A knowledge structures exploration on social network sites

Purpose – This paper aims to describe a method for combining perceived community support, relationship quality and the extended technology acceptance model in the same empirically derived associative network. The research also examines the moderating role of accumulation of knowledge (based on beliefs and opinions) derived from social interactions. Design/methodology/approach – The Path fi nder algorithm is a valid approach for determining network structures from relatedness data. Such a graphical representation provides managers with a comprehensible picture of how social behaviours relate to loyalty-based dimensions. Findings – As the bene fi ts of community participation and integration might be differently evaluated by new and long-term users, the research examines the associative network by levels of user familiarity. This study indeed contributes to the analysis of enduring social bonds with respect to individuals ’ decision-making processes, as it provides details representing speci fi c relationships between diverse concepts based on true- loyalty. Practical implications – The application of Path fi nder to the study of online social services and user behaviour appears to have potential for unveiling the structures of social network sites members and designing successful strategies for prospective community managers. Originality/value – This is the fi rst study to the author ’ s knowledge that empirically tests a theory- grounded framework for integrating individual characteristics and relational driver and focuses on associative structures evidenced as a representation of the most salient loyalty-based concepts by also studying the moderating effects of familiarity.Junta de Andalucía SEJ-580

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

An exploration of concepts of community through a case study of UK university web production

The paper explores the inter-relation and differences between the concepts of occupational community, community of practice, online community and social network. It uses as a case study illustration the domain of UK university web site production and specifically a listserv for those involved in it. Different latent occupational communities are explored, and the potential for the listserv to help realize these as an active sense of community is considered. The listserv is not (for most participants) a tight knit community of practice, indeed it fails many criteria for an online community. It is perhaps best conceived as a loose knit network of practice, valued for information, implicit support and for the maintenance of weak ties. Through the analysis the case for using strict definitions of the theoretical concepts is made

Living and Learning With New Media: Summary of Findings From the Digital Youth Project

Summarizes findings from a three-year study of how new media have been integrated into youth behaviors and have changed the dynamics of media literacy, learning, and authoritative knowledge. Outlines implications for educators, parents, and policy makers

Astrobiology and Society in Europe Today

This book describes the state of astrobiology in Europe today and its relation to the European society at large. With contributions from authors in more than 20 countries and over 30 scientific institutions worldwide, the document illustrates the societal implications of astrobiology and the positive contribution that astrobiology can make to European society. The book has two main objectives: 1. It recommends the establishment of a European Astrobiology Institute (EAI) as an answer to a series of challenges relating to astrobiology but also European research, education, and society at large. 2. It also acknowledges the societal implications of astrobiology, and thus the role of the social sciences and humanities in optimizing the positive contribution that astrobiology can make to the lives of the people of Europe and the challenges they face

Where do experiments end?

types: Editorial CommentCopyright © 2010 Elsevier. NOTICE: This is the author’s version of a work accepted for publication by Elsevier. Changes resulting from the publishing process, including peer review, editing, corrections, structural formatting and other quality control mechanisms, may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Geoforum, 2010, Vol. 41, Issue 5 pp. 667 – 670 DOI: 10.1016/j.geoforum.2010.05.003Editoria

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching