The document summarizes concepts related to online communities and virtual communities. It discusses key elements that contribute to a sense of virtual community, such as membership, boundaries, influence, support and shared identities. It also covers imagined communities, self-organizing interaction systems, and notes that social networking sites alone do not necessarily constitute communities, but that communities can form within social networks. It provides examples analyzing data on reciprocity and the most active users on Twitter.
This document summarizes a lecture on communities. The lecture includes:
1. A recap of a previous brainstorming session
2. A discussion comparing communities and Janus
3. A group work activity where students analyze case studies of communities and write blog posts about them.
4. A mini-presentation and discussion on the differences between networks and communities, and how various social networks online are characterized.
5. An assignment for next class to write two thoughtful questions about blog posts on the topic.
This document outlines the agenda for a lecture on communities and networks. It will include an introductory discussion, a presentation on communities and networks by Janus Tække, a pause, and then a group activity where students analyze a case study and write a blog post about it. The rest of the document defines different concepts of community, including Tække's view of self-organizing interaction systems, Anderson's concept of imagined communities, and discusses how online communities can form within social networking sites but the sites themselves do not necessarily constitute communities. It also presents data on reciprocity and the most active users on Twitter. The group activity asks students to find an interesting case to analyze using the theories discussed and publish
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 summarizes a lecture on communities. The lecture includes:
1. A recap of a previous brainstorming session
2. A discussion comparing communities and Janus
3. A group work activity where students analyze case studies of communities and write blog posts about them.
4. A mini-presentation and discussion on the differences between networks and communities, and how various social networks online are characterized.
5. An assignment for next class to write two thoughtful questions about blog posts on the topic.
This document outlines the agenda for a lecture on communities and networks. It will include an introductory discussion, a presentation on communities and networks by Janus Tække, a pause, and then a group activity where students analyze a case study and write a blog post about it. The rest of the document defines different concepts of community, including Tække's view of self-organizing interaction systems, Anderson's concept of imagined communities, and discusses how online communities can form within social networking sites but the sites themselves do not necessarily constitute communities. It also presents data on reciprocity and the most active users on Twitter. The group activity asks students to find an interesting case to analyze using the theories discussed and publish
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 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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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3. DAGENS FORELÆSNING
1.Opsamling på sidste uge
De studerende fremlægger deres findings.
2.Community v. Janus
3.Pause
4.Gruppearbejde, case
5.Diskussion
10. SENSE OF VIRTUAL
COMMUNITY
• Membership, boundaries, belonging
and group symbols
• Influence in terms of enforcing and
challenging norms
11. SENSE OF VIRTUAL
COMMUNITY
• Membership, boundaries, belonging
and group symbols
• Influence in terms of enforcing and
challenging norms
• Exchange of support among members
12. SENSE OF VIRTUAL
COMMUNITY
• Membership, boundaries, belonging
and group symbols
• Influence in terms of enforcing and
challenging norms
• Exchange of support among members
• Shared emotional connections among
members
24. 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
25. imagined selvorganiserende virtual community
community interaktionssystem SOC/SOVC
grad af forpligtelse
26. sense of
belonging imagined selvorganiserende virtual community
community interaktionssystem SOC/SOVC
selvorganiserende
interaktionssystem
grad af forpligtelse
27. sense of
belonging imagined selvorganiserende virtual community
community interaktionssystem SOC/SOVC
selvorganiserende
interaktionssystem
virtual settlement
grad af forpligtelse
28. ONLINE FÆLLESSKABER
Netværk Imagined community
Selvorganiserende interaktionssystem
(weak ties) (strong ties) (no ties)
Sense of
virtual community
32. socialt netværkssite ≠ community
...web-based services that allow individuals to (1) construct a public or semi-
public profile within a bounded system, (2) articulate a list of other users with
whom they share a connection, and (3) view and traverse their list of
connections and those made by others within the system. The nature and
nomenclature of these connections may vary from site to site.
- Boyd & Ellison
35. ...ikke et fællesskab
Men du kan godt skabe fællesskaber inden for et socialt
netværkssite
36.
37. ...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 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
38. Kun 3% af alle brugere har
opdateret mere end 1000 gange,
de såkaldte snakke- hoveder. Og
af disse “talking heads” står de
mest aktive 319 talking heads
tilsam- men for halvdelen af alle
tweets lavet af samtlige 20.000
danske twittere, mao. de mest
aktive 1,6% af alle danske twittere
har stået for halvdelen af alle
tweets! – Bøgh-Andersen, Overskrift.dk