Emotion in Social Media - Doctoral Dissertation by Galen Panger. The role of emotion in social media has been the subject of considerable research and media attention.
But while stereotypes about the emotional profile of status updates — that they are overly-positive, or overly-angry — have solidified, evidence remains circumstantial and indirect. Further, although researchers have made numerous efforts to use the emotions we express in status updates to make inferences about our emotional lives — generating national happiness indices, predicting mental illnesses and evaluating emotional outcomes of experimental interventions — little is known about the validity of these inferences at the individual level, and researchers have largely ignored the impact of self-presentation and privacy concerns on validity. Finally, while debate continues about the emotional impacts of browsing social media in the course of day-to-day life, researchers have focused only on a limited set of emotions, rather than investigating the range of human emotion.
<nettime> Latour, Bruno: On Actor Network Theory: A few clarifications 1. Www.nettime.org Nettime mailing list archives [Date Prev] [Date Next] [Thread Prev] [Thread Next] [Date Index] [Thread Index]
Actor–network theory - Wikipedia. Broadly speaking, ANT is a constructivist approach in that it avoids essentialist explanations of events or innovations (i. e.
ANT explains a successful theory by understanding the combinations and interactions of elements that make it successful, rather than saying it is true and the others are false). However, it is distinguished from many other STS and sociological network theories for its distinct material-semiotic approach. Background and context ANT appears to reflect many of the preoccupations of French post-structuralism, and in particular a concern with non-foundational and multiple material-semiotic relations. At the same time, it was much more firmly embedded in English-language academic traditions than most post-structuralist-influenced approaches.
Working with Communities: Critical Perspectives. Amazon.co. A Handbook of Reflective and Experiential Learning: Theory and Practice - Jennifer A. Moon. Professor Chris Winch. Professor Chris Winch Professor of Educational Philosophy and Policy Contact information: Tel: +44 (0)20 7848 3152Fax: +44 (0)20 7848 3182Email: firstname.lastname@example.org About me.
McKee Ch1. Ertmer 1999.
1Hayriye Tugba Ozturk and 2Huseyin Ozcinar 1Ankara University, Turkey, 2Pamukkale University, Turkey Abstract In a learning system, multiple communities represent a networked structure of learning experiences.
McDonald Nagy Star Burch Cox Margetts LCJ 2012 AV. McDonald Nagy Star Burch Cox Margetts LCJ 2012 AV. 1 s2.0 S0742051X1630021X main. A Community of Practice for Knowledge Translation Trainees:... : Journal of Continuing Education in the Health Professions. A growing number of researchers and trainees identify knowledge translation (KT) as their field of study or practice.
Yet, KT educational and professional development opportunities and established KT networks remain relatively uncommon, making it challenging for trainees to develop the necessary skills, networks, and collaborations to optimally work in this area. The Knowledge Translation Trainee Collaborative is a trainee‐initiated and trainee‐led community of practice established by junior knowledge translation researchers and practitioners to: examine the diversity of knowledge translation research and practice, build networks with other knowledge translation trainees, and advance the field through knowledge generation activities. How and what do academics learn through 20160301 5315 1fnj7h6. What's in a name TTTP accepted. EJ985432. 55dc91c108aed6a199adfccc. 390e4ce50f57081055eb8356b5e5ac59af23. An investigation into social learning activities by practitioners in open educational practices. Bieke Schreurs1, Antoine Van den Beemt1, Fleur Prinsen1, Gabi Witthaus2, Gráinne Conole2, and Maarten De Laat1 1Open Universiteit Nederland, 2University of Leicester, UK Abstract By investigating how educational practitioners participate in activities around open educational practices (OEP), this paper aims at contributing to an understanding of open practices and how these practitioners learn to use OEP.
Our research is guided by the following hypothesis: Different social configurations support a variety of social learning activities. The social configuration of OEPs is investigated by an operationalization into the dimensions (1) practice, (2) domain, (3) collective identity, and (4) organization. The results show how practitioners of six different OEPs learn, while acting and collaborating through a combination of offline and online networks. Social Learning Analytics Navigating the changing settings of HE final. From-Top-to-Bottom-Investigating-the-Changing-Role-of-Hierarchy-in-Enterprise-Social-Networks. Technology for communities book chapter. 31 324 2 PB. Wenger Learning in a landscape of practice. Academic-toolkit. 14 11 21 WB report SADCOPAC EAAPAC. Strategic evaluation of network activities. Post from Bev: Download a PDF copy of the report How do you show that a network’s activities have changed the performance of its members in their practice?
And, how do you use that information to feed into a vision of where the network should go next? Planning and evaluating social learning. We talked about the new version of our framework in the last blog post.
Here is a video where we provide an overview this new version, along with an example of its applicability. Going through each cycle of the framework, we describe how it can be used for developing social learning and its ability to transform practice. We are writing this up, but this video gives you a preview of what’s to come. Etd. Cultivating a Community of Practice. CoPChapterSchultz. Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production? Volume 18, Number 1 February - 2017 Maria Macià* and Iolanda Garcia Department of Psychology and Education, Universitat Oberta de Catalunya, Barcelona, Spain.
*Corresponding Author Teachers participate in social networking sites to share knowledge and collaborate with other teachers to create education-related content. 02_bertram_ISCJ_2015-0049. Latent Dirichlet allocation - Wikipedia. Topics In LDA, each document may be viewed as a mixture of various topics where each document is considered to have a set of topics that are assigned to it via LDA. This is identical to probabilistic latent semantic analysis (pLSA), except that in LDA the topic distribution is assumed to have a sparse Dirichlet prior. The sparse Dirichlet priors encode the intuition that documents cover only a small set of topics and that topics use only a small set of words frequently. ContentServer.asp-1. PROFESSIONAL LEARNING COMMUNITIES A REVIEW OF. Service co-creation in social media: An extension of the theory of planned. Into the Meta: Research Methods for Moving Beyond Social Media Surfacing: EBSCOhost.
Evaluating the use of a social media tool for collaborative group writing o...: EBSCOhost. Understanding link sharing tools continuance behavior in social media: EBSCOhost. Effects of social media usage and social media multitasking on the academic...: EBSCOhost. Investigating value creation in a community of practice with social network...: EBSCOhost. ContentServer. Bricolage - Wikipedia. In the arts, bricolage (French for "DIY" or "do-it-yourself projects") is the construction or creation of a work from a diverse range of things that happen to be available, or a work created by such a process. The term bricolage has also been used in many other fields, including philosophy, critical theory, education, computer software, and business. Overview Bricolage is a French loanword that means the process of improvisation in a human endeavor. The word is derived from the French verb bricoler ("to tinker"), with the English term DIY ("Do-it-yourself") being the closest equivalent of the contemporary French usage.
Di Domenico et al 2010 ETP Accepted published version open access 3. Tsaighosal. 568949b608ae051f9af758b4. British Library EThOS: Online value creation. This thesis is based on a related set of nine papers I published between 2004 and 2010. Six of these papers are sole authored and I was the lead author for the three joint authored papers. Four underlying themes are identified which underpin the research I have done. Firstly, market entry through the dot com model which was covered in my first published paper (Laffey, 2004). This paper identified my second research theme, network effects in entrepreneurial markets, covered in Laffey (2005.; 2007b) which examined gambling markets and my third theme, the importance of search and paid click concepts, analysed in Laffey (2007a), Laffey and Sharp (2008) and Laffey et al (2009).
My third theme of search then led naturalIy to my final theme, the development of online value creation concepts, which was explored through research into comparison websites (Laffey, 2009c, 2010; Laffey and Gandy, 2009b). British Library EThOS: Online value creation.