Thesis (M. Phil.)--University of Hong Kong, 2009. / Includes bibliographical references (leaves 134-143). Also available in print.

XIV Congreso Nacional de Educadores, llevado a cabo del 2 al 4 de Agosto de 2011. Perú / Conferencia que aborda el contexto actual de las redes sociales así como las herramientas para un mejor uso.

This thesis focuses on investigating learning occurring in a web-based community of foodservice professionals, which is informally structured and based on voluntary participation, using concepts from the "communities of practice" (CoP) (Wenger, 1998) paradigm. As an informal learning environment, the web-based community was investigated based on three planes (Rogoff, 1998): Community (i.e., how does learning occur in the web-based community?), Interpersonal (i.e., how does learning occur between participants of the web-based community?), and Individual (i.e., how does individual learning occur through participating in the web-based community?). / Under the umbrella of the online ethnographic approach, I applied mixed-method research combining multiple data sources (i.e., discussion transcripts, online survey, online interviews, ethnographic observation, and other documents) and analytical methods (i.e., descriptive framework for CoP, content analysis, transcript analysis, and descriptive statistics). / In terms of the community plane, the web-based community was explored by applying the descriptive framework for communities of practice consisting of observable and measurable indicators in terms of organization, participation, and outcome. With regard to the interpersonal plane, I explored how learning occurs between participants of the WBC: How do participants interact with each other and what do they share through their interactions? To do that, the processes of interaction and learning were examined according to the size of threads (i.e., small, medium, and large sizes). For the individual plane, I examined (a) individuals' epistemological beliefs and (b) individuals' change of roles in relation to the degree of participation. Based on the results investigated in each plane, I discussed general characteristics of this web-based community as informal learning environment, effective features fostering interaction and learning in this web based community, and possible trajectories of the web-based community evolving for a community of practice. / The importance of this study lies in its contributions to the conceptual framework (i.e., descriptive framework for communities of practice) and the methodological approach (i.e., multi-layered analytical approach) developed and applied in this thesis. The descriptive framework enables us to identify some defining features that distinguish communities of practice from other structures and hence to establish guidelines for monitoring how communities of practice evolve and what makes them evolve in successful ways. In addition, this study offers useful implications for designing and supporting web-based communities even in formal and non-formal learning environments. Because this study employed an exploratory, interpretive approach and concentrated on the breadth of learning in a web-based community through different planes, the results offer broader aspects of learning rather than specific, intensive issues of learning in this web-based community. Therefore, further studies are suggested along with the issues derived from this thesis.

No description available.

The full transformational effects of Social Media have yet to be understood. Alongside its heavily discussed benefits, a number of potentially harmful effects have become apparent lately. Phenomena such as still increasing information overload, cyber-bullying, or loss of identity have been described in recent research literature from various domains. By means of a literature review our paper aims at reviewing, cataloguing and classifying these psychological and social disorders that have been reported to be related to Social Media engagement. We distinguish between active participation in and mere exposure to Social Media. Using a psychopathological classification scheme, we structure the identified symptoms and syndromes, providing a common language and taxonomy with which the identified disorders can be described and classified accurately. Thus, we are laying out a foundation necessary for the research into and the understanding of the aetiology and eventually the means for the prevention of the negative effects of Social Media usage within individuals in information societies.

Le Web social croît de plus en plus et donne accès à une multitude de ressources très variées, qui proviennent de sites de partage tels que del.icio.us, d’échange de messages comme Twitter, des réseaux sociaux à finalité professionnelle, comme LinkedIn, ou plus généralement à finalité sociale, comme Facebook et LiveJournal. Un même individu peut être inscrit et actif sur différents réseaux sociaux ayant potentiellement des finalités différentes, où il publie des informations diverses et variées, telles que son nom, sa localité, ses communautés, et ses différentes activités. Ces informations (textuelles), au vu de la dimension internationale du Web, sont par nature, d’une part multilingue, et d’autre part, intrinsèquement ambiguë puisqu’elles sont éditées par les individus en langage naturel dans un vocabulaire libre. De même, elles sont une source de données précieuses, notamment pour les applications cherchant à connaître leurs utilisateurs afin de mieux comprendre leurs besoins et leurs intérêts. L’objectif de nos travaux de recherche est d’exploiter, en utilisant essentiellement l’encyclopédie Wikipédia, les ressources textuelles des utilisateurs extraites de leurs différents réseaux sociaux afin de construire un profil élargi les caractérisant et exploitable par des applications telles que les systèmes de recommandation. En particulier, nous avons réalisé une étude afin de caractériser les traits de personnalité des utilisateurs. De nombreuses expérimentations, analyses et évaluations ont été réalisées sur des données réelles collectées à partir de différents réseaux sociaux. / The social Web grows more and more and gives through the web, access to a wide variety of resources, like sharing sites such as del.icio.us, exchange messages as Twitter, or social networks with the professional purpose such as LinkedIn, or more generally for social purposes, such as Facebook and LiveJournal. The same individual can be registered and active on different social networks (potentially having different purposes), in which it publishes various information, which are constantly growing, such as its name, locality, communities, various activities. The information (textual), given the international dimension of the Web, is inherently multilingual and intrinsically ambiguous, since it is published in natural language in a free vocabulary by individuals from different origin. They are also important, specially for applications seeking to know their users in order to better understand their needs, activities and interests. The objective of our research is to exploit using essentially the Wikpédia encyclopedia, the textual resources extracted from the different social networks of the same individual in order to construct his characterizing profile, which can be exploited in particular by applications seeking to understand their users, such as recommendation systems. In particular, we conducted a study to characterize the personality traits of users. Many experiments, analyzes and evaluations were carried out on real data collected from different social networks.

Tese de mestrado integrado. Engenharia Informática e Computação. Faculdade de Engenharia. Universidade do Porto. 2010

Esta tesis tiene un doble objetivo, por un lado, analizar las acciones organizativas, de formación docente y de uso pedagógico de la web social desarrolladas en las universidades españolas. Por otro lado, avanzar criterios que guíen el diseño e implantación de dinámicas de apoyo institucional, de desarrollo profesional docente y de aplicación metodológica de las herramientas 2.0 en las universidades españolas. Para alcanzar los objetivos anteriores, se han planteando cinco preguntas de investigación: 1. ¿Cuáles son los principales cambios organizativos que conducen al aprovechamiento educativo de la web 2.0 en la universidad? 2. ¿Cómo debe funcionar un servicio de asesoría técnico-pedagógica en el ámbito universitario? 3. ¿Cómo deben plantearse las ofertas de formación permanente del profesorado universitario sobre el uso didáctico de la web social? 4. ¿De qué modo tienen qué diseñarse las actividades educativas mediadas por el software social en las aulas universitarias? 5. ¿Qué roles “innovadores” deben desempeñar los docentes universitarios a la hora de aplicar una “pedagogía 2.0” en sus clases? Se ha seguido una aproximación metodológica mixta, para triangular los resultados en base a cuatro técnicas de investigación: 1) la entrevista a expertos en tecnología educativa(semiestructurada y en línea), 2) la observación participante realizada en el Educational Technology Services (UC Berkeley) y el proceso de diseño y desarrollo de una desconferencia (Cal Educamp 2011), 3) la observación no participante sobre las actividades educativas 2.0 señaladas por los docentes universitarios españoles y basada en la información obtenida en 4) el cuestionario en línea. A través del proceso de análisis se han establecido una serie de criterios que permitan consolidar la innovación educativa en las instituciones de tercer ciclo. Dichos criterios estimulan el cambio en las diferentes dimensiones y actores del proceso de enseñanza-aprendizaje, respecto a la implementación educativa de la web social. Los criterios establecidos a nivel instuticional buscan ayudar a desarrollar acciones organizativas, sistemáticas, estratégicas y de apoyo de la introducción de la web social dentro de las universidades. Estos criterios inciden en las actitudes de promoción de la integración pedagógica “en”, y “de” las TIC dentro de los organismos de gestión, política y organización universitaria. En cuanto a la formación docente y desarrollo profesional docente, los criterios fijados afectan a aquellas actividades que permiten reflexionar, diseñar y adaptar la formación continua del profesorado “en”, “sobre” y “con” las tecnologías sociales. En los procesos de enseñanza-aprendizaje desarrollados en las aulas los criterios expuestos se centran en promover el uso pedagógico adecuado de la web social, o su aplicación metodológica. La presente investigación quiere ayudar en el diseño y desarrollo de propuestas educativas orientadas a facilitar y mejorar los procesos de integración educativa de la web social en las facultades españolas. En este sentido, se espera que sirva de inspiración para consolidar universidades innovadoras promotoras de una educación de calidad e integral para todos los ciudadanos mediada a través de las tecnologías de la web social. / The purpose of this thesis is twofold analyze three dimensions developed in Spanish universities which are the organizational one, the teacher training, and the educational use within a social web context. Secondly, make an improvement of the criteria guiding the design and implementation of: dynamic institutional support, professional teacher development, and methodological application of Web 2.0 tools in Spanish universities. To achieve the above objectives, five research questions have been raised: 1. What are the major organizational changes that lead to educational use of Web 2.0 in universities? 2. How should work a technical and pedagogical assessment department service in the university? 3. How should offers concerning teacher training about the educational use of the social web be considered? 4. In which way have educational activities facilitated with social software to be designed in university classrooms? 5. What "innovative" roles must play university teachers in implementing a "pedagogy 2.0" in their classes? It has followed a mixed methodological approach to triangulate the results based on four research methods: 1) interviewing experts in educational technology (with semi-structured and online interviews), 2) participant observation conducted in the Educational Technology Services (UC Berkeley ) and process followed to design and develop an “unconference” (Cal EduCamp 2011), 3) non-participant observation on educational activities 2.0 reported by Spanish university teachers and based on information obtained in 4) the online questionnaire. Through the process of analysis a set of criteria to strengthen the educational innovation in tertiary institutions has been established. These criteria encourage the change in different dimensions and actors of the teaching-learning process, criteria linked to the educational implementation of the social web. The criteria developed at the institutional level seek to help to develop organizational, systematic, strategic and supporting actions for the introduction of the social web within the universities. These criteria affect attitudes to promote educational integration "in" and "of" ICT in managerial, political and organizational departments of universities. Regarding teacher training and teacher professional development, the fixed criteria which affect those activities that allow considering, designing and adapting teacher education "in" "on" and "with" social technologies. In the teaching-learning processes developed in classrooms, the criteria focus on promoting appropriate educational use of the social web, or its methodological application. This research wants to help the design and development of educational programs. These programs are aimed at facilitating and improving the educational integration of the social web in Spanish universities. In this sense, it is expected that consolidation will inspire innovative universities promoting quality and ease the comprehensive education for all citizens thanks to the social web technologies.

Zugl.: Düsseldorf, Univ., Diss., 2008

Submitted by Duarte Zeny (zenydu@gmail.com) on 2013-01-13T02:44:09Z No. of bitstreams: 1 RAQUEL_TRABALHO FINAL_ABSTRACT REVISTO - 18.08.pdf: 4533395 bytes, checksum: 55d5ca9df6487bc60408a464f3055e90 (MD5) / Made available in DSpace on 2013-01-13T02:44:09Z (GMT). No. of bitstreams: 1 RAQUEL_TRABALHO FINAL_ABSTRACT REVISTO - 18.08.pdf: 4533395 bytes, checksum: 55d5ca9df6487bc60408a464f3055e90 (MD5) / A utilização dos dispositivos de comunicação da web social pelas bibliotecas universitárias públicas brasileiras, como um recurso que pode potencializar a mediação da informação através da interação entre usuários e bibliotecários é o tema deste trabalho. Nesta perspectiva, esta pesquisa teve por objetivo identificar e analisar como as bibliotecas das universidades federais e estaduais têm explorado os recursos de comunicação nos websites para ampliar suas ações voltadas à mediação para o acesso e uso da informação. A técnica da observação direta e intensiva dos websites foi adotada para análise do uso dos dispositivos de comunicação da web social e se o mesmo tem ampliado a mediação realizada pelas bibliotecas centrais e/ou sistemas de bibliotecas das IES Estaduais e IFES para o acesso e uso da informação. A partir dessas observações optou-se pela adoção da técnica de aplicação de questionário junto aos bibliotecários, visando a obtenção de informações sobre a gestão e desenvolvimento dos seus dispositivos de comunicação. Para a realização da pesquisa foi necessária uma reflexão, à luz da literatura, que abordasse os temas da mediação da informação, biblioteca universitária, redes sociais e web social, aproximando essas temáticas e suas contribuições para o fortalecimento e continuidade da comunicação e interação entre bibliotecários e usuários, bem como no desenvolvimento social, cultural e acadêmico dos usuários. Como resultado, observou-se que as bibliotecas centrais e/ou sistemas de bibliotecas das universidades estaduais e federais brasileiras têm apresentado algum avanço em relação aos resultados de pesquisas anteriores, já que essas bibliotecas têm feito uso de dispositivos de comunicação para uma aproximação com seus usuários, embora ainda exista uma subutilização desses dispositivos no processo de ampliação, continuidade e fortalecimento da interlocução com os usuários, visando a mediação para o acesso e uso da informação. Constatou-se neste trabalho que, ainda são poucos os casos de bibliotecas que, além de disponibilizarem conteúdos relevantes para auxiliar os usuários no acesso e uso da informação, bem como conteúdos sobre a biblioteca, também vêm explorando os dispositivos para favorecer a participação ativa dos usuários na troca de informações, debates, comentários e manifestação de sugestões. Assim, concluiu-se que, embora em menor quantidade e ainda necessitando de maior planejamento nas ações, há uma parcela das bibliotecas centrais e/ou sistemas de bibliotecas das IES Estaduais e das IFES analisadas que têm procurado avançar no modo de aproximação e de relacionamento com os usuários, como também vêm apresentando uma nova conduta de comunicação por parte dos bibliotecários que se mostraram mais acolhedores e amigáveis na interlocução com os usuários através dos dispositivos de comunicação da web social. / Salvador