Solutions to Detect and Analyze Online Radicalization : A Survey

Online Radicalization (also called Cyber-Terrorism or Extremism or Cyber-Racism or Cyber- Hate) is widespread and has become a major and growing concern to the society, governments and law enforcement agencies around the world. Research shows that various platforms on the Internet (low barrier to publish content, allows anonymity, provides exposure to millions of users and a potential of a very quick and widespread diffusion of message) such as YouTube (a popular video sharing website), Twitter (an online micro-blogging service), Facebook (a popular social networking website), online discussion forums and blogosphere are being misused for malicious intent. Such platforms are being used to form hate groups, racist communities, spread extremist agenda, incite anger or violence, promote radicalization, recruit members and create virtual organi- zations and communities. Automatic detection of online radicalization is a technically challenging problem because of the vast amount of the data, unstructured and noisy user-generated content, dynamically changing content and adversary behavior. There are several solutions proposed in the literature aiming to combat and counter cyber-hate and cyber-extremism. In this survey, we review solutions to detect and analyze online radicalization. We review 40 papers published at 12 venues from June 2003 to November 2011. We present a novel classification scheme to classify these papers. We analyze these techniques, perform trend analysis, discuss limitations of existing techniques and find out research gaps

Using Learning Analytics to Devise Interactive Personalised Nudges for Active Video Watching

Videos can be a powerful medium for acquiring soft skills, where learning requires contextualisation in personal experience and ability to see different perspectives. However, to learn effectively while watching videos, students need to actively engage with video content. We implemented interactive notetaking during video watching in an active video watching system (AVW) as a means to encourage engagement. This paper proposes a systematic approach to utilise learning analytics for the introduction of adaptive intervention - a choice architecture for personalised nudges in the AVW to extend learning. A user study was conducted and used as an illustration. By characterising clusters derived from user profiles, we identify different styles of engagement, such as parochial learning, habitual video watching, and self-regulated learning (which is the target ideal behaviour). To find opportunities for interventions, interaction traces in the AVW were used to identify video intervals with high user interest and relevant behaviour patterns that indicate when nudges may be triggered. A prediction model was developed to identify comments that are likely to have high social value, and can be used as examples in nudges. A framework for interactive personalised nudges was then conceptualised for the case study

What, how and why Web 2.0?

This article focuses on introducing Web 2.0 technologies and possible uses for student and teacher learning and collaboration. Many of these tools are already used in social and business contexts. These new and emerging applications are also gaining popularity in classrooms across all education levels. Various applications are introduced to raise awareness and encourage educators to explore these new avenues for teaching and learning.<br /

A treatise on Web 2.0 with a case study from the financial markets

There has been much hype in vocational and academic circles surrounding the emergence of web 2.0 or social media; however, relatively little work was dedicated to substantiating the actual concept of web 2.0. Many have dismissed it as not deserving of this new title, since the term web 2.0 assumes a certain interpretation of web history, including enough progress in certain direction to trigger a succession [i.e. web 1.0 → web 2.0]. Others provided arguments in support of this development, and there has been a considerable amount of enthusiasm in the literature. Much research has been busy evaluating current use of web 2.0, and analysis of the user generated content, but an objective and thorough assessment of what web 2.0 really stands for has been to a large extent overlooked. More recently the idea of collective intelligence facilitated via web 2.0, and its potential applications have raised interest with researchers, yet a more unified approach and work in the area of collective intelligence is needed. This thesis identifies and critically evaluates a wider context for the web 2.0 environment, and what caused it to emerge; providing a rich literature review on the topic, a review of existing taxonomies, a quantitative and qualitative evaluation of the concept itself, an investigation of the collective intelligence potential that emerges from application usage. Finally, a framework for harnessing collective intelligence in a more systematic manner is proposed. In addition to the presented results, novel methodologies are also introduced throughout this work. In order to provide interesting insight but also to illustrate analysis, a case study of the recent financial crisis is considered. Some interesting results relating to the crisis are revealed within user generated content data, and relevant issues are discussed where appropriate

Characterizing Popularity Dynamics of User-generated Videos: A Category-based Study of YouTube

Understanding the growth pattern of content popularity has become a subject of immense interest to Internet service providers, content makers and on-line advertisers. This understanding is also important for the sustainable development of content distribution systems. As an approach to comprehend the characteristics of this growth pattern, a significant amount of research has been done in analyzing the popularity growth patterns of YouTube videos. Unfortunately, no work has been done that intensively investigates the popularity patterns of YouTube videos based on video object category. In this thesis, an in-depth analysis of the popularity pattern of YouTube videos is performed, considering the categories of videos. Metadata and request patterns were collected by employing category-specific YouTube crawlers. The request patterns were observed for a period of five months. Results confirm that the time varying popularity of di fferent YouTube categories are conspicuously diff erent, in spite of having sets of categories with very similar viewing patterns. In particular, News and Sports exhibit similar growth curves, as do Music and Film. While for some categories views at early ages can be used to predict future popularity, for some others predicting future popularity is a challenging task and require more sophisticated techniques, e.g., time-series clustering. The outcomes of these analyses are instrumental towards designing a reliable workload generator, which can be further used to evaluate diff erent caching policies for YouTube and similar sites. In this thesis, workload generators for four of the YouTube categories are developed. Performance of these workload generators suggest that a complete category-specific workload generator can be developed using time-series clustering. Patterns of users' interaction with YouTube videos are also analyzed from a dataset collected in a local network. This shows the possible ways of improving the performance of Peer-to-Peer video distribution technique along with a new video recommendation method