Diversity of Online Community Activities

Web sites where users create and rate content as well as form networks with other users display long-tailed distributions in many aspects of behavior. Using behavior on one such community site, Essembly, we propose and evaluate plausible mechanisms to explain these behaviors. Unlike purely descriptive models, these mechanisms rely on user behaviors based on information available locally to each user. For Essembly, we find the long-tails arise from large differences among user activity rates and qualities of the rated content, as well as the extensive variability in the time users devote to the site. We show that the models not only explain overall behavior but also allow estimating the quality of content from their early behaviors.Comment: 14 page

Location Prediction: Communities Speak Louder than Friends

Humans are social animals, they interact with different communities of friends to conduct different activities. The literature shows that human mobility is constrained by their social relations. In this paper, we investigate the social impact of a person's communities on his mobility, instead of all friends from his online social networks. This study can be particularly useful, as certain social behaviors are influenced by specific communities but not all friends. To achieve our goal, we first develop a measure to characterize a person's social diversity, which we term `community entropy'. Through analysis of two real-life datasets, we demonstrate that a person's mobility is influenced only by a small fraction of his communities and the influence depends on the social contexts of the communities. We then exploit machine learning techniques to predict users' future movement based on their communities' information. Extensive experiments demonstrate the prediction's effectiveness.Comment: ACM Conference on Online Social Networks 2015, COSN 201

Facilitating discussions of diversity, power, and privilege for professional students with Loden\u27s diversity wheel

Diversity wheels have been widely used since the 1990s to facilitate reflection and discussion regarding individual diversity and intersectionality in the workplace (Loden & Rosener, 1991). Now widely available online, these tools have been adapted for a variety of community-building exercises in the classroom. This participatory workshop demonstrates how these activities can be adapted to facilitate engaged dialogue among professional students in the interest of developing critical self-awareness that enhances justice, equity, and inclusion as they begin internships and careers in clinical practice

Pengelolaan Kelas Online melalui Penggunaan Google Classroom dan Video Pembelajaran bagi Guru-Guru Sma Negeri 1 Sidikalang

The online learning system (in the network) is a learning system without face to face directly between teachers and students but is carried out online using the internet network. Educators must ensure that teaching and learning activities continue to run according to the demands of the curriculum, even though students are at home. With a situation like this, teachers are required to make learning innovations related to the media that will be used to deliver online learning effectively. The diversity of teacher competency levels in carrying out online learning requires socialization activities for online classroom management in terms of using google classroom and making learning videos uploaded to youtube. Seeing these conditions, the service team from HKBP Nommensen University lecturers collaborated with school leaders at SMA Negeri 1 Sidikalang in terms of conducting socialization activities and online classroom management training through the learning media of google classroom and making learning videos uploaded on youtube. The results of the collaboration in the form of community service activities carried out can help teachers at SMA Negeri 1 Sidikalang as evidenced by the average teacher already having online classes and being able to manage online classes through Google Classroom and make good learning videos

Online Communities for All: The Role of Design for All in the Formation and Support of Inclusive Online Communities

An online community is a virtual community composed of individuals who form and maintain online communication, share common goals, interests and needs that provide the reason of community existence, and use common interactive tools that support their networking and communication activities. The term “networking” is traditionally used to describe the formation and maintenance of connections and relationships between individuals, organizations or other interested parties. Virtual or online networking is a form of interpersonal communication that is characterized by the use of electronic means of communication between the different parties and the exchange of messages and information in electronic forms [11]. Hence, virtual or online communities perform virtual networking. This paper aims to examine how the principles of Design for All can support the formation and operation of online communities that are fully inclusive, multi-cultural and multiplatform, thus providing an infrastructure essentially accessible to all their members to carry out virtual networking activities. Following an introduction to online communities and community formation, the paper briefly builds the case for Design for All and the challenges for new information and communication technologies towards a fully inclusive Information Society. Then, based on practical experience and case studies, the paper examines the benefits and challenges of applying the principles of Design for All in the design, development and support of virtual interaction spaces, in order to cater for the diversity of users-community members, as well as of their environments of use. The paper concludes by proposing a set of design issues to be taken into account in the development of online communities for all

Using a Blended Learning Approach to support Women returning to STEM

This paper examines a blended learning model designed to support women returning to STEM after a career break and its delivery in a unique partnership between an online distance education provider and a community based equality organisation. Through this partnership additional activities such as networking events, returnships, career clinics and webinars were used in addition to a structured online Badged Open Course (BOC), which enabled a successful return to employment for many of the participants. This paper outlines the results and implications of an evaluation of this integrated model and argues that blended learning approaches need to be flexible and adaptable to be able to incorporate the needs of different groups of learners at different life-course stages, taking into consideration gender and other diversity characteristics

Identifying Diversity and Committing to Inclusivity in the Online Classroom

In a traditional classroom, diversity can be considered an asset if the instructor recognizes the value in the varied backgrounds of students, and leverage this through intentional pedagogies that improve success for all. Can traditional pedagogies be transferred to the online classroom? Creating a community in the online classroom can be challenging, especially with online courses moving to accelerated 5-8 week formats and eliminating synchronous activities. Often it is a struggle to facilitate a face-to-face classroom with an open culture that fosters exchange of ideas and different perspectives. In a face-to-face classroom faculty can directly ask questions and attempt to engage all students. This can be more challenging in an online classroom where students may not be willing to share their backgrounds or engage in conversations. It can be argued that inclusivity can happen in the online classroom, as well as, through intentional and varied assignments and engagement. This presentation will discuss inclusive strategies for the online classroom and provide the opportunity for the group to share experiences and strategies that have been successful in the online classroom

A case study in online formal/informal learning: was it collaborative or cooperative learning?

Developing skills in communication and collaboration is essential in modern design education, in order to prepare students for the realities of design practice, where projects involve multidisciplinary teams, often working remotely. This paper presents a learning activity that focusses on developing communication and collaboration skills of undergraduate design students working remotely and vocational learners based in a community makerspace. Participants were drawn from these formal and informal educational settings and engaged in a design-make project framed in the context of distributed manufacturing. They were given designer or maker roles and worked at distance from each other, communicating using asynchronous online tools. Analysis of the collected data has identified a diversity of working practice across the participants, and highlighted the difficulties that result from getting students to work collaboratively, when not collocated. This paper presents and analysis of participants’ communications, with a view to identify whether they were learning collaboratively, or cooperatively. It was found that engaging participants in joint problem solving is not enough to facilitate collaboration. Instead effective collaboration depends on symmetry within the roles of participants and willingness to share expertise through dialogue. Designing learning activities to overcome the challenges that these factors raise is a difficult task, and the research reported here provides some valuable insight

Pemanfaatan Teknologi Berbasis Android sebagai Media Pembelajaran bagi Guru SMA Negeri

In an effort to avoid the Covid-19 pandemic, the government has issued a policy that schools ask their students to study at home. Starting March 16, 2020, the school will practice online student education procedures. The online education system (on the network) is an education system without direct face-to-face between teachers and students but is carried out online using the internet network. Teachers are obliged to allow teaching and learning activities to continue, even though students are at home. The solution, teachers are required to be able to design educational media as an innovation by using online media (online). State Senior High Schools also practice the online education model due to the diversity of teacher competency levels in conducting online education so assistance in the application of online education is needed. Lecturers who have the Tri Dharma of higher education, one of which is a dedication to the community, can function and assist in online education. Assistance is carried out by carrying out socialization and training and followed by assistance in the application of online education. The media used is Google Classroom, as well as making educational videos uploaded on YouTube. The result of the dedication of these residents is that teachers already have online classes and can carry out online class management and online classroom care

Weaving the Libraries Future beyond Traditional Activities

This poster will share different ways to engage students and faculty beyond the traditional activities of instruction and collections. It will explain how one urban public research university library has become the nexus for sharing culture, language, and music by connecting students and faculty from diverse backgrounds through karaoke, trivia, conversation, and more. It will detail how libraries of all sizes, budgets, and locations can celebrate the diversity of the campus community through a variety of events online and/or in person. Learn how to create a campus buzz about the library beyond study rooms and laptops. Included in the poster session will be the tools needed to plan, promote, execute, and evaluate different library events