Analysis of Computer-Mediated Communication: Using Formal Concept Analysis as a Visualizing Methodology

Computer-Mediated Communication (CMC) is used in different contexts such as business, non-profit organizations, and education and uses different tools such as computer conferencing, e-mail, and groupware. However, it is apparent that the field of CMC lacks established methodologies to analyze the phenomena. This article introduces the use of Formal Concept Analysis (FCA) as a methodology to visualize the data in CMC. FCA is based on a mathematical lattice theory and offers visual maps (graphs) with conceptual hierarchies. Combined with content analysis, FCA is proposed to be a potential method for the analysis of CMC. In this study, three categories (social, cognitive, and metacognitive) from Henri's (1992) model for CMC content analysis were applied to FCA after a previous study used a content-analysis method based on Henri's model to convert the data from a computer conference. The purpose of this article is to provide an example of the application of FCA to CMC and to argue for its potential use for analyzing on-line discourse. Although this article specifically addresses issues related to analyzing data in CMC for education, the methodology is applicable to the analysis of CMC for different purposes

Hate and Peace in a Connected World: Comparing MoveOn and Stormfront

What part does the Internet play in social mobilization? The Internet has been hailed as a great potential force to enrich a civil society. Many authors have claimed that the Internet would mobilize grassroots activities. By scrutinizing two particular grassroots activities and their use of the Internet, this article sheds light on conceptualizing the use of the information and communication technologies (ICTs) in mobilizing grassroots activities. The framework may help inform social scientists as well as practitioners who are involved in grassroots activities, and provide a baseline for comparison with future research, which examines mobilization of such activities with the use of the Internet over time

Revising the Conceptualization of Computerization Movements

One interesting problem arising from Kling and Iacono’s pioneering work on computerization movements (CMs) is the question of empirically determining a movement’s success or failure. This paper questions the question and argues that it is based on two assumptions that upon closer examination seem problematic. The first is that Kling and Iaconco’s concept of a CM is sufficient to cover the range of CMs. Their approach to CMs is explicated, pointing out three ways in which it is limited, concluding that it should be reconceptualized. The second is that CMs are similar enough so that a single set of criteria is sufficient to judge the success or failure of any given CM. Using a heuristic analysis to examine a set of 41 CMs, a typology is introduced demonstrating that there are important differences among CMs. The paper concludes that since a single set of criteria is no longer appropriate, different sets of criteria are needed to evaluate the success or failure of different types of CMs

Media selection theory for global virtual teams

This study proposes a behavioral complexity theory for media selection in global virtual teams. This theory captures multiple contingencies into one holistic approach. Unlike existing linear and mechanistic theories of media selection, this heuristic theory moves away from the universal models that were previously proposed. The behavioral complexity theory assumesambiguity, complexity, and a nonlinear, organic, and holistic process. This theory emphasizes the role of media repertoire,the ability of individuals to differentiate situations according to multiple contingencies, and their flexibility to effectively use multiple media in any particular situation. This theory is examined in a context of exploratory case study of global virtual teams’ media selection in one of the leading fortune 500 corporations

Community of Practice: A Metaphor for Online Design?

This article examines four cases and identifies several issues associated with the concept of communities of practice. These cases describe different forms of communities of practice in various settings including consulting firms and legal firms. After introducing these cases, we address several issues that emerged from these cases and the research literature. First, we caution against the tendency to romanticize the communities of practice construct and especially online communities. The cross-case analysis points to five problems that should be considered before developing an online community of practice. These five problems include: prescriptive versus description distinction; ready-made versus communities in the making; knowledge of possession versus knowing in practice; mid-level social theory versus micro learning theory; and motivated members versus unwilling subjects. In sum, we believe that community of practice is not likely to be forced, but is emerging, and designers need to be aware of the characteristics of existing communities of practice to nurture them

Factors Cultivating Sustainable Online Communities for K-12 Teacher Professional Development

The purpose of this study is to discover factors related to fostering a sustainable online community for K-12 teachers. This study was conducted through the investigation of an online teacher community called INDISCHOOL in Korea. Data were gathered through in-depth telephone interviews with INDISCHOOL members, the examination of archived postings on the Web-boards, and participant observations. Twelve factors, including eight support factors and four hindrance factors, were identified as results of this study. These factors were categorized into three subgroups: internal, external, and outcome factors. Findings from this study revealed that internal factors, such as having a sense of ownership and autonomy and acknowledging the value of participation, played a significant role in the growth of INDISCHOOL. It was also noted that the value of teachers' participation was related to their belief that active involvement in INDISCHOOL improves student learning. These teachers also reported that INDISCHOOL participation is a valuable part of their professional development

Online Communities of Practice Typology Revisited

This paper outlines a typology for online communities of practice. The typology is based on findings from observations of three online communities of practice, a content analysis of messages, and a review of the existing literature. The three examples of communities of practice are of electronic discussion lists that cover topics of interest to university webmasters, librarians, and educators. This work expands on a typology that consolidated prior research and focused on online communities of practice within organizational settings by extending it to be inclusive of open online communities of practice that are not constrained by any organizational context. Characterizing communities of practice in this manner enables various aspects of them to be analysed, which can illuminate ways to support the implementation of effective online communities of practice for specific purposes

Social Informatics Education in I-Schools

This essay focuses on the philosophical and conceptual underpinnings of a program of study in Social Informatics. We examine foundational concepts and analytical tools, ideas worked out by Rob Kling and others about the key components of an ICToriented education (even when the intent of their discussion was not pedagogical). Our intention is to assay Kling’s program of critical inquiry for a Social Informatics education that prepares information professionals to respond appropriately and ethically in their future careers. We do not to recommend the adoption of specific courses for a Social Informatics education. We had also planned to identify those components of a Social Informatics education that I-schools and library and information science schools have incorporated in their program offerings to determine how much progress has been made to adopt a critical perspective on the relationship between technology and people. However, this proved to be nearly impossible; we discuss our limited findings based on our initial exploration. Our concluding remarks address additions to the Kling perspective on a Social Informatics education that we would like to see and offer some thoughts on ways to support a Social Informatics education for information professionals.Indiana Universit

Distribution of Lenticular Astigmatism in a Pre-Cataract Surgery Population

Recently custom ablation of LASIK (laserin situ keratomileusis) has rapidly evolved. It could achieve supervision temporarily, but we suspect that the vision could deteriorate due to against-the rule astigmatism decades after the operation. To clarify this concern, we evaluated distribution of the total and corneal astigmatism of 101 eyes of 65 pre-cataract surgery patients (meanage:73 years). Then we calculated the lenticular astigrlatism by vector analysis. The mean amounts of total and corneal astigmatism were 1.22±1.50D and 0.97±0.84D each. The percentages of no astigmatism: oblique: with-the-rule: against-the-rule were 32: 4: 15: 50 and 7: 28: 26: 40, respectively. The mean amount of lenticular astigrlatism measured by vector analysis was 1.6± 1.4D. The percentage of no astigmatism: oblique: with-the-rule: against-the-rule was 2: 0: 39: 59. This biased distribution of astigmatism might have contributed to the biased distribution (no and against-the-rule) of total astigmatism. These data indicate that in a pre-cataract surgery population against-the-rule astigmatism is predominant in both corneal and lenticular astigmatism. We suspect that custom correction of adolescent eyes, in which with-the-rule astigmatism is predominant, might elicit more against-the-rule astigmatism when they reach pre-cataract surgery age population, leading to a decline in quality of vision

Arachidonic Acid Drives Postnatal Neurogenesis and Elicits a Beneficial Effect on Prepulse Inhibition, a Biological Trait of Psychiatric Illnesses

Prepulse inhibition (PPI) is a compelling endophenotype (biological markers) for mental disorders including schizophrenia. In a previous study, we identified Fabp7, a fatty acid binding protein 7 as one of the genes controlling PPI in mice and showed that this gene was associated with schizophrenia. We also demonstrated that disrupting Fabp7 dampened hippocampal neurogenesis. In this study, we examined a link between neurogenesis and PPI using different animal models and exploring the possibility of postnatal manipulation of neurogenesis affecting PPI, since gene-deficient mice show biological disturbances from prenatal stages. In parallel, we tested the potential for dietary polyunsaturated fatty acids (PUFAs), arachidonic acid (ARA) and/or docosahexaenoic acid (DHA), to promote neurogenesis and improve PPI. PUFAs are ligands for Fabp members and are abundantly expressed in neural stem/progenitor cells in the hippocampus. Our results are: (1) an independent model animal, Pax6 (+/−) rats, exhibited PPI deficits along with impaired postnatal neurogenesis; (2) methylazoxymethanol acetate (an anti-proliferative drug) elicited decreased neurogenesis even in postnatal period, and PPI defects in young adult rats (10 weeks) when the drug was given at the juvenile stage (4–5 weeks); (3) administering ARA for 4 weeks after birth promoted neurogenesis in wild type rats; (4) raising Pax6 (+/−) pups on an ARA-containing diet enhanced neurogenesis and partially improved PPI in adult animals. These results suggest the potential benefit of ARA in ameliorating PPI deficits relevant to psychiatric disorders and suggest that the effect may be correlated with augmented postnatal neurogenesis