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Session: Social networks and learning networks session

Social network dynamics in international students' learning Nashrawan Taha, Andrew Cox, ...

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Giota Alevizou
3 May 2010

Social network dynamics in international students' learning

Nashrawan Taha, Andrew Cox,  The University of Sheffield, United Kingdom

Social Networks and Learning Networks: Using social network perspectives to understand social learning

Caroline Haythornthwaite1, Maarten de Laat21University of Illinois, United States, 2Open University of the Netherlands, Netherlands

Challenging the Traditional Theorisation on Group Development: An International Online Perspective

Lucilla Crosta1, David McConnell21Lancaster University, United Kingdom, 2Glasgow Caledonian University, United Kingdom

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Social network dynamics in international students' learning

Nashrawan Taha, Andrew Cox,  The University of Sheffield, United Kingdom

 Social networked analysis approach to a classroom network. Network centrality: the teacher has a different point of view about network centrality;  

 Factors shaping the classroom network:

  • group work
  • network cohesion increased over time
  • place of living and language had an obvious impact in network cohesion (physical presence)
  • language: the main factor shping the friendship network – programme of study import for shaping the work network

Teacher interventions

  • Group work
    • Group choice
    • Assignment type
    • Assignment deadline

Social bookmarking

Giota Alevizou
09:15 on 3 May 2010

 

Caroline Haythornthwaite, Maarten de Laat integrate hot seat discussions to their presentations; Problematise the multiplicity of networks.

CH:

  • networks in our buying habits
  • in our citations and knowledge maps

Learning in our social networkslearning as a rlation that connects people
learning as an outcome of relational netorks

  • Learning relations: fact (know what); fiction (gossip, rumours; know how, group processes
  • education relations

Martin outlines the 4 key questions that emerged from the hot seat:

  • what constitutes a learing tie?
  • how do network configuraiton affect learning?
  • what is it that people do that promotes learning in a social netowork?
  • how to show value?

SNA and qualitative interviews to analyse the collective (teachers and students in the same school).

How do network configurations affect learning?

  • co-attendance network (conferences)
  • network mirror (experiment in 70 schools):
    • step 1: group discussion what do we have in common? what would we like to work on together?
    • step 2: activities
    • step 3: intesify and faciliate network connections.
  • what are literacies for networked learning? (openness to listen, networks of trust, exchange between people?)
    • how do individuals percieve themselves as networked learners? (different roles; teachers, etc);
    • interview topics (skills, knowledge, values); visualise
    • knowledge / learning
      • exchange info
      • being sensitive, etc, etc
    • value cration: timeline analysis: track relationships in an IRC channel; value creation stories 
      • how to show value? genre for value creation: how to enable teachers to tell a story about social learning

Conclusions:

  • Raise questions about the relationship betwen social networks and learning networks
  • Apply SNA int eh context of learning networks seem useful

 

Giota Alevizou
09:37 on 3 May 2010 (Edited 09:40 on 3 May 2010)

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Giota Alevizou
9:17am 3 May 2010


Questions/points objections to Nashrawan:

Stronger connection with learning contexts;

Methodological tensions: connection Social network analysis need to be closely alinged to the curriculum context and situational intentionality.

Giota Alevizou
9:43am 3 May 2010 (Edited 9:43am 3 May 2010)


Q from audience on the second presentation: Mapping the networks and mapping the knowledge that emerges out if it: how do you link it together in a representative way?

Caroline: methodological challenge; ask specific questions to central people, configurations tied to outcomes and enable swarm intelligence (my interpretation).

Giota Alevizou
9:46am 3 May 2010


among the outcomes is that people learn how to become e-learners.

Giota Alevizou
9:53am 3 May 2010


Caroline and Maarten use The personal brain a Visual Information management tool;

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