Early Warning Analysis for Social Diffusion Events

There is considerable interest in developing predictive capabilities for social diffusion processes, for instance to permit early identification of emerging contentious situations, rapid detection of disease outbreaks, or accurate forecasting of the ultimate reach of potentially viral ideas or behaviors. This paper proposes a new approach to this predictive analytics problem, in which analysis of meso-scale network dynamics is leveraged to generate useful predictions for complex social phenomena. We begin by deriving a stochastic hybrid dynamical systems (S-HDS) model for diffusion processes taking place over social networks with realistic topologies; this modeling approach is inspired by recent work in biology demonstrating that S-HDS offer a useful mathematical formalism with which to represent complex, multi-scale biological network dynamics. We then perform formal stochastic reachability analysis with this S-HDS model and conclude that the outcomes of social diffusion processes may depend crucially upon the way the early dynamics of the process interacts with the underlying network's community structure and core-periphery structure. This theoretical finding provides the foundations for developing a machine learning algorithm that enables accurate early warning analysis for social diffusion events. The utility of the warning algorithm, and the power of network-based predictive metrics, are demonstrated through an empirical investigation of the propagation of political memes over social media networks. Additionally, we illustrate the potential of the approach for security informatics applications through case studies involving early warning analysis of large-scale protests events and politically-motivated cyber attacks

Principles in Patterns (PiP) : Project Evaluation Synthesis

Evaluation activity found the technology-supported approach to curriculum design and approval developed by PiP to demonstrate high levels of user acceptance, promote improvements to the quality of curriculum designs, render more transparent and efficient aspects of the curriculum approval and quality monitoring process, demonstrate process efficacy and resolve a number of chronic information management difficulties which pervaded the previous state. The creation of a central repository of curriculum designs as the basis for their management as "knowledge assets", thus facilitating re-use and sharing of designs and exposure of tacit curriculum design practice, was also found to be highly advantageous. However, further process improvements remain possible and evidence of system resistance was found in some stakeholder groups. Recommendations arising from the findings and conclusions include the need to improve data collection surrounding the curriculum approval process so that the process and human impact of C-CAP can be monitored and observed. Strategies for improving C-CAP acceptance among the "late majority", the need for C-CAP best practice guidance, and suggested protocols on the knowledge management of curriculum designs are proposed. Opportunities for further process improvements in institutional curriculum approval, including a re-engineering of post-faculty approval processes, are also recommended

What are the Most Important Capabilities/Competencies for Managers Who Lead People?

With the advancement in technology and the rapid increase of globalization, there is now an increased need for managers to engage in better communication, coordination, improved performance, team monitoring, and interdependency and trust. Unfortunately, while an increasingly large number of companies are focusing on leadership development at the higher organizational levels, majority of the organizations admit that they are not very successful in providing leadership development at all levels within the organization. It is therefore important to develop sets of leadership skills that would be useful at multiple levels of the organization

Movin' It and Improvin' It!: Using Both Education Strategies to Increase Teaching Effectiveness

Calls for reforms that use evaluations not only to recruit, retain, and dismiss teachers but also to enhance effectiveness through professional development. Recommends investing in proven professional development models and ensuring feedback is valuable

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication

E-learning at University of the Arts London

This report is a systematic exploration of staff relationships with e-learning. It presents a renewed evidence base from which e-learning provision and related support can be planned particularly in a rapidly changing HE terrain and an institutional context where e-learning and academic structures are emerging from large change programmes. The research is based on 25 interviews with programme directors (PD) evenly distributed across the 4 colleges, with representatives from all discipline groups, and levels of study. The interviewees provided rich insights into attitudes to, practices in and aspirations for e-learning, but in some instances, were also limited by the newness of the PD role. While some PDs had an intimate understanding of their programme areas, others, understandably, given the newness of posts, were in the process of familiarising themselves with the work of their teams

Predictive Analysis for Social Processes II: Predictability and Warning Analysis

This two-part paper presents a new approach to predictive analysis for social processes. Part I identifies a class of social processes, called positive externality processes, which are both important and difficult to predict, and introduces a multi-scale, stochastic hybrid system modeling framework for these systems. In Part II of the paper we develop a systems theory-based, computationally tractable approach to predictive analysis for these systems. Among other capabilities, this analytic methodology enables assessment of process predictability, identification of measurables which have predictive power, discovery of reliable early indicators for events of interest, and robust, scalable prediction. The potential of the proposed approach is illustrated through case studies involving online markets, social movements, and protest behavior

Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig