Maximal cliques based method for detecting and evaluating learning communities in social networks

2021 ◽  
Author(s):  
Meriem Adraoui ◽  
Asmaâ Retbi ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
Social Networks ◽  
Learning Communities

Online Learning Communities

2014 ◽  
pp. 107-128 ◽  
Author(s):  
Xavier Inghilterra ◽  
William Samuel Ravatua-Smith
Keyword(s):  
Social Networks ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Communities ◽  
Learning Process ◽  
Peer To Peer ◽  
Online Learning Communities ◽  
Digital Ecosystem ◽  
Successful Approach ◽  
Mediation System

This chapter highlights the potential of educational microblogging as a mediation system to support the process of distance learning. In their experimental approach, the authors conducted participant observations with university students who used their pedagogical device over the course of two semesters. Students participated through peer-to-peer and peer-to-peer to tutor interactions that took place within the academic and personal spheres. In the research corpus, the communitarian dynamic of social networks combined with playful immersion is a fruitful heuristic for individualizing learning paths and strengthening student dedication and commitment. The digital ethnographic participant observations revealed that the sharing and dissemination of information via microblogging allowed the creation of new collaborative methods and development of a culture of participation within the community of student learners. The use of sociotechnical devices such as Twitter and microblogging have proven to be excellent tools for accustoming students to Web 2.0 technologies and ensuring optimal participation in the learning process. This chapter unveils a successful approach to constructing a digital ecosystem where social interactions are initiated (during real-time synchronous educational sessions) and extended outside of academic boundaries into the private sphere. The sociotechnical mediation that the authors have created around Twitter has proven to be very effective in linking these two spatio-temporally contiguous entities for the benefit of learning communities.

scholarly journals Enhancing Fun Through Gamification to Improve Engagement in MOOC

Informatics ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 28 ◽  
Author(s):  
Borrás-Gené ◽  
Martínez-Núñez ◽  
Martín-Fernández
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Online Courses ◽  
Virtual Learning ◽  
Massive Open Online Courses ◽  
Learning Spaces ◽  
Massive Open Online ◽  
Continuous Activity ◽  
High Engagement ◽  
Perfect Space

Massive Open Online Courses (MOOCs), regardless of their topic, are a perfect space to generate, through virtual learning communities associated with them, very valuable resources for their participants and, in general, anyone interested in the topic covered. If in the design of these learning spaces, elements specific to games are added to them, which is known as gamification, we can try to increase the engagement of the student towards the course and, therefore, towards the community. This paper presents an experience of a MOOC of Universidad Rey Juan Carlos (Spain) with a connectivist approach. Aspects such as fun and motivation have been worked on in the design, through the application of gamified activities and the use of elements from social networks, considered as gamification, with the aim of increasing participation and engagement within a Facebook group, used as a community to support the course. We have analyzed aspects such as enjoyment and motivation, the result of which has been active participation and high engagement within the MOOC community in the form of content and especially great interaction, highlighting the existence of continuous activity once the edition of the MOOC is finished, as a consequence of a habit generated in the student.

scholarly journals AS REDES SOCIAIS NA FORMAÇÃO DE COMUNIDADES DE APRENDIZAGEM EM NUTRIÇÃO INFANTIL E BLW

2018 ◽  
Vol 25 (2) ◽  
pp. 243
Author(s):  
Gabriela Eyng Possolli ◽  
Renata Bragato Futagami
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Child Nutrition ◽  
Redes Sociales ◽  
Narrative Texts ◽  
Construction Of Knowledge ◽  
Children's Nutrition ◽  
Mixed Approach ◽  
Collective Construction ◽  
Los Grupos

O artigo teve como objetivo mapear os conteúdos em redes sociais sobre a nutrição infantil e BLW, visando compreender como se organizam enquanto comunidades de aprendizagem. A metodologia utilizada foi do tipo explicativa de abordagem mista. Na coleta de dados, foram analisadas 6 comunidades do Facebook e 4 perfis do Instagram com representatividade na temática nutrição infantil. Resultados: O quantitativo de postagens por mídia nas 10 comunidades ocorreu da seguinte forma: Texto 6.543 postagens (63%); Imagem 3.250 postagens (31%); Vídeo 647 postagens (6%). O Instagram apresentou mais postagens de imagens do que textos; ao contrário das comunidades de aprendizagem do Facebook que produzem maior quantidade de conhecimento por meio de textos narrativos. Notou-se que os perfis do Instagram possuem número maior de seguidores em relação aos grupos do Facebook, porém a quantidade de postagens é menor, o que condiz com o estilo de utilização dessas redes sociais. O Facebook, por formar grupos, apresenta maior interatividade com os usuários, ao contrário do Instagram que apresenta uma rede social mais passiva e com a maior parte dos usuários observando e curtindo postagens. As comunidades de aprendizagem em redes sociais demonstraram que são espaços efetivos para apoio e construção coletiva de saberes com grande potencial de expansão nas áreas de educação e de saúde. Essa aprendizagem se dá, principalmente. por meio de trocas colaborativas e construção interativa de conhecimento.AbstractThis article aimed to map the contents on communities in social networks about the children’s nutrition and BLW,  aiming to understand how are organized while communities of learning. The methodology used was of the explanatory type and mixed approach. The data collection of the research was carried out online and 6 communities of Facebook and 4 Instagram profiles were selected with great representativeness in the theme of children’s nutrition and BLW. Results: The number of postings per media in the 10 communities occurred as follows: Text 6.543 posts (63%); Image 3,250 posts (31%); Video 647 posts (6%). Instagram presented more pictures posts than texts unlike Facebook's learning communities, that produce more knowledge through narrative texts. It was noted that Instagram profiles have more followers in relation to Facebook groups, but the number of posts is lower, which is consistent with the style of use of these social networks. The Facebook for to form groups has more interactivity with users, opposite of  Instagram that presents a more passive social network and with the majority of users observing and enjoying postings. In relation to the objective of the research that was to map the content present in social networks on child nutrition and BLW. The learning communities in social networks have proved to be effective spaces for support and collective construction of knowledge with great potential for expansion in the areas of education and health.Keywords: Social networks. Children’s nutrition. Virtual learning communities.ResumenEl artículo tuvo como objetivo mapear los contenidos en redes sociales sobre la nutrición infantil y BLW, buscando comprender cómo se organizan como comunidades de aprendizaje. La metodología utilizada fue del tipo explicativo de abordaje mixto. En la recolección de datos se analizaron 6 comunidades de Facebook y 4 perfiles del Instagram con representatividad en la temática nutrición infantil. Resultados: El cuantitativo de las entradas por medios en las 10 comunidades se produjo de la siguiente manera: Texto 6.543 postes (63%); Figura 3.250 entradas (31%); Vídeo 647 entradas (6%). El Instagram presentó más mensajes de imágenes que textos a diferencia de las comunidades de aprendizaje de Facebook, que producen mayor cantidad de conocimiento a través de textos narrativos. Se ha notado que los perfiles del Instagram tienen un número mayor de seguidores en relación a los grupos de Facebook, pero la cantidad de entradas es menor, lo que concuerda con el estilo de utilización de esas redes sociales. Facebook por formar grupos presenta mayor interactividad con los usuarios, a diferencia de Instagram que presenta una red social más pasiva y con la mayoría de los usuarios observando y disfrutando de los posts. Las comunidades de aprendizaje en redes sociales demostraron ser espacios efectivos para apoyo y construcción colectiva de saberes con gran potencial de expansión en el área de educación y de salud. Este aprendizaje se da principalmente a través de intercambios colaborativos y construcción interactiva de conocimiento.Palabras clave: Redes sociales. Nutrición infantil. Comunidades virtuales de aprendizaje.

scholarly journals Coworking spaces and virtual learning communities in Social Networks: Case Study of #ElClaustroDeIG on Instagram

Aula Abierta ◽  
2021 ◽  
Vol 50 (1) ◽  
pp. 453-464
Author(s):  
Raquel Gómez-Martínez ◽  
Luis M. Romero-Rodríguez
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Learning Communities ◽  
Preschool Education ◽  
Virtual Learning ◽  
Ideal Space ◽  
Good Practices ◽  
Patterns Of Use ◽  
The Impact

Social networks are consolidated as spaces for the exchange of valuable content. It is not surprising to find spaces for the exchange of good teaching practices in virtual learning communities, so the objective of this study is to analyze, through the case study of #ElClaustrodeIG on Instagram, the educational content focused on teaching that is shared for the Ibero-American community in Spanish, as well as the analysis of the users who share their experiences and good practices in this social network. In order to do this, content analysis is first carried out, through an analysis sheet to 300 posts and a questionnaire is applied to 130 users of this hashtag on Instagram in order to analyze their patterns of use, their interests and motivations, their training in ICT and social networks, as well as the impact that the use of this social network has on their professional development and the gratification they expect. The results show that most of the publications are about good practices for primary and preschool education while most of the users think that Instagram is an ideal space for non-formal learning, applying in the classrooms many of the good practices shared in this coworking space. 

Multimedia Social Networks and E-Learning

2013 ◽  
pp. 365-379
Author(s):  
Andrew Laghos
Keyword(s):  
Social Networks ◽  
Social Interaction ◽  
Learning Communities ◽  
Online Social Networks ◽  
Student Centered ◽  
Student Centered Learning ◽  
Multimedia Social Networks ◽  
Key Players ◽  
E Learning ◽  
Interaction Research

The purpose of this chapter is to investigate Multimedia Social Networks and e-Learning, and the relevant research in these areas. Multimedia Social Networks in e-Learning is an important and evolving study area, since an understanding of the technologies involved as well as an understanding of how the students communicate in online social networks are necessary in order to accurately analyze them. The chapter begins by introducing Multimedia Social Networks and Online Communities. Following this, the key players of e-Learning in Multimedia Social Networks are presented, including a discussion of the different roles that the students take. Furthermore, Social Interaction research is presented concentrating on such important areas as factors that influence social interaction, peer support, student-centered learning, collaboration, and the effect of interaction on learning. The last section of the chapter deals with the various methods and frameworks for analyzing multimedia social networks in e-Learning communities.

Social Networks and Blogs as Educational Communicative Resources During a Pandemic

2022 ◽  
pp. 153-163
Author(s):  
Rosabel Martínez-Roig ◽  
Juan-Francisco Álvarez-Herrero ◽  
Mayra Urrea-Solano
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Informal Education ◽  
Large Scale ◽  
Communication Technologies ◽  
Face To Face ◽  
Educational Environments ◽  
Information And Communication

This work aims at researching the use of social networks and blogs as resources of information and communication technologies (ICTs) in non-face-to-face educational environments, which, in this case, education centers have had to reshape on a large scale due to the pandemic. With this aim in mind, an analysis is performed about the most important aspects which make social networks and blogs into important educational resources in the classroom, which enable us to propose collective and individual activities based on digital technology. Such activities make it possible for us to undertake experiences referred to formal, non-formal, and even informal education, which have the potential to enrich the current non-face-to-face context thanks to their diversity. The conclusion is that these resources can serve as effective communicative tools to generate true learning communities within an online environment.

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