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Cyberpsychology in interaction by Mind Map: Cyberpsychology in
interaction
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Cyberpsychology in interaction

Microblogging In technology Enhanced Learning

twitter is a conversation, not a monologue

true value of twitter is networking

Uses

conversation

sharing information

reporting news

hashtags

Twemes, Connecting the remote network to a given event, Creates a collaborative resource based on unpremeditated story-telling.

The Experiment

Subjects: PhD students and researchers

Goal: to support collaboration among PhD students working in the disparate ends of expertise

Used Wordle to create "tweet clouds" to visualize the terms used

Tweet content directly corresponded to content of the lectures held that day.

Liked twitter for 3 reasons, easy and intuitive interface, tweets are shorter than blog posts, twemes aggregates content using the special hashtag

Survey Results

88% participated (60 of 68), 45% female, 55% male

No differences in responses concerning gender or educational background.

Only 10 (16%) had twitter accounts prior to the experiment

Most wanted to take active part in twittering. Were curious and intrigued.

70% found twitter encouraging to join discussions

55% continued to use Twitter after the experiment

Effective immediate communication

Complaints, Fail Whale, 140 character limit, Some found it distracting, Overwhelmed by the number of messages

Conclusions

no ubiquitous learning strategy

Microblogging can be used as an interesting discussion and sharing back-channel in learning events.

Signup and participation are influenced by peer users

Social Network Analysis and Distance Learning

Cohesion is an attractive “force” between individuals.

Measures number of exchanges between 2 people

the geodisc distance /proximity between 2 people

minimum number of cut-points necessary to disconnect 2 people

Experiment

40 students divided into 4 groups, 3 achieved the simulation

Simuligne - distance french learning session

role-playing simulation

10 weeks

4 parts

Results

Discussion forum: 2686 messages (45.11% of communications)

Email: 4062 messages (42.84%)

Chat: 12%, less successful because of the time constraints. people in DL (distance learning) like relaxed constrains

Asynchronous communications tools are best for DL

Social Software: E-Learning Beyond LMS

Christian, Dalsgaard . "Social Software: E-Learning Beyond Learning Management Systems". European Journal of Open, Distance and E-Learning. European Distance and E-Learning Network. 25 Nov. 2008

Mostly used for administrative purposes

LMS so far have had a limited impact on pedagogy

Moving away from centralized and integrated LMS and towards a variety of separate tools which are used and managed by the students in relation to their self-governed work.

How social software can be used to support a social constructivist approach to e-learning

integration vs. separation

The usefulness of different tools in support of learning depends on which learning activities the tools should support.

social aspect of the technologies often emerges from a combined use of different technologies

blogs reach their full potential when it is related to other blogs, subscribed to, gets commented on

social bookmarking - most useful when done by a large number of people. recommendations based on your bookmarks subscribing to RSS feeds for new bookmarks

Wikis

social tools should be used based on the specific learning activities

learning is a social and active process

students should direct their own problem-solving process

students' self-governed and problem-solving activities are the focal point of a learning process

learning environment needs to be open-ended because students' activities cannot be pre-determined

self-governed and problem-based activities are not very well supported by LMS. that's not their purpose

Resources are not learning materials until they are used actively by students

media

people

places

ideas

resources need to be contextualized to determine situational relevance and meaning

problem with LMS is that it is aimed at administrative activities of teachers, not problem-based and collaborative work of students

Types of networks

collaborative (working on the same project)

sharing context (students and teachers in the same class or school)

sharing a field of interest (may involve non-students and non-teachers)

The educational potential of social software is to facilitate self-governed, problem-based and collaborative activities by supplying students with loosely joined personal tools for independent construction, and by engaging them in social networks.

The argument is that the learning activities of students cannot be structured or pre-determined.

Choice of a variety of tools will better support the required flexibility of open-ended activities than any one integrated system.

An extreme alternative to the use of an LMS would be to place students in front of a search engine on web. Entry point would be the same, keywords and resources found will also be the same. Using the power of the networks instead would be more personalized and "random" and more useful.

Using social software, different people no longer have the same entry to the resources of the web. On the contrary, a person will participate in an individual network of people and resources. This is a key feature of social software.

more relevant resources

The learning processes do not take place within the management system,

Working as proposed here, students not only learn a specific topic, but they are equipped with tools to navigate and make active use of the web to solve future problems.

After the end of a course or an education, the networks continue to exist.

Why We Twitter

analyze different types of user intentions

will help evolve microblogging and improve the client and infrastructure of the software

requires looking at content and link structure

TWittering intentions

daily chatter

conversations

sharing information

reporting news

Experiment

Used Twitter API to fetch social network of all users (how users are connected to each other)

total of 1,348,543 updates from 76,177 users

updates were fetched every 30 seconds

mapped each user to their geographic location from the profile

estimate growth of twitter based on how many users sign up each day, although the rate of users joining twitter has slowed, the number of posts are increasing, doubling every month

Results

Twitter social network statistics match blogosphere statistics

there are more intracontinental links than across continents. this is consistent with observations that probability of friendship between two users is inversely proportionate to their geographic proximity.

user intention detection

hub/authority detection, friendship-wise relationship, information seeking, information sharing

13% url sharing posts