This document discusses communities and networks. It begins with an outline of the day's lecture topics, including student ideas, Janus' discussion of communities and networks, group work and discussion. It then covers various concepts of community, including virtual settlements, senses of community as defined by shared space, practices, resources, identities and relationships. It discusses Tække's concept of self-organizing interaction systems and Anderson's idea of imagined communities. It considers online communities, networks and social networking sites, noting the difference between the latter and true communities. It outlines an upcoming group activity and next class on cross-media use from an internet perspective.
This document discusses communities and networks. It begins with an outline of the day's lecture topics, including student ideas, Janus' discussion of communities and networks, group work and discussion. It then covers various concepts of community, including virtual settlements, senses of community as defined by shared space, practices, resources, identities and relationships. It discusses Tække's concept of self-organizing interaction systems and Anderson's idea of imagined communities. It considers online communities, networks and social networking sites, noting the difference between the latter and true communities. It outlines an upcoming group activity and next class on cross-media use from an internet perspective.
This document discusses the dialogic principle in relation to digital communication. It challenges traditional views of communication as being between a sender and receiver. Instead, it proposes that communication should be viewed as ongoing dialogues between utterances, not individuals. An utterance responds to and invites responses from other utterances, both past and future. This dialogic view does not see communication as linear or progressive, but as complex networks of dialogues. The document provides examples of how to analyze dialogues occurring in online forums and networks using this perspective.
This document discusses sociocultural learning theory and the opportunities for learning presented by new media. It notes that sociocultural theory recognizes learning often happens informally through everyday social activities rather than formal instruction. New media allows for self-directed learning activities supported by social networks, production tools, and open learning resources. This represents an alternative to simply replicating traditional educational methods and materials digitally.
This document discusses the dialogic principle in relation to digital communication. It challenges traditional views of communication as being between a sender and receiver. Instead, it proposes that communication should be viewed as ongoing dialogues between utterances, not individuals. An utterance responds to and invites responses from other utterances, both past and future. This dialogic view does not see communication as linear or progressive, but as complex networks of dialogues. The document provides examples of how to analyze dialogues occurring in online forums and networks using this perspective.
This document discusses sociocultural learning theory and the opportunities for learning presented by new media. It notes that sociocultural theory recognizes learning often happens informally through everyday social activities rather than formal instruction. New media allows for self-directed learning activities supported by social networks, production tools, and open learning resources. This represents an alternative to simply replicating traditional educational methods and materials digitally.
This document discusses socio-cultural learning theory and its implications for education in the digital age. It addresses how new media use is both individual and social in nature. Learning happens through participation in social contexts, not just through formal instruction. This poses challenges for traditional education systems, which tend to emphasize learning through formal instruction over informal learning. However, new media tools can support self-directed, socially situated learning if used to facilitate collaboration, personalization of learning goals, and connections between educational institutions and the outside world. The document concludes by assigning a group task analyzing experiences with blogging using concepts from the course and suggesting improvements.
This document provides links to resources about dialogic communication, traditional understandings of communication, and information on the Kony 2012 campaign. The links include a YouTube video on dialogic communication, a TED search on the Kony 2012 topic, a webpage of critiques of Invisible Children's work, the Facebook hashtag for Kony 2012, and a Twitter search of the #kony2012 hashtag.
This document discusses how new media and technology can impact learning. It covers sociocultural learning theory, characteristics of new media use such as personalization and social software. It explores informal learning opportunities enabled by "hanging out", "messing around", and "geeking out" online activities. It addresses challenges this poses to established education systems, such as a widening gap between school and students' everyday digital lives. It proposes alternatives to simply replicating formal education online, such as leveraging the unique aspects of networks, open resources and social contexts to support self-directed learning.
4. DAGENS KURSUSGANG
1. Jeres forståelser af fællesskab
2. Oplæg v. Janus
1. Netværk
2. Community
3. Alt det andet
3. Pause
4. Gruppearbejde, analyse af communities, blogindlæg
5. Minioplæg, diskussion
6. Næste gang
5. “Et netværk er en samling af indbydes
forbundne knudepunkter.” – Castells,
Internetgalaksen, s.9
15. socialt netværkssite ≠ socialt netværk
• Sociale netværkssites understøtter forskellige sociale netværk
• Sociale netværkssites udgør formaliserede sociale netværk, men
sociale netværk eksisterer uafhængigt og på tværs af sociale
tjenester
16. socialt netværkssite ≠ socialt netværk
• Sociale netværkssites understøtter forskellige sociale netværk
• Sociale netværkssites udgør formaliserede sociale netværk, men
sociale netværk eksisterer uafhængigt og på tværs af sociale
tjenester
• Sociale netværk består altså af relationer – ikke af ‘friends’ eller
‘followers’
17. socialt netværkssite ≠ socialt netværk
• Sociale netværkssites understøtter forskellige sociale netværk
• Sociale netværkssites udgør formaliserede sociale netværk, men
sociale netværk eksisterer uafhængigt og på tværs af sociale
tjenester
• Sociale netværk består altså af relationer – ikke af ‘friends’ eller
‘followers’
• Et socialt netværkssite er ikke determinerende for en bestemt
interesse – men huser en serie af netværk og communities, der
kan have en bestemt genstand
21. SENSE OF COMMUNITY
- Nancy Baym
• Sense of space
• Shared practice
• Shared resources and support
• Shared identities
• Interpersonal relationships
= sense of community
46. COMMUNITY IFØLGE ANDERSON
It is imagined because the members of even the smallest nation will
never know most of their fellow-members, meet them, or even hear of
them, yet in the minds of each lives the image of their communion... In
fact, all communities larger than primordial villages of face-to-face
contact (and perhaps even these) are imagined. Communities are to be
distinguished, not by their falsity/genuineness, but by the style in which
they are imagined. – Benedict Anderson
51. imagined selvorganiserende
klassisk community
community interaktionssystem
grad af forpligtelse
52. sense of
belonging imagined selvorganiserende
klassisk community
community interaktionssystem
selvorganiserende
interaktionssystem
grad af forpligtelse
53. sense of
belonging imagined selvorganiserende
klassisk community
community interaktionssystem
selvorganiserende
interaktionssystem
virtual settlement
grad af forpligtelse
54. ONLINE FÆLLESSKABER
Netværk Imagined community
Selvorganiserende interaktionssystem
(weak ties) (strong ties) (no ties)
klassisk community
55.
56.
57.
58. Man må forstå skellet mellem onlinefællesskaber og
onlinenetværk som en skala snarere end en
dikotomi – Linaa Jensen (2009), Fra onlinefællesskaber til
onlinenetværk
60. Alt det ind i mellem
...top users by the number of followers in
Twitter are mostly celebrities and mass
media and most of them do not follow their
followers back. In fact Twitter shows a low
level of reciprocity; 77.9% of user pairs with
any link between them are connected one-
way, and only 22.1% have a reciprocal
relationship between them. (...)Previous
studies have reported much higher
reciprocity on other social networking
services: 68% on Flickr and 84% on Yahoo!
360 – Kwak, Lee, Moon, & Park, 2010