Rhythms of social interaction: messaging within a massive online network

We have analyzed the fully-anonymized headers of 362 million messages exchanged by 4.2 million users of Facebook, an online social network of college students, during a 26 month interval. The data reveal a number of strong daily and weekly regularities which provide insights into the time use of college students and their social lives, including seasonal variations. We also examined how factors such as school affiliation and informal online friend lists affect the observed behavior and temporal patterns. Finally, we show that Facebook users appear to be clustered by school with respect to their temporal messaging patterns

Contemporary developments in teaching and learning introductory programming: Towards a research proposal

The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

Supporting awareness in heterogeneous collaboration environments

Rapid technological advancements have made it possible for humans to collaborate as never before. However demands of group work necessitate distributed collaboration in very heterogeneous environments. Heterogeneity as in various applications, platforms, hardware and communication infrastructure. User mobility, lack of availability and cost often make imposing a common collaboration environment infeasible. Awareness is essential for successful collaboration. Awareness is a key design criterion in groupware but often collaboration occurs with applications not designed to support useful awareness. This dissertation deals with the issue of effective group awareness support in heterogeneous environments.;Awareness propagation is effective if the appropriate amount of information, relevant to the user\u27s sphere of activity is delivered in a timely, unobtrusive fashion. Thus issues such as information overload, and distraction have to be addressed. Furthermore ability to establish the appropriate balance between awareness and privacy is essential. Enhanced forms of awareness such as intersubjectivity and historical awareness are often invaluable. Heterogeneous environments significantly impact the above quality factors impeding effective awareness propagation. Users are unable to tailor the quality of awareness received.;Heterogeneity issues that affect awareness quality are identified. An awareness framework is proposed that binds various sources of awareness information. However for effective awareness support, physical integration must be augmented by information integration. As a solution, an awareness model is proposed. Specification of the awareness model and framework\u27s architecture and features is the key contribution. The proposed model has been validated through simulations of realistic collaboration involving human participation. Scenarios created, have tested the model\u27s usefulness in enhancing the quality of group work by propagating effective awareness among users. To accomplish the same, an Awareness Simulator application has been created. In the validation process, efforts made to create an experimental methodology revealed some techniques related to awareness evaluation in CSCW, which are proposed. Various issues required to successfully engineer such awareness frameworks are identified and their impact on requirements such as security and performance, discussed. With various standards and technologies that can be harnessed to create awareness frameworks, there is great promise that barriers in heterogeneous collaboration environments can be overcome

SPEIR: Scottish Portals for Education, Information and Research. Final Project Report: Elements and Future Development Requirements of a Common Information Environment for Scotland

The SPEIR (Scottish Portals for Education, Information and Research) project was funded by the Scottish Library and Information Council (SLIC). It ran from February 2003 to September 2004, slightly longer than the 18 months originally scheduled and was managed by the Centre for Digital Library Research (CDLR). With SLIC's agreement, community stakeholders were represented in the project by the Confederation of Scottish Mini-Cooperatives (CoSMiC), an organisation whose members include SLIC, the National Library of Scotland (NLS), the Scottish Further Education Unit (SFEU), the Scottish Confederation of University and Research Libraries (SCURL), regional cooperatives such as the Ayrshire Libraries Forum (ALF)1, and representatives from the Museums and Archives communities in Scotland. Aims; A Common Information Environment For Scotland The aims of the project were to: o Conduct basic research into the distributed information infrastructure requirements of the Scottish Cultural Portal pilot and the public library CAIRNS integration proposal; o Develop associated pilot facilities by enhancing existing facilities or developing new ones; o Ensure that both infrastructure proposals and pilot facilities were sufficiently generic to be utilised in support of other portals developed by the Scottish information community; o Ensure the interoperability of infrastructural elements beyond Scotland through adherence to established or developing national and international standards. Since the Scottish information landscape is taken by CoSMiC members to encompass relevant activities in Archives, Libraries, Museums, and related domains, the project was, in essence, concerned with identifying, researching, and developing the elements of an internationally interoperable common information environment for Scotland, and of determining the best path for future progress

Poverty and closing the gap: Adastra research consultancy projects

A fundamental principle which underpins all our teaching and research is the integration of theory and practice, and this principle is vividly exemplified within all the research consultancy projects. The longstanding successes in teacher training of Bishop Grosseteste University are founded upon the strength of our partnership with schools and educational settings. A key strand, that links our research ambitions with our commitment to teacher education, is the engagement in research consultancy and action research with partnership schools. The following reports all embed this approach of teachers working alongside researchers, integrating theory with practice, and focusing upon school-specific issues. They also represent excellent examples of how research can genuinely impact the prospects and life chances of young people. At the heart of our partnership is a focus on learners and learning, which the projects here also clearly share, alongside their key contribution in helping to close the educational attainment gap. Specifically, the research projects will enable the individual schools to develop further good practice, for the benefit of their own pupils, but also with potential applicability to other schools and settings. Furthermore, it is hoped they may motivate and inspire other teachers or schools to embark upon action research projects, driving further improvements in teaching and learning. Finally, for the individual teachers involved, the experience will hopefully stimulate an on-going theory-practice dialogue and provide impetus for further CPD and/or action research

Filling the gap : a learning network for health and human rights in the Western Cape, South Africa

We draw on the experience of a Learning Network for Health and Human Rights (LN) involving collaboration between academic institutions and civil society organizations in the Western Cape, South Africa, aimed at identifying and disseminating best practice related to the right to health. The LN’s work in materials development, participatory research, training and capacity-building for action, and advocacy for intervention illustrates important lessons for human rights practice. These include (i) the importance of active translation of knowledge and awareness into action for rights to be made real; (ii) the potential tension arising from civil society action, which might relieve the state of its obligations by delivering services that should be the state’s responsibility—and hence the importance of emphasizing civil society’s role in holding services accountable in terms of the right to health; (iii) the role of civil society organizations in filling a gap related to obligations to promote rights; (iv) the critical importance of networking and solidarity for building civil society capacity to act for health rights. Evidence from evaluation of the LN is presented to support the argument that civil society can play a key role in bridging a gap between formal state commitment to creating a human rights culture and realizing services and policies that enable the most vulnerable members of society to advance their health. Through access to information and the creation of spaces, both for participation and as a safe environment in which learning can be turned into practice, the agency of those most affected by rights violations can be redressed. We argue that civil society agency is critical to such action

‘Living’ theory: a pedagogical framework for process support in networked learning

This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case‐study analysis of learners’ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case‐study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes—orientation, communication, socialisation and organisation—that were associated with ‘learning to learn’ in the course’s networked environment, and offers a flavour of participants’ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process‐focused (as well as domain‐focused) learning tasks

Inside International Development Organisations: Socially Constructing Judgement in-the-Moment

This exploratory study aimed, first, to build new knowledge on how senior managers of international development organisations defined judgement and how they made sense of it in the context of their leadership roles and work environments. A secondary aim was to explore methodologies and methods, specifically unstructured interviews and observations, to be used in the PhD phase to study the social phenomenon of judgement. Using an ethnographic and reflexive approach, this study addressed the question: How do managers understand their use of judgement ‘in-the-moment’ in practice? Results from the two participating organisations suggest that there are diverse interpretations of the meaning of ‘judgement’; it is a socially constructed process; used in uncertain situations; and influenced by time and space. These findings contribute to our understanding of how judgement in-the-moment is perceived inside an understudied area: the everyday context of small international development organisations. Theoretically, this study complements the existing literature with a social constructionist perspective and draws linkages to judgement as a constitutive element of sensemaking. Methodologically, the reflexive approach taken builds awareness of examining the ‘multiple selves’ and how researchers influence their research and are influenced by it as subject and object. The validity, methodological issues, limitations and implications for future research are also discussed