa Levy, University of Sheffield, Greece
Chapter XX
The Potential of Enterprise Social Software in Integrating Exploitative and Explorative
Knowledge Strategies.285
Dimitris Bibikas, South East European Research Centre, Greece Research Centre
of the University of Sheffield and CITY College, Greece
Iraklis Paraskakis, South East European Research Centre, Greece Research Centre
of the University of Sheffield and CITY College, Greece
Alexandros G. Psychogios, CITY College, affiliated Institution of the University of
Sheffield, Greece
Ana C. Vasconcelos, The University of Sheffield Regent Court, UK
Chapter XXI
Personal Knowledge Management Skills for Lifelong-Learners 2.0.298
M. C. Pettenati, University of Florence, Italy
M. E. Cigognini, University of Florence, Italy
E. M. C. Guerin, University of Florence, Italy
G. R. Mangione, University of Florence, Italy
Chapter XXII
Reconceptualising Information Literacy for the Web 2.0 Environment?.316
Sharon Markless, King s College, London, UK
David Streatfield, Information Management Associates, UK
Chapter XXIII
Pedagogical Responses to Social Software in Universities.335
Catherine McLoughlin, Australian Catholic University, Australia
MarkJ. W. Lee, Charles Sturt University, Australia
Chapter XXIV
Knowledge Media Tools to Foster Social Learning.357
Alexandra Okada, The Open University, UK
Simon Buckingham Shum, The Open University, UK
Michelle Bachler, The Open University, UK
Eleftheria Tomadaki, The Open University, UK
Peter Scott, The Open University, UK
Alex Little, The Open University, UK
Marc Eisenstadt, The Open University, UK
Chapter XXV
A Critical Cultural Reading of "YouTube".381
Luc Pauwels, University of Antwerp, Belgium
Patricia Hellriegel, Lessius University College, Belgium
Chapter XXVI
The Personal Research Portal.400
Ismael Pena-Lopez, Universitat Oberta de Catalunya, Spain
Chapter XXVII
Ambient Pedagogies, Meaningful Learning and Social Software.415
Andrew Ravenscroft, London Metropolitan University, UK
Musbah Sagar, London Metropolitan University, UK
Enzian Baur, London Metropolitan University, UK
Peter Oriogun, American University of Nigeria, Nigeria
Chapter XXVIII
Interactivity Redefined for the Social Web.434
V. Sachdev, Middle Tennessee State University, USA
S. Nerur, University of Texas at Arlington, USA
J. T. C. Teng, University of Texas at Arlington, USA
Chapter XXIX
Transliteracy as a Unifying Perspective.448
Sue Thomas, De Montfort University, UK
Chris Joseph, De Montfort University, UK
Jess Laccetti, De Montfort University, UK
Bruce Mason, De Montfort University, UK
Simon Perril, De Montfort University, UK
Kate Pullinger, De Montfort University, UK
Chapter XXX
Bridging the Gap Between Web 2.0 and Higher Education.466
Martin Weller, The Open University, UK
James Dalziel, Macquarie University, Australia
Chapter XXXI
Destructive Creativity on the Social Web: Learning through Wikis in Higher Education.479
Steve Wheeler, University of Plymouth, UK
Chapter XXXII
Presence in Social Networks.493
Scott Wilson, University ofBolton, UK
Compilation of References.512
About the Contributors.576
Index.590
Detailed Table of Contents
Foreword.xxv
Preface.xxvii
Acknowledgment.xxxiii
Chapter I
How the Crowd Can Teach.1
Jon Dron, Athabasca University, Canada
Terry Anderson, Athabasca University, Canada
Dron Anderson provide a framework for understanding the effective use of the Net for learning and
teaching by differentiating between three modes of networked social organization. These are defined as
the Group, the Network and the Collective. The chapter explores the consequences of this perspective,
observing that each has both strengths and weaknesses in different contexts and when used for different
applications. They conclude that to gain the greatest benefits from social software it is important to un-
derstand the different dynamics of different tools and the different contexts in which they may be used.
Taking these into account, they hope that it will now be possible to perform more informed studies that
will refine and develop these approaches more fully.
Chapter II
Social Networking and Schools: Early Responses and Implications for Practice.18
Chris Abbott, Reader in e-lnclusion, King's College London, UK
William Alder, Sixth Form Student, Trinity School, UK
Abbott Adler contribute to the debate about the apparent dichotomy between the trend for young
people to embrace social networking sites enthusiastically while within education we are reluctant to
embed social software in our learning and teaching environments. They examine the transition of online
practices as a trajectory from personal website use through interactive services to the networking sites
today. They conclude that social networking has initiated a series of practices which cannot now be
abandoned, and that the challenge for the education system is not control or abolition but the inclusion
of social networking within learning and teaching.
Chapter III
Cyber-ldentities and Social Life in Cyberspace.27
Eleni Berki, University of Tampere, Finland
Mikko Jakala, University ofJyvaskyla, Finland
Berki Jakala identify social software as a key technology in communication within cyberspace and
recognise they are gradually transforming virtual communities to potentially important meeting places for
sharing information and for supporting human actions, feelings and needs. They examine the conceptual
definition of virtual community as found in the literature and extend it to accommodate latest trends.
Cyber-communities seem to dissolve the boundaries of identity and this questions the trust, privacy and
confidentiality of interaction. They present a new way of classifying and viewing self-presentation and
identity management in virtual communities, based on the characteristics that participants prefer to at-
tribute to themselves and present to others.
Chapter IV
Weblogs in Higher Education.40
Werner Beuschel, Brandenburg University of Applied Sciences, Germany
Beuschel uses an exploratory study to examine the value of blogs for learning and teaching, and their
potential to support active student participation and collaboration. He shows that cooperative media like
blogs cannot just be "prescribed" in an institutional setting, yet the share of informal activities is higher
than with other media. Within his target group he found that students needed time and motivation to ap-
propriate the media for their own needs. He concludes that the usage of blogs is generally encouraging,
but he also raises some cautionary issues. He recommends that the early processes in a course should
devote enough time and effort to explain the specifics of blogs and the activity of blogging in relation
to the objectives of a class. He notes finally, that though the importance and prevalence of the social
function of blogs was visible, the dimensions of use such as exploration and reflection were sometimes
under-employed.
Chapter V
Social Navigation and Local Folksonomies: Technical and Design Considerations for a Mobile
Information System.52
Mark Bilandzic, Technishe Universitat Munchen, Germany
Marcus Foth, Queensland University of Technology, Australia
Bilandzic Foth explore the innovative nature of social software services that enable users to create
and share content and develop a collective intelligence. In the context of 'geo-tagging' they examine
mobile information systems for collecting and harnessing everyday connections and local knowledge
of urban residents in order to support social navigation practices. Network connectivity creates a medi-
ated social environment where mobile phone users turn into in-situ journalists who can upload location
based ratings, comments and recommendations to a shared community platform to form a huge social
knowledge repository, decentralizing control over information about local services.
Chapter VI
Social Cognitive Ontology and User Driven Healthcare.67
Rakesh Biswas, Manipal University, Malaysia
Carmel M. Martin, Northern Ontario School of Medicine, Ottawa, Canada
Joachim Sturmberg, Monash University, Australia
Kamalika Mukherji, Hertfordshire Partnership NHS Foundation Trust, UK
Edwin Wen Huo Lee, Intel Innovation Center, Malaysia
Shashikiran Umakanth, Manipal University, Malaysia
A.S. Kasthuri, AFMC, India
Biswas et al introduce the readers to the concept of ontology with particular reference to its philosophi-
cal, social and computer science instantiations and tease out the relations between them. They propose a
synthesis of these concepts with the term 'social cognitive ontological constructs' (SCOCs) and proceed
to explore the role of SCOCs in the generation of human emotions that are postulated to have to do more
with cognition than affect. They propose a way forward to address the emotional needs of patients and
health care givers through informational feedback that is based on a conceptual framework incorporat-
ing SCOCs of key stakeholders. This would come about through recognizing the clinical encounter for
what it is: a shared learning experience. The data contained within these records may then be shared
between different patients and health professionals who key in their own experiential information to
find matching information through text-based tagging on a Web 2.0 platform.
Chapter VII
Social Identities, Group Formation, and the Analysis of Online Communities.86
Jillianne R. Code, Simon Fraser University, Canada
Nicholas E. Zaparyniuk, Simon Fraser University, Canada
Code Zaparyniuk discuss how communities form and develop over time within the context of Internet
mediated communication that encourages self-expression and facilitates the formation of relationships
based on shared values and beliefs. They consider the psychological challenges unique to understand-
ing the dynamics of social identity formation and strategic interaction in online social networks. They
explore how social identity affects the formation and development of online communities, how to
analyze the development of these communities, and the implications that social networks have within
education. Strategies for social identity experimentation in classrooms allow students to become active
interpreters of social interaction and contribute to the student insight into the dynamics of learning and
development as a social process.
Chapter VIII
The Emergence of Agency in Online Social Networks.102
Jillianne R. Code, Simon Fraser University, Canada
Nicholas E. Zaparyniuk, Simon Fraser University, Canada
Code Zaparyniuk explore the emergence of agency in social networks. Agency, defined as the capability
of individuals to consciously choose, influence, and structure their actions, emerges from social interac-
tions and influences the development of social networks, and the role of social software's potential as
a tool for educational purposes. Practical implications of agency as an emergent property within social
networks provide a psychological framework that forms the basis for a pedagogy of social interactivity.
They discuss the psychological processes necessary for the development of agency to contribute to an
understanding of engagement in online interactions for socialization and learning.
Chapter IX
Exploiting Collaborative Tagging Systems to Unveil the User-Experience of Web Contents:
An Operative Proposal. 119
A. Malizia, Universidad Carlos HI de Madrid, Spain
A. De Angeli, University of Manchester, UK
S. Levialdi, Sapienza University of Rome, Italy
I. Aedo Cuevas, Universidad Carlos Hide Madrid, Spain
Malizia et al consider the user experience as a crucial factor for designing and enhancing user satisfaction
when interacting with a system or computational by exploring collaborative tagging systems that allow
users to add labels for categorizing contents. The chapter presents a set of techniques for detecting the
user experience through Collaborative Tagging Systems and an example on how to apply the approach
for the evaluation of web sites. Their work highlights the potential use of collaborative tagging systems
for measuring user experience and user satisfaction and discusses the future implications of this approach
as compared to traditional evaluation tools, such as questionnaires or interviews.
Chapter X
The Roles of Social Networks and Communities in Open Education Programs.133
Utpal M. Dholakia, Rice University, USA
Richard Baraniuk, Connexions and Rice University, USA
Dholakia Baraniuk investigate how the learner experience and the effectiveness of Open Education
Programs that provide digitized educational resources freely to educators and learners to use and reuse
for teaching, learning, and research, can be enhanced by incorporating new social networking technolo-
gies along with traditional virtual communities. The implications and impact of how social networking
technologies will contribute to the next generation of open education programs is discussed through
their experience and engagement with such project.
Chapter XI
Distributed Learning Environments and Social Software: In Search for a Framework of
Design.145
Sebastian Fiedler, Zentrumfur Sozial Innovation - Centre for Social Innovation, Austria
Kai Pata, Center of Educational Technology, Tallinn University, Estonia
Fiedler Pata discuss how the construction of a design and intervention framework for distributed learn-
ing environments might be approached. They address some current technical and conceptual challenges
for the implementation and maintenance of distributed learning environments. They utilise activity theory
and the concept of affordance, as perceived possibilities for action, and discuss potential consequences
for the design of learning environments. Their contribution is a proposal for a necessary reorientation
and a call for debate about design and intervention frameworks for distributed learning environments.
Chapter XII
Exploring the Role of Social Software in Higher Education.159
Yoni Ryan, Australian Catholic University, Australia
Robert Fitzgerald, University of Canberra, Australia
Ryan Fitzgerald consider the potential of social software to support learning in higher education by
outlining a project where social software is used to support peer engagement and group learning. Here
they are providing students with opportunities to engage with their peers in a discourse that explores,
interrogates and provides a supplementary social ground for their in-class learning. The core of the article
describes the results from the survey conducted with students and draws out a number of key issues and
emerging trends: that no one-size-fits-all; institutional ICT services are not partners in innovation; open
source software and 'free' web services are vital; that cross-institutional innovation is problematic; and
a tension exists between decentralised and centralised educational models.
Chapter XIII
Identifying New Virtual Competencies for the Digital Age: Essential Tools for Entry
Level Workers.174
Kathryn Gow, Queensland University of Technology, Australia
Gow identifies those competencies that entry level workers, and graduates, will need to acquire to be
successful in the 21 st Century work environment. In order to succeed in the digital age, augmented ICT
skills, including abilities to communicate across the web are prominent in this typology of competencies
that includes knowledge and ability in use of social software. Other attributes, such as cross cultural and
professional skills, along with an appreciation of web ontologies will facilitate transition of entry-level
workers into the world of international liaisons. The chapter addresses the need for teaching institutions to
engage in training about digital competencies to ensure a better equipped and competitive workforce.
Chapter XIV
Social Structures of Online Religious Communities.193
Jerald Hughes, University of Texas - Pan American, USA
Scott Robinson, Global Trading Group, USA
Hughes et al. present a description and functional taxonomy of interaction-oriented virtual communities
of spirituality. They identify salient points of similarity and difference between online and offline reli-
gious social structures, and show that online spiritual communities as presently constituted, are unlikely
to be able to directly replicate the traditional social structures of the offline religious institutions from
which they originated. They explore the powers and constraints on action, embodied in social software
and the implications for online virtual communities that this finding has. In conclusion they highlight
the importance of the issues surrounding identity, authenticity and authority.
Chapter XV
Living, Working, Teaching and Learning by Social Software.208
Helen Keegan, University ofSalford, UK
Bernard Lisewski, University of Salford, UK
Keegan Lisewski explore emergent behaviours in the use of social software across multiple online
communities of practice, ones where informal learning occurs beyond traditional higher education insti-
tutional boundaries. They trace the potentially disruptive nature of social software and social networking
practices. They claim that new forms of online learning, with social interaction and metacognition at
their core, pose a significant challenge to learners and teachers in terms of: the volume, authority and
legitimacy of information; the relatively unbounded nature of communications; traditional assessment
practices; and the role of the tutor. They conclude that the tensions between the formal and the informal,
the centralised and the decentralised, must be managed effectively, and boundaries need to be negoti-
ated across communities of practice and information networks in order to avoid participants becoming
overwhelmed.
Chapter XVI
Supporting Student Blogging in Higher Education.222
Lucinda Kerawalla, The Open University, UK
Shailey Minocha, The Open University, UK
Gill Kirkup, The Open University, UK
Grdinne Conole, The Open University, UK
Kerawalla et al explore the choices that educators have to make when they use social software. They
focus on a research programme that investigated the blogging activities of different groups of Higher
Education students: (undergraduate, Masters-level distance learners, and Doctoral students). They use
their evidence of student experience, perceptions, and expectations of blogging to inform the develop-
ment of a framework, for course designers and students, that raises awareness of the features of blogging.
They present an empirically-grounded framework which can guide course designers and educators on
whether and how to include blogging in their course-contexts. It encourages both educators and students
to think about the socio-technical context of blogging and how/whether this may generate the potential
for community-building.
Chapter XVII
Blogs as a Social Networking Tool to Build Community.238
Lisa Kervin, University of Wollongong, Australia
Jessica Mantel, University of Wollongong, Australia
Anthony Herrington, University of Wollongong, Australia
Kervin et al. discuss the activities of an online community of learners developed for beginning teachers
in primary and early childhood education and organised around a site with a blogging feature. This pro-
vided a space for users to not only reflect critically on their own experiences and developing expertise,
but also compare and comment on the experiences of others. Their analysis revealed that it was critical
that students set the parameters for blogging and retained ownership of their blogs. They show that the
networking opportunities that emerged from the blogging experience provided for focused and meaning-
ful interactions to occur within both the physical and virtual environments.
Chapter XVIII
A Model for Knowledge and Innovation in Online Education.254
Jennifer Ann Linder-VanBerschot, University of New Mexico, USA
Deborah K. LaPointe, University of New Mexico Health Sciences Center, USA
Linder-VanBerschot LaPointe introduce a model that outlines the evolution of knowledge and sustain-
able innovation of communities through the use of social software and knowledge management. The
participatory dimensions of social software increase interaction and introduce a diversity of perspec-
tives into the classroom space. Knowledge management provides the opportunity to capture and store
information so that content and learning can be personalized according to learner preferences. Their
model describes a circuit of knowledge that includes instructional systems design, individualization of
learning, interaction and critical reflection. It also represents a new framework within which communi-
ties develop and become more sustainable.
Chapter XIX
Using Social Software for Teaching and Learning in Higher Education.269
Petros Lameras, South East European Research Centre, Research Centre of the University of
Sheffield and CITY College, Greece
lraklis Paraskakis, South East European Research Centre, Greece Research Centre
of the University of Sheffield and CITY College, Greece
Philipa Levy, University of Sheffield, Greece
Lameras, Paraskakis Levy discuss how social constructivist pedagogies that embrace collaborative
learning and communities of practice may be supported by the adoption of social software tools. They
want to support higher education practitioners in theory-informed design by distilling and outlining
those aspects of social constructivism that address the use of social software tools. They claim that the
introduction of social software to institutional Virtual Learning Environments, with a strong focus on
collaborative learning processes and engagement in online learning communities, will highlight the need
for discursive tools, adaptability, interactivity and reflection.
Chapter XX
The Potential of Enterprise Social Software in Integrating Exploitative and Explorative
Knowledge Strategies.285
Dimitris Bibikas, South East European Research Centre, Greece Research Centre
of the University of Sheffield and CITY College, Greece
lraklis Paraskakis, South East European Research Centre, Greece Research Centre
of the University of Sheffield and CITY College, Greece
Alexandros G. Psychogios, CITYCollege, affiliated Institution of the University of
Sheffield, Greece
Ana C. Vasconcelos, The University of Sheffield Regent Court, UK
Bibikas et al investigate the role of social software in integrating knowledge exploitation and knowledge
exploration strategies. They approach these strategies through the lens of dynamic capabilities, organi-
sational learning and knowledge lifecycle models. They argue that while current enterprise Information
Technology systems focus more on knowledge lifecycle processes concerning the distribution and
application of knowledge, enterprise social software can invoke knowledge exploration strategies and
leverage knowledge creation and validation procedures.
Chapter XXI
Personal Knowledge Management Skills for Lifelong-Learners 2.0.298
M. C. Pettenati, University of Florence, Italy
M. E. Cigognini, University of Florence, Italy
E. M. C. Guerin, University of Florence, Italy
G. R. Mangione, University of Florence, Italy
Pettenati et al identify the Personal Knowledge Management (PKM) pre-dispositions, skills and com-
petences of the effective lifelong-learner 2.0 and derive a PKM-skills model centred on a division into
basic PKM competences, associated with the social software practices of create-organize-share and
Higher-Order skills. These help to identify the enabling conditions and competences that favour the
advanced management of one's personal knowledge. Their main purpose is to understand whether such
Higher-Order abilities are innate or should be learnt. They claim that they should be taught by educational
institutions through the development of specific educational modules or activities.
Chapter XXII
Reconceptualising Information Literacy for the Web 2.0 Environment?.316
Sharon Markless, King s College, London, UK
David Streatfield, Information Management Associates, UK
Markless Streatfield question whether the shift from the Web as a vehicle for storing and transmitting
information to the new Web as a series of social networking environments requires significant changes
in student skills and competencies. They examine the changes in learning being brought about by Web
2.0 and they question whether adjustment of existing information literacy models is a sufficient response
to deal with these changes. They conclude that although Web 2.0 developments are not fundamentally
undermining the nature of teaching and learning they do provide important possibilities for more effec-
tive information literacy development work. A non-sequential framework is offered as a contribution
to supporting HE students when seeking to obtain, store and exploit information in the informal social
world of Web 2.0 and in their formal academic discipline.
Chapter XXIII
Pedagogical Responses to Social Software in Universities.335
Catherine McLoughlin, Australian Catholic University, Australia
MarkJ. W. Lee, Charles Sturt University, Australia
McLoughlin Lee examine new models of teaching and learning that meet the needs of a generation
of learners who seek greater autonomy, connectivity and socio-experiential learning. The advent of
Web 2.0, with its expanded potential for generativity and connectivity impacts on how the dynamics
of student learning is conceptualized. Disruptive forces, fuelled by the affordances of social software
tools, are challenging and redefining scholarship and pedagogy. In response to these challenges they
propose a pedagogical framework which addresses participation in networked communities of learning,
personalization of the learning experience, and learner knowledge creation and creativity that offers the
potential for transformational shifts in teaching and learning practices.
Chapter XXIV
Knowledge Media Tools to Foster Social Learning.357
Alexandra Okada, The Open University, UK
Simon Buckingham Shum, The Open University, UK
Michelle Bachler, The Open University, UK
Eleftheria Tomadaki, The Open University, UK
Peter Scott, The Open University, UK
Alex Little, The Open University, UK
Marc Eisenstadt, The Open University, UK
Okada et al explore how knowledge media technologies create opportunities for social learning in the
Open Content movement context. They focus on an Open Educational Resources project which integrates
three knowledge media technologies: Compendium (knowledge mapping software); MSG (instant mes-
saging application with geolocation maps); and FM (a web-based videoconferencing application). They
show how these tools can be used to foster 'Open sensemaking communities' that are characterised as
open and self-sustaining communities that construct knowledge together from an array of environmental
inputs by mapping knowledge, location and virtual interactions.
Chapter XXV
A Critical Cultural Reading of "YouTube".381
Luc Pauwels, University of Antwerp, Belgium
Patricia Hellriegel, Lessius University College, Belgium
Pauwels Hellriegel use a 'hybrid media analysis' approach to examine YouTube, one of the most
popular social software platforms that is challenging the dominant discourse with its focus on community
formation and user empowerment. By analysing the steering mechanisms embodied in the infrastructure
as well as empirical observations of YouTube's content fluctuations over time, insight is provided into the
embedded cultural values and practices and the nature of the ongoing negotiation of power and control
between YouTube controllers and 'prosumers'. Their model of analysis is geared towards decoding the
multimodal structure of websites and their social and cultural significance. They end by highlighting the
subtle struggle for power and control between owners and users as well as pointing at possible effects
of cultural mainstreaming or ideological reproduction.
Chapter XXVI
The Personal Research Portal.400
Ismael Pena-Lopez, Universitat Oberta de Catalunya, Spain
Pena-Lopez proposes the concept of the Personal Research Portal (PRP) - a mesh of social software ap-
plications to manage knowledge acquisition and diffusion. This is premised on the belief that there is a
place for individual initiatives to try and bridge the biases and unbalances in the weight that researchers
and research topics have in the international arena. The chapter highlights the main perceived benefits
of a PRP that include building a digital identity, information sharing, the creation of an effective e-port-
folio, and the sharing of personal and professional networks. He concludes that the main challenges that
need to be addressed include access to technology and developing appropriate skills, problems that are
recognised as stemming from the digital divide.
Chapter XXVII
Ambient Pedagogies, Meaningful Learning and Social Software.415
Andrew Ravenscroft, London Metropolitan University, UK
Musbah Sagar, London Metropolitan University, UK
Enzian Baur, London Metropolitan University, UK
Peter Oriogun, American University of Nigeria, Nigeria
Ravenscroft et al. present a new approach to designing learning interactions in the digital age that rec-
onciles learning processes with digital practices in the context of social networking and Web 2.0. They
begin by offering some theoretical pointers and methodological perspectives for research and develop-
ment that play against current educational articulations of Web 2.0; they see a misalignment of social
practices that are ostensibly oriented towards and motivated by 'interest' with those that are oriented
towards and motivated by 'learning'. They explain how an ongoing initiative in advanced learning design
has developed notions of 'ambient learning design' and 'experience design' to address these issues and
describe a new methodology for developing digital tools that incorporate these concepts.
Chapter XXVIII
Interactivity Redefined for the Social Web.434
V. Sachdev, Middle Tennessee State University, USA
S. Nerur, University of Texas at Arlington, USA
J.T.C. Teng, University of Texas at Arlington, USA
Sachdev, Nerur Teng review the importance of "interactivity" and propose it as an important research
construct in the context of social computing. They extend the traditional definition of interactivity by
adding three new dimensions to produce what they term Social Computing Interactivity (SCI), a concept
that they see as likely to be more useful in understanding issues surrounding social computing. They go
on to suggest possible operationalizations of the dimensions of SCI and explore the theoretical bases
that could inform a study of the relevance of these dimensions in predicting the continued growth of
social computing.
Chapter XXIX
Transliteracy as a Unifying Perspective.448
Sue Thomas, De Montfort University, UK
Chris Joseph, De Montfort University, UK
Jess Laccetti, De Montfort University, UK
Bruce Mason, De Montfort University, UK
Simon Perril, De Montfort University, UK
Kate Pullinger, De Montfort University, UK
Thomas et al. suggest that transliteracy might provide a unifying perspective on what it means to be
literate in the 21st century. They define transliteracy as "the ability to read, write and interact across a
range of platforms, tools and media" and open the debate with examples from history, orality, philosophy,
literature, ethnography and education. In their approach they record responses to, expansion of, and devel-
opment of the term. They report that transliteracy is a 'disruptive innovation' which presents challenges
that will shape the way we think of teaching and learning in the context of the open economy. In their
view, developing transliterate creative production practices and communication across multiple platforms
represents a sensory and cultural explosion that will frame new kinds of experience and knowing.
Chapter XXX
Bridging the Gap Between Web 2.0 and Higher Education.466
Martin Wetter, The Open University, UK
James Dalziel, Macquarie University, Australia
Weller Dalziel have looked at the tension between new forms of social networking, web 2.0 commu-
nities and higher education, arguing that there are differences between cultures and values. They claim
that both the granularity of formal education and the manner in which we formalise learning are subject
to change with the advent of user generated content and distributed and personalised technologies that
are informal, and socially oriented. They recommend that the gap between higher education and web
2.0 could be bridged by approaches that meet the diverse needs of learners and utilise the best of social
networking.
Chapter XXXI
Destructive Creativity on the Social Web: Learning through Wikis in Higher Education.479
Steve Wheeler, University of Plymouth, UK
Wheeler examines the use of wikis, a freely available form of open architecture groupware, and their
use as a shared online space to encourage students to generate their own content and foster a supportive
and dynamic community of learning. The chapter reports on student perceptions of the limitations and
benefits of a wiki as a social writing tool. It focuses on the tension between creative and destructive uses
of wikis and offers recommendations on their effective use in mainstream higher education. Interviews
with the students revealed a certain amount of disconcertion and readjustment where students share and
co-edit the same space on a wiki and some felt that the anonymity of the form denied them appropriate
recognition. However, Wheeler argues that when viewed over a period of time, group based generation of
content on wikis can be both creative and fulfilling, with long lasting and positive learning outcomes.
Chapter XXXII
Presence in Social Networks.493
Scott Wilson, University ofBolton, UK
Scott Wilson describes some of the key concepts and technologies in presence and puts forward an ontol-
ogy of presence for social networks and related services. The author shows how presence represents a
fundamental component of the online experience, and though it has originated to some extent within the
specific demands of instant messaging networks, the concepts and technologies of presence have become
embedded within social networks. These include the development of new networks that have presence
as a primary purpose, for example Twitter and Jaiku. Wilson argues that these developments reinforce
the notion that the next phase of social network technology will have a central role for presence. In the
final part of the chapter an ontology is elaborated that can be used to position presence technologies
within the existing landscape of social software.
Compilation of References.512
About the Contributors.576
Index.590 |
| any_adam_object | 1 |
| author_GND | (DE-588)137931913 |
| building | Verbundindex |
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| dewey-ones | 302 - Social interaction |
| dewey-raw | 302.30285/4678 |
| dewey-search | 302.30285/4678 |
| dewey-sort | 3302.30285 44678 |
| dewey-tens | 300 - Social sciences |
| discipline | Informatik Soziologie |
| format | Book |
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| spelling | Handbook of research on social software and developing community ontologies Stylianos Hatzipanagos ... Social software and developing community ontologies Hershey, PA u.a. Information Science Reference 2009 XXXIII, 598 S. txt rdacontent n rdamedia nc rdacarrier "This book explores how social software and developing community ontologies are challenging the way we operate in a performative space"--Provided by publisher. Includes bibliographical references and index Gesellschaft Online social networks Research Social networks Research Internet Social aspects Research Soziale Software (DE-588)7550143-0 gnd rswk-swf Soziales Netzwerk (DE-588)4055762-5 gnd rswk-swf Internet (DE-588)4308416-3 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Internet (DE-588)4308416-3 s Soziales Netzwerk (DE-588)4055762-5 s Soziale Software (DE-588)7550143-0 s b DE-604 Hatzipanagos, Stylianos 1963- Sonstige (DE-588)137931913 oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017045976&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Handbook of research on social software and developing community ontologies Gesellschaft Online social networks Research Social networks Research Internet Social aspects Research Soziale Software (DE-588)7550143-0 gnd Soziales Netzwerk (DE-588)4055762-5 gnd Internet (DE-588)4308416-3 gnd |
| subject_GND | (DE-588)7550143-0 (DE-588)4055762-5 (DE-588)4308416-3 (DE-588)4143413-4 |
| title | Handbook of research on social software and developing community ontologies |
| title_alt | Social software and developing community ontologies |
| title_auth | Handbook of research on social software and developing community ontologies |
| title_exact_search | Handbook of research on social software and developing community ontologies |
| title_full | Handbook of research on social software and developing community ontologies Stylianos Hatzipanagos ... |
| title_fullStr | Handbook of research on social software and developing community ontologies Stylianos Hatzipanagos ... |
| title_full_unstemmed | Handbook of research on social software and developing community ontologies Stylianos Hatzipanagos ... |
| title_short | Handbook of research on social software and developing community ontologies |
| title_sort | handbook of research on social software and developing community ontologies |
| topic | Gesellschaft Online social networks Research Social networks Research Internet Social aspects Research Soziale Software (DE-588)7550143-0 gnd Soziales Netzwerk (DE-588)4055762-5 gnd Internet (DE-588)4308416-3 gnd |
| topic_facet | Gesellschaft Online social networks Research Social networks Research Internet Social aspects Research Soziale Software Soziales Netzwerk Internet Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017045976&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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