What the eye does not see: visualizations strategies for the data collection of personal networks

The graphic representation of relational data is one of the central elements of social network analysis. In this paper, the author describe the use of visualization in interview-based data collection procedures designed to obtain personal networks information, exploring four main contributions. First, the author shows a procedure by which the visualization is integrated with traditional name generators to facilitate obtaining information and reducing the burden of the interview process. Second, the author describes the reactions and qualitative interpretation of the interviewees when they are presented with an analytical visualization of their personal network. The most frequent strategies consist in identifying the key individuals, dividing the personal network in groups and classifying alters in concentric circles of relative importance. Next, the author explores how the visualization of groups in personal networks facilitates the enumeration of the communities in which individuals participate. This allows the author to reflect on the role of social circles in determining the structure of personal networks. Finally, the author compares the graphic representation obtained through spontaneous, hand-drawn sociograms with the analytical visualizations elicited through software tools. This allows the author to demonstrate that analytical procedures reveal aspects of the structure of personal networks that respondents are not aware of, as well as the advantages and disadvantages of using both modes of data collection. For this, the author presents findings from a study of highly skilled migrants living in Spain (n = 95) through which the author illustrates the challenges, in terms of data reliability, validity and burden on both the researcher and the participants

Social Computing: Study on the Use and Impact of Online Social Networking

While social networking is a phenomenon which has existed since the beginning of societies, online Social Networking Sites (SNS) are a recent trend. In less than five years, sites like Facebook and MySpace, have shifted from a niche online activity to a phenomenon in which tens of millions of internet users are engaged. Discussion on the emergence of a new social phenomenon has permeated both industry and academia. However, there has been little research on the socio-economic impact of these sites in the European context. This study presents results of a case study on SNS, as part of an exploratory research project. It argues that though SNS can appear to be similar, many of them are, in fact, quite different in terms of purpose and use. In general, these sites have led to new ways of managing and maintaining social networks, whereby personal profiles and social networks are being visualised and disclosed to others and the boundaries between the virtual and the real are disappearing. As a result, both opportunities and concerns arise. Policymakers should be aware of these and researchers should further investigate their implications.JRC.J.4-Information Societ

Creativity in Schools: A Survey of Teachers in Europe

This report examines teachers' perceptions about creativity for learning and their reflection on their own teaching practices. Teachers' opinions where collected through an online survey which gathered data from 32 countries and at distinct school levels. For the scope of this report, only responses from teachers from EU27 and teaching in obligatory schooling were examined (ISCED levels 1 and 2). This amounts to a total of 7659 responses. Almost all surveyed teachers have an encompassing view of creativity: 98% believe that creativity can be applied to every domain of knowledge and 96% that creativity can be applied to every school subject. Almost nine out of ten teachers in this survey endorse a democratic view of creativity sustaining that everyone can be creative (88%). Teachers' opinions on creativity in education are much stronger than their practices. While teachers claim to foster many skills that are connected to creativity, traditional teaching and assessment methods and resources are still predominant. The vast majority of surveyed teachers claim that technology has improved their teaching (85%) and that ICT can be used to enhance creativity (91%). Internet has become an important tool for teachers to update their own knowledge for use in their lessons (90%), to prepare handouts and material (89%) and to search for teaching material (87%). Notwithstanding the high importance attributed to technology, its use seems to be still teacher-lead. Only half of the teachers (53%) claim to let their students use a wide range of technologies to learn (videos, mobiles, cameras, educational software, etc). Moreover, the potential of Web2.0 technologies is still untapped and more than half of teachers surveyed (54%) disagree that mobile phones could be important for learning. Teachers claim to need more support and are willing to undergo more training. Teacher training on the use of ICT for education was received by less than half of respondents. Only one-fourth of our sample (25%) agreed that the quality of ICT in their school is excellent. Only less than a quarter of respondents (23%) deem to have learnt how to teach during initial teacher training.JRC.DDG.J.4-Information Societ

Connected lives in contemporary mobile societies

Texto completo descargado en TeseoAs individuals continue to move, precipitating one of the largest migrations in history, understanding how they derive their social support, reconfigure their personal networks to stay connected, and attach to the new location is important if we want to gain insight into how lives are connected in contemporary mobile societies. Previous generations of migration were more likely to cut their roots when they moved. Today people move and stay in touch through new communications media. In this context, this study aimed to explore how mobile individuals¿ mobility patterns affect their social support, personal networks and community attachment, as well as the role of new media across these three notions. Specifically, we look at: (1) what kind of social support is derived by mobile individuals, where is it located and how is it sustained; (2) whether the type of mobility differ systematically in personal networks of mobile individuals; (3) and if community attachment is related to the type of social support and personal networks of mobile individuals. Ninety-five mobile individuals who had lived in Seville for a minimum of three months were selected from four distinct communities. The four communities, namely Erasmus students, Japanese Flamenco artists, musicians from the local symphonic orchestra and partners of researchers working at the Institute for Prospective Technological Studies, varied in the types of mobility they propelled and were similar in attracting skilled international migration towards Seville. Field data was collected through an electronic multiple name generator, a structured face-to-face interview and a network visualisation tool. These methods enabled us to gather data on the social support network of the respondents, their media usage, community attachment, personal networks, mobility and socio-demographics. Results showed that a significant proportion of social support is kept over a distance. In particular, a great deal of emotional support is derived from distant ties with whom respondents meet yearly. Respondents stayed in touch with these ties mostly through frequent communication with mobile phone and email, and also through SNS in the case of young respondents. Participants relied mostly on specialized support: social companionship by recent friends; emotional and co-presence support from old friends and family; and instrumental support from compatriots. We also found that friends are major sources of support and respondents travel more to meet up with friends than with family. In terms networks, patterns of mobility reflected in the personal networks of our respondents were observed. Respondents who had lived longer in Seville were more likely to have personal networks dominated by the exogroup (locals, alteri living in Seville, friends), just as those who were in Seville for a temporary period, knowing that a displacement to another location (be it country of origin or other) was either imminent or definite, were more linked to the endogroup (alteri living in country of origin, family, compatriots, etc). Temporary mobility was characterised by frequent contact with social ties residing in other locations, replacement of strong ties by a wider variety of weak ties through which company and socialization is derived, and frequent travel to sustain support from distant ties. When it comes to community attachment, respondents appeared to be susceptible to a weak sense of community but this was not reflected in respondents¿ discourse on how they connected to Seville. Respondents characterised by a settlement type of profile were more likely to score a higher sense of community. Despite scoring low on the sense of community index used (McMillan & Chavis, 1986), participants claimed to connect to Seville in a variety of ways, reflecting different notions of community attachment. High listing of Spanish alteri providing multiplex support and the respondents¿ expectation of living in the host location for a long period seemed to be the strongest predictors of a high place attachment in our study

Mobility types, transnational ties and personal networks in four highly skilled immigrant communities in Seville (Spain)

In this study, we explore how different mobility patterns influence the composition and structure of the transnational social support networks and how personal networks allow us to elicit insightful data of mobile individuals. Ninety-five mobile individuals were selected from four distinct communities based in Seville (Spain), namely: Erasmus students, Flamenco artists, musicians from the symphonic orchestra and partners of European Commission researchers. Data were collected through an electronic survey sent by email with multiple name generators and a structured face-to-face interview utilizing a network visualization tool, VennMaker. Two distinct methods, namely qualitative case studies and cluster analysis were used to characterize mobility types. Findings reveal a heterogeneous foreign population, in which different forms of mobility are reflected in the personal networks of mobile individuals. Respondents who were settled in the city were more likely to have networks in which social support was mainly derived by hosts and people in the host location and with whom they communicated predominantly through face-to-face communication. Those who were in the host location for a study exchange, knowing that return to the county of origin is imminent were more likely to have networks linked to the home location. They relied heavily on strong transnational ties in the home country using social media to sustain their relationship. Respondents with an itinerant mobility profile, also had networks dominated by strong transnational ties, however, such ties had a higher degree of geographical spread due to previous international mobility. Participants who had a high number of hosts in the network but low connection between the ties were more likely to be linked to a specific subculture in the host society. The integration in the host location follows a different pattern to other settled individuals, mainly because their connection in the city tends to be community specific.Institute of Prospective Technological Studies (IPTS

Cultural diversity in the adoption of open education in the Mediterranean basin: collectivist values and power distance in the universities of the Middle East

En este artículo mostramos cómo la adopción de recursos educativos abiertos en las universidades de Oriente Medio depende en parte de factores culturales, tales como el grado de individualismo/colectivismo y la distancia a la autoridad. Utilizando el modelo de Hofstede, describimos el caso de un proyecto Erasmus+ para el desarrollo de capacidades en Educación Superior en el que se promovieron prácticas abiertas en instituciones de educación superior en Egipto, Jordania, Líbano y Palestina. Los resultados muestran cómo el grado de internacionalización es un antecedente directo de la incorporación de prácticas educativas abiertas en el contexto universitario.In this paper, we examine how open education is adopted in the Middle East region in the context of a European-funded project for capacity building in Higher Education. Basing our study on Hofstede’s model, we examine how culture, in particularly collectivism and power distance influence the adoption of open education. In addition, we look at the relationship between internationalisation of tertiary education and open education. Based on indepth interviews, focus group, and participatory action research with experts in the fields from Egypt, Jordan, Lebanon and Palestine, our findings suggest that beyond the technical aspect and the development of content, adoption of open education in the Middle East region is influenced by cultural aspects, which needs to be taken into consideration. As an emerging sub-culture, open education has the potential to transform and change some cultural barriers related to both power distance and collectivist cultures

How families handled emergency remote schooling during the Covid-19 lockdown in spring 2020: Summary of key findings from families with children in 11 European countries

How did families handle remote schooling during the time of Covid-19 lockdown during spring 2020? Perceptions on remote schooling activities were gathered from parents and their children at the end of primary education and in secondary education (10-18 years old) from 9 EU countries (Austria, France, Germany, Ireland, Italy, Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway. The findings show that almost all children who participated in the survey were able to conduct some school-related activities using digital technologies, and many reported that their schools had provided them with both digital communication and learning platforms. The findings also point out to large variations in terms of how children were able to interact with their teachers in learning activities and how often children were in contact with their teachers through online means. In addition to learning activities provided by the school, parents also engaged in complementary learning activities with their children, for example by using free of charge online learning material and exercises, such as video recordings and online quizzes. Both children and parents were worried about the pandemic’s negative impact on education, generally parents more so than children. Families voiced the need for better guidelines on how to support children with distance education activities and how to support the child psychologically during the confinement. Parents also expressed their need for more counselling and psychological support. These early results from the survey can guide future activities of schools and education systems in their move to digital education that can deliver more even, and better, pedagogical and social outcomes. They can also guide planning of practices that suite local context and needs. More in-depth analysis of this data will be made available throughout 2020-2021.JRC.B.4-Human Capital and Employmen

La diversidad cultural en la adopción de la educación abierta en las universidades de Oriente Medio: colectivismo y distancia del poder

In this paper, we examine how open education is adopted in the Middle East region in the context of a European-funded project for capacity building in Higher Education. Basing our study on Hofstede’s model, we examine how culture, in particularly collectivism and power distance influence the adoption of open education. In addition, we look at the relationship between internationalisation of tertiary education and open education. Based on indepth interviews, focus group, and participatory action research with experts in the fields from Egypt, Jordan, Lebanon and Palestine, our findings suggest that beyond the technical aspect and the development of content, adoption of open education in the Middle East region is influenced by cultural aspects, which needs to be taken into consideration. As an emerging sub-culture, open education has the potential to transform and change some cultural barriers related to both power distance and collectivist culturesEn este artículo mostramos cómo la adopción de recursos educativos abiertos en las universidades de Oriente Medio depende en parte de factores culturales, tales como el grado de individualismo/colectivismo y la distancia a la autoridad. Utilizando el modelo de Hofstede, describimos el caso de un proyecto Erasmus+ para el desarrollo de capacidades en Educación Superior en el que se promovieron prácticas abiertas en instituciones de educación superior en Egipto, Jordania, Líbano y Palestina. Los resultados muestran cómo el grado de internacionalización es un antecedente directo de la incorporación de prácticas educativas abiertas en el contexto universitari

Teachers' personal network analysis reveals two types of pioneers in educational digitalization: Formal and informal intermediaries at schools

SELFIE is a tool of the European Commission designed to support schools in developing their digital capacity. Schools across Europe have used SELFIE as a diagnostic tool. However, participating schools expressed a need for external guidance in the implementation of digital education transformation, including the exchange of expertise and inspiring practices with other educational centers. In this research we explore what are the key factors in the creation of collaborative networks between teachers. As a case study, we focus on the first steps of building a network of schools to promote digital education in Cantabria (northern Spain). With the participation of 11 schools, we conducted 22 interviews and 2 focus groups to analyze the learning environments of the teaching staff, the personal collaboration networks in the professional field, and the factors perceived as relevant in the design of the digital action plan of each school. The results showed the existence of teachers in each school who were pioneers in the digitization process and who acted as intermediaries both with the public educational administration and with teachers from other schools. During the interviews with these pioneers, we evaluated their personal networks as well as the factors they deem significant for an effective digital transformation. The results were contrasted in a public forum in which 120 teachers participated. Based on these results, we discuss how the creation of a network of key actors could contribute in developing the digital capacity of schools in the region.Universidad de Sevilla 4392/022