Prrcticas Universitarias Constructivistas e Investigadoras con Software Social (Constructivist and Researchers University Experiences with Social Software)

2010 ◽  
Author(s):  
Jose Gomez
Keyword(s):  
Social Constructivist ◽  
Social Software ◽  
University Experiences ◽  
Software Social

scholarly journals Estrategias del arte participativo: Entre la micro-política y el software social

AusArt ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 207-216
Author(s):  
Cuautli Exal Martínez Sánchez
Keyword(s):  
Social Relations ◽  
Social Software ◽  
Social Production ◽  
Daily Lives ◽  
Participatory Art ◽  
Art Practices ◽  
Relationship Structures ◽  
New Research ◽  
Self Production ◽  
Software Social

La hibridación de las tecnologías digitales con la totalidad de las actividades humanas ha desencadenado una transformación irreversible en múltiples aspectos de nuestra vida cotidiana pero sobre todo, en los procesos de construcción sociocultural; Lo efímero, híbrido, virtual, interactivo, heterogéneo, son ejes entorno a los cuales construimos nuevas relaciones sociales. Material de análisis y reflexión para el desarrollo de las prácticas artísticas contemporáneas. En este sentido, las estrategias participativas impulsadas desde las prácticas artísticas desarrollan estructuras de relación, espacios de encuentro, diálogo y autoproducción colectiva. Podríamos afirmar que exploran el campo de las relaciones sociales (la conectividad social) y sus potenciales expresivos, narrativos, políticos, poéticos, estéticos, etc. Este artículo propone un análisis de las estrategias artísticas participativas como herramientas híbridas e interdisciplinares que propician a través de nuevas metodologías de investigación, la reflexión sobre nuevos modos de producir subjetividad y visualidad, producción social y emancipación cultural.Palabras Clave: ARTE PARTICIPATIVO; SOFTWARE SOCIAL;TECNOLOGÍAS BLANDAS; ARTIVISMO; ESTRATEGIAS MICROPOLÍTICAS Strategies of participatory art : Between micro- policy and social softwareAbstractHybridization of digital technologies with all human activities has triggered an irreversible transformation in many aspects of our daily lives but especially in sociocultural construction processes; ephemeral, hybridity, virtuality, interactivity, heterogenity, disruptiveness, are axes around which we build new social relations. Matter of analysis and reflection in the developing of contemporary art practices. In this sense, participatory strategies promoted by artistic practices develop relationship structures, spaces for encounter, dialogue, common action and collective self-production. We could say that these artistic practices explore the field of social relations (social entanglement and engagement) and their expressive, narrative, politic, poetic or aesthetic, potentials. This article proposes an analysis of participatory artistic strategies as hybrid and interdisciplinary tools that lead through new research methodologies to new ways of producing subjectivity and visuality, social production and cultural emancipation.Keywords: PARTICIPATORY ART; SOCIAL SOFTWARE; SOFT TECHNOLOGIES; MICROPOLITIC STRATEGIES

scholarly journals Transforming Pedagogy Using Mobile Web 2.0

2009 ◽  
Vol 1 (4) ◽  
pp. 56-83 ◽  
Author(s):  
Thomas Cochrane ◽  
Roger Bateman
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Mobile Web ◽  
Face To Face ◽  
Student Centred Learning ◽  
Social Constructivist Learning

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.

Using Social Software for Teaching and Learning in Higher Education

2010 ◽  
pp. 1045-1060
Author(s):  
Petros Lameras ◽  
Iraklis Paraskakis ◽  
Philipa Levy
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Communities Of Practice ◽  
Social Constructivism ◽  
Software Tools ◽  
Social Constructivist ◽  
Social Software ◽  
Gradual Introduction ◽  
Beliefs About Teaching ◽  
Constructivist Perspective

This chapter focuses on discussing the use of social software from a social constructivist perspective. In particular, the chapter explains how social constructivist pedagogies such as collaborative learning and communities of practice may be supported by the adoption of social software tools. It begins by briefly discussing the social constructivist perspective considering certain pedagogies such as collaborative learning and communities of practice. Then, it explains how these pedagogies are reflected in actual practice by using a variety of social software tools such as discussion boards, blogs and wikis. Finally, the chapter presents the implications of using social software based on the impact of certain factors such as teachers’ understandings of, and beliefs about, teaching in general. The purpose of this chapter is to support higher education practitioners in theoryinformed design by distilling and outlining those aspects of social constructivism that addresses the use of social software tools. It is perceived that a gradual introduction of social software to institutional Virtual Learning Environments, with a strong focus on collaborative learning processes and engagement in online learning communities, will highlight the need for discursive tools, adaptability, interactivity and reflection.

scholarly journals Uma reflexão sobre o direito ao esquecimento e sua relação com as máquinas sociais: o direito de desconectar-se │ A reflection on the right to be forgotten and its relationship with social machines: the right to disconnect

2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Célio Andrade Santana Júnior ◽  
Camila Oliveira de Almeida Lima ◽  
Amanda Maria de Almeida Nunes
Keyword(s):  
Social Software ◽  
Review Of The Literature ◽  
Information Distribution ◽  
Web 3.0 ◽  
Right To Be Forgotten ◽  
Social Machines ◽  
The Right ◽  
The Web ◽  
Software Social

RESUMO Trata-se de uma reflexão sobre o direito ao esquecimento no contexto das máquinas sociais que atuam hoje na web 3.0, bem como uma apresentação da “nova” conjuntura de distribuição da informação. A reflexão foi baseada em uma pesquisa bibliográfica e apresenta como resultado a ineficácia da forma como o direito ao esquecimento vem sendo aplicado mediante as complexas estruturas de conexão existentes entre usuários, software social e dispositivos (hardware) concebidos para colaborar entre si. Desta forma, desconectar-se, mais do que um direito, torna-se um dever para quem escolhe ser esquecido.Palavras-chave: Máquinas Sociais; Direito ao Esquecimento; Conexão; Esquecimento; Internet.ABSTRACT This paper presents a reflection on the right to be forgotten in the context of social machines currently operating on the web 3.0 and discusses this “new” environment of information distribution. Our reflection is based on a review of the literature and suggests the ineffectiveness of the ways in which the right to be forgotten is being applied due to the complex connection structures that exist among users, social software and devices (hardware) that are designed to work together. Thus, more than a right, to be disconnected becomes a duty for those who choose to be forgotten.Keywords: Social Machines; Right to be Forgotten; Connection; Forgetfulness; Internet.

scholarly journals Aspectos estruturais e motivacionais e possíveis zoneamentos discursivos em software social acadêmico | Structural and motivacional aspects and discursive zones in academic social software

2010 ◽  
Vol 6 (2) ◽  
Author(s):  
Patrícia Zeni Marchiori ◽  
Eduardo Michelotti Bettoni ◽  
Andre Luiz Appel ◽  
Carlos Alexandre Lourenço Taborda
Keyword(s):  
Social Tagging ◽  
Management Systems ◽  
Social Software ◽  
Common Language ◽  
Social Bookmarking ◽  
Language Functions ◽  
Software Social

Resumo O artigo descreve e analisa três ferramentas de social bookmarking e dois sistemas de gerenciamento de referências voltados para o ambiente acadêmico em seus aspectos objetivos e subjetivos. Destaca o esquema de marcação de metadados como suporte para estudos infométricos e discute as condições motivacionais para o uso de tais sistemas, assim como potenciais zoneamentos discursivos advindos da análise de tags de descritores. Tece especulações sobre outras relações passíveis de serem encontradas nas estruturas formais dessas ferramentas, especialmente aquelas relativas à função da linguagem e a potencial composição de comunidades discursivas em ambientes virtuais colaborativos.Palavras-chave: sistemas de social bookmarking; características; sistemas de gerenciamento de referências – características; marcação de recursos na web – motivação; marcação de recursos na web – infometria; software social – comunidades discursivas. Abstract  This article describes and analyses three academic social bookmarking tools and two bibliographic management systems as to their objective and subjective features. A metadata scheme was thoroughly examined as a support for infometric studies. It also presents an overall view of motivational aspects and potential discursive zones that can derivate from keyword tagging analysis.The final argument speculates about other relations found through the tagging assignment process that could disclose common language functions as well as unveil characteristics of discursive communities regarding virtual collaborative environments.Keywords social bookmarking systems; bibliography management systems; social tagging  motivation; social tagging informetrics; social software; discursive communities.

Using Social Software for Teaching and Learning in Higher Education

2010 ◽  
pp. 269-284 ◽  
Author(s):  
Petros Lameras ◽  
Iraklis Paraskakis ◽  
Philipa Levy
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Communities Of Practice ◽  
Social Constructivism ◽  
Software Tools ◽  
Social Constructivist ◽  
Social Software ◽  
Gradual Introduction ◽  
Beliefs About Teaching ◽  
Constructivist Perspective

This chapter focuses on discussing the use of social software from a social constructivist perspective. In particular, the chapter explains how social constructivist pedagogies such as collaborative learning and communities of practice may be supported by the adoption of social software tools. It begins by briefly discussing the social constructivist perspective considering certain pedagogies such as collaborative learning and communities of practice. Then, it explains how these pedagogies are reflected in actual practice by using a variety of social software tools such as discussion boards, blogs and wikis. Finally, the chapter presents the implications of using social software based on the impact of certain factors such as teachers’ understandings of, and beliefs about, teaching in general. The purpose of this chapter is to support higher education practitioners in theory-informed design by distilling and outlining those aspects of social constructivism that addresses the use of social software tools. It is perceived that a gradual introduction of social software to institutional Virtual Learning Environments, with a strong focus on collaborative learning processes and engagement in online learning communities, will highlight the need for discursive tools, adaptability, interactivity and reflection.

scholarly journals Anarchy, Status Updates, and Utopia

2017 ◽  
Author(s):  
James Grimmelmann
Keyword(s):  
Rule Of Law ◽  
Social Power ◽  
Social Software ◽  
Technical Design ◽  
The Rule Of Law ◽  
Online Spaces ◽  
To Come ◽  
Power Problem ◽  
Software Social

Social software has a power problem.1 Actually, it has two. The first is technical. Unlike the rule of law, the rule of software is simple and brutal: whoever controls the software makes the rules. And if power corrupts, then automatic power corrupts automatically. Facebook can drop you down the memory hole; Pay-Pal can garnish your pay. These sovereigns of software have absolute and dictatorial control over their domains. Is it possible to create online spaces without technical power? It is not, because of social software’s second power problem. Behind technical power, there is also social power. When-ever people come together through software, they must agree which software they will use. That agreement vests technical power in whoever controls the software. Social software cannot be completely free of coercion—not without ceasing to be social, or ceasing to be software. Rule-of-law values are worth defending in the age of soft-ware empires, but they cannot be fully embedded in software it-self. Any technical design can always be changed through an exercise of social power. Software can help by making this coercion more obvious, or by requiring more people to join together in it, but software alone cannot fully protect users. Whatever limits make social software humane, free, and fair will have to come from somewhere else—they will have to come from We the Users.Published: 35 Pace Law Review 135 (2105)

scholarly journals Transforming Pedagogy Using Mobile Web 2.0

2011 ◽  
pp. 281-307 ◽  
Author(s):  
Thomas Cochrane ◽  
Roger Bateman
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Mobile Web ◽  
Face To Face ◽  
Student Centred Learning ◽  
Social Constructivist Learning

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and learner-generated content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share learner-generated Web 2.0 content. This chapter outlines how a Product Design course has moved from a traditional teacher-centred face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.

Sign in / Sign up

Export Citation Format

Share Document