Exploring the democratic potential of online social networking: The scope and limitations of e-participation

Copyright © 2012 by the Association for Information Systems.The availability and promise of social networking technologies with their perceived open philosophy has increasingly inspired citizens around the world to participate in political activity on the Web. Recent examples range from opposing public policies, such as government funding cuts, to organizing revolutionary social movements, such as those in the Middle East and North Africa. Although online spaces create remarkable opportunities for various forms of political action, there are concerns over the power of existing institutions to control and even censor such interaction spaces. The objective of this article is to draw together different insights on the online engagement phenomenon, highlighting both its potential and limitations as a mechanism for fostering democratic debate and influencing policy making. We examine recent examples from Europe, the Middle East and Latin America. Finally, we summarize the implications of our work and outline directions for further research

Lex Informatica: The Formulation of Information Policy Rules through Technology

Historically, law and government regulation have established default rules for information policy, including constitutional rules on freedom of expression and statutory rights of ownership of information. This Article will show that for network environments and the Information Society, however, law and government regulation are not the only source of rule-making. Technological capabilities and system design choices impose rules on participants. The creation and implementation of information policy are embedded in network designs and standards as well as in system configurations. Even user preferences and technical choices create overarching, local default rules. This Article argues, in essence, that the set of rules for information flows imposed by technology and communication networks form a “Lex Informatica” that policymakers must understand, consciously recognize, and encourage

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Information Filtering in Electronic Networks of Practice: An fMRI Investigation of Expectation (Dis)confirmation

Online forums sponsored by electronic networks of practice (ENPs) have become an important platform for technology-mediated knowledge exchange, yet relatively little is known about how ENP participants filter and evaluate the information they encounter on these forums. This study integrates perspectives from expectation confirmation theory, prospect theory, and neuroscience research to explore how ENP forum filtering judgments are influenced when expectations formed on the basis of contextual cues are confirmed or disconfirmed by the examination of solution quality. We summarize six different models of expectation confirmation explored in previous IS literature and report the results of a neuroimaging experiment using functional MRI (fMRI) that paired both positive and negative contextual cues with high- and low-quality solutions on a mock ENP forum interface. Results show that evaluation judgments are strongest in conditions where initial contextual cue judgments are confirmed by examination of solution quality except when the perceived expectation-experience gap is large, providing evidence for an assimilation-contrast model of expectation confirmation. We also found neural activation differences for expectation confirmation vs. disconfirmation and, consistent with prospect theory, differences in filtering behaviors with respect to unexpected gains vs. unexpected losses

Driving Change Through Brokering Practices In An Online Community Ecosystem

This study investigated how online communities helped drive change in a three-year professional development programme for New Zealand teachers. The programme aimed to embed effective ICT-based teaching practices in schools, together with a student-centred approach that positioned the teacher’s role as a facilitator of learning. An unofficial blogging community, connecting three cluster-based online communities to a global network, was found to play a role in driving embedding of the new approach. Influential individuals from this community (connector-leaders) employed a set of brokering practices, making differentiated use of technologies to foster knowledge embedding via five processes: focusing, persuading, aligning, adapting and owning. Their influence was extended by the activities of a group of followers who brokered knowledge across the online/offline boundary. The study identifies the workings of a socio-technological system in which change was promoted through brokering practices and sophisticated use of technology. It suggests that when system-level change is the goal, managers should consider the value of brokering roles and normative social processes that help to embed and sustain change. The activities of this system can be seen as supporting both the empirical-rational and the normative-re-educative approach to change (Chin and Benne, 1969)

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

Careering through the Web: the potential of Web 2.0 and 3.0 technologies for career development and career support services

This paper examines the environment that the web provides for career exploration. Career practitioners have long seen value in engaging in technology and the opportunities offered by the internet, and this interest continues. However, this paper suggests that the online environment for career exploration is far broader than that provided by public-sector careers services. In addition to these services, there is a wide range of other players including private-sector career consultants, employers, recruitment companies and learning providers who are all contributing to a potentially rich career exploration environment.UKCE