Language, Twitter and Academic Conferences

Using Twitter during academic conferences is a way of engaging and connecting an audience inherently multicultural by the nature of scientific collaboration. English is expected to be the lingua franca bridging the communication and integration between native speakers of different mother tongues. However, little research has been done to support this assumption. In this paper we analyzed how integrated language communities are by analyzing the scholars' tweets used in 26 Computer Science conferences over a time span of five years. We found that although English is the most popular language used to tweet during conferences, a significant proportion of people also tweet in other languages. In addition, people who tweet solely in English interact mostly within the same group (English monolinguals), while people who speak other languages tend to show a more diverse interaction with other lingua groups. Finally, we also found that the people who interact with other Twitter users show a more diverse language distribution, while people who do not interact mostly post tweets in a single language. These results suggest a relation between the number of languages a user speaks, which can affect the interaction dynamics of online communities.Comment: 4 pages, 3 figures, 4 tables, submitted to ACM Hypertext and Social Media 201

Twitter in Academic Conferences: Usage, Networking and Participation over Time

Twitter is often referred to as a backchannel for conferences. While the main conference takes place in a physical setting, attendees and virtual attendees socialize, introduce new ideas or broadcast information by microblogging on Twitter. In this paper we analyze the scholars' Twitter use in 16 Computer Science conferences over a timespan of five years. Our primary finding is that over the years there are increasing differences with respect to conversation use and information use in Twitter. We studied the interaction network between users to understand whether assumptions about the structure of the conversations hold over time and between different types of interactions, such as retweets, replies, and mentions. While `people come and people go', we want to understand what keeps people stay with the conference on Twitter. By casting the problem to a classification task, we find different factors that contribute to the continuing participation of users to the online Twitter conference activity. These results have implications for research communities to implement strategies for continuous and active participation among members

Social dynamics in conferences: analyses of data from the Live Social Semantics application

Popularity and spread of online social networking in recent years has given a great momentum to the study of dynamics and patterns of social interactions. However, these studies have often been confined to the online world, neglecting its interdependencies with the offline world. This is mainly due to the lack of real data that spans across this divide. The Live Social Semantics application is a novel platform that dissolves this divide, by collecting and integrating data about people from (a) their online social networks and tagging activities from popular social networking sites, (b) their publications and co-authorship networks from semantic repositories, and (c) their real-world face-to-face contacts with other attendees collected via a network of wearable active sensors. This paper investigates the data collected by this application during its deployment at three major conferences, where it was used by more than 400 people. Our analyses show the robustness of the patterns of contacts at various conferences, and the influence of various personal properties (e.g. seniority, conference attendance) on social networking patterns

Electronic Social Networks as Supporting Means of Educational Process in Higher Education Institutions

Given research describes experience of electronic social networks use in educational practices. It was determined that electronic social networks can be a powerful tool for support of educational process in higher education institutions, namely to support study of different disciplines. There are main advantages of electronic social networks use for education: universal accessibility and free of charge; possibility of instant messaging and multimedia data; user-friendly intuitive interface; ability to search data and information; availability of event scheduling, invitations, reminder settings; support for synchronous and asynchronous communication between network members; access from different devices. It is emphasized that one of the main advantages of electronic social networks is receipt of quick feedback and convenience of their tools and services. Nowadays, it is important to include network educational interaction in existing models of study organization. It is advisable to use electronic social networks to manage educational process in higher education institution. Efficiency of electronic social networks use depends on intensity and need for their use in educational system management for implementation of organizational, educational, psychological and pedagogical functions and ensuring universal communication with subjects of educational process. Expediency of electronic social networks use to carry out research work at university is described. Electronic social networks are convenient tool to conduct surveys and questionnaires, to create thematic groups for specific issue discussion. Also it is possible to interact with researchers from different countries, share experiences and disseminate research findings, invite those who wish to participate in various scientific activities using these networks

Book review: Mob Rule Learning

Mob Rule Learning: Camps, Unconferences and Trashing the Talking Head. By Michelle Boule, Medford: Cyber Age Books, 2011, paperback ISBN 978-0-910965-92-7, 230 pages

A SMASHing approach for developing staff and student digital capabilities within a community of practice

SMASH is a student-led partnership which considers how social media could be used to enhance learning and teaching. Mentored by their tutor, members of the team identified three key areas where social media may be utilised: within learning activities, as a means of organising learning and as a way of showcasing learning. The three strands of this framework have provided a focus to develop a range of resources and the foundation for a digital toolkit. This case study reflects upon not just the outputs developed thus far, but also on the experience, the learning gained and the sense of belonging and identify as a result of being part of this community of practice

The memory space: Exploring future uses of Web 2.0 and mobile internet through design interventions.

The QuVis Quantum Mechanics Visualization project aims to address challenges of quantum mechanics instruction through the development of interactive simulations for the learning and teaching of quantum mechanics. In this article, we describe evaluation of simulations focusing on two-level systems developed as part of the Institute of Physics Quantum Physics resources. Simulations are research-based and have been iteratively refined using student feedback in individual observation sessions and in-class trials. We give evidence that these simulations are helping students learn quantum mechanics concepts at both the introductory and advanced undergraduate level, and that students perceive simulations to be beneficial to their learning.Comment: 15 pages, 5 figures, 1 table; accepted for publication in the American Journal of Physic

The Use of Web-Based Support Groups Versus Usual Quit-Smoking Care for Men and Women Aged 21-59 Years: Protocol for a Randomized Controlled Trial (Preprint)

BACKGROUND Existing smoking cessation treatments are challenged by low engagement and high relapse rates, suggesting the need for more innovative, accessible, and interactive treatment strategies. Twitter is a Web-based platform that allows people to communicate with each other throughout the day using their phone. OBJECTIVE This study aims to leverage the social media platform of Twitter for fostering peer-to-peer support to decrease relapse with quitting smoking. Furthermore, the study will compare the effects of coed versus women-only groups on women’s success with quitting smoking. METHODS The study design is a Web-based, three-arm randomized controlled trial with two treatment arms (a coed or women-only Twitter support group) and a control arm. Participants are recruited online and are randomized to one of the conditions. All participants will receive 8 weeks of combination nicotine replacement therapy (patches plus their choice of gum or lozenges), serial emails with links to Smokefree.gov quit guides, and instructions to record their quit date online (and to quit smoking on that date) on a date falling within a week of initiation of the study. Participants randomized to a treatment arm are placed in a fully automated Twitter support group (coed or women-only), paired with a buddy (matched on age, gender, location, and education), and encouraged to communicate with the group and buddy via daily tweeted discussion topics and daily automated feedback texts (a positive tweet if they tweet and an encouraging tweet if they miss tweeting). Recruited online from across the continental United States, the sample consists of 215 male and 745 female current cigarette smokers wanting to quit, aged between 21 and 59 years. Self-assessed follow-up surveys are completed online at 1, 3, and 6 months after the date they selected to quit smoking, with salivary cotinine validation at 3 and 6 months. The primary outcome is sustained biochemically confirmed abstinence at the 6-month follow-up. RESULTS From November 2016 to September 2018, 960 participants in 36 groups were recruited for the randomized controlled trial, in addition to 20 participants in an initial pilot group. Data analysis will commence soon for the randomized controlled trial based on data from 896 of the 960 participants (93.3%), with 56 participants lost to follow-up and 8 dropouts. CONCLUSIONS This study combines the mobile platform of Twitter with a support group for quitting smoking. Findings will inform the efficacy of virtual peer-to-peer support groups for quitting smoking and potentially elucidate gender differences in quit rates found in prior research. CLINICALTRIAL ClinicalTrials.gov NCT02823028; https://clinicaltrials.gov/ct2/show/NCT0282302