Group items tagged information science - Digital Ethnography at Kansas State University

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Des équipes de chercheurs qui ont travaillé sur ses impacts en cours à travers le monde viennent de présenter leurs travaux à l'Union américaine de géophysique (AGU). On y apprend notamment comment...

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Des équipes de chercheurs qui ont travaillé sur ses impacts en cours à travers le monde viennent de présenter leurs travaux à l'Union américaine de géophysique (AGU). On y apprend notamment comment...

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Des équipes de chercheurs qui ont travaillé sur ses impacts en cours à travers le monde viennent de présenter leurs travaux à l'Union américaine de géophysique (AGU). On y apprend notamment comment...

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Social Capital in Virtual Learning Communities and Distributed Communities of Practice - 0 views

www.cjlt.ca/...cjlt29-3_art7.html

anthropology bourdieu capital socialcapital

shared by Adam Bohannon on 19 May 08 - Cached

Researchers in the social sciences and humanities consider social ties to be a social resource. Such a resource is referred to as social capital.
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Narayan and Pritchett (1997) suggested that communities with high social capital have frequent interaction, which in turn cultivates norms of reciprocity through which learners become more willing to help one another, and which improve coordination and dissemination of information and knowledge sharing. Social capital has been used as a framework for understanding a wide range of social issues in temporal communities. It has been used for the investigation of issues such as trust, participation, and cooperation.
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In one of the earliest definitions of social capital, Hanifan (1916) stated that social capital included "those intangible substances [that] count for most in the daily lives of people - namely goodwill, fellowship, sympathy and social intercourse among the individuals and families who make up a social unit." Many years later, Coleman (1988) followed a similar line of thinking when he suggested that social capital refers to supportive relationships among adults and children that promote the sharing of norms and values.
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Woolcock (1998) argues that social capital `encompasses the norms and networks facilitating collective action for mutual benefit.'
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Fountain (1998) defines social capital as the institutional effectiveness of inter-organizational relationships and cooperation—horizontally among similar firms in associations, vertically in supply chains, and multidirectional links to sources of technical knowledge, human resources, and public agencies.
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Nahapiet and Ghoshal (1998) defined social capital as the sum of actual and potential resources embedded within, available through and derived from the network of relationships possessed by an individual or social unit.
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And Fukuyama (1999) included informal norms that promote cooperation between two or more individuals. The norms that constitute social capital can range from a norm of reciprocity between two friends, all the way up to complex and elaborately articulated doctrines like Christianity, Islamism or Confucianism. And so by definition, trust, networks, civil society, and the like which have been associated with social capital are all epiphenomenal, arising as a result of social capital but not constituting social capital itself.
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A meta-societal definition of social capital was offered by the World Bank (1999), which referred to the institutions, relationships, and norms that shape the quality and quantity of a society's social interactions. In this view, social capital is seen not merely as the sum of the institutions that underpin a society _ it is the glue that holds them together.
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Cohen and Prusak (2001) extend Putnam's definition to define social capital as a stock of active connections among people, which covers the trust, mutual understanding, and shared values and behaviours that bind people as members of human networks and communities.
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As a working definition, we define social capital in virtual learning communities as . common social resource that facilitates information exchange, knowledge sharing, and knowledge construction through continuous interaction, built on trust and maintained through shared understanding.
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Adam Bohannon on 19 May 08

Social capital has recently emerged as an important interdisciplinary research area. It is frequently used as a framework for understanding various social issues in temporal communities, neighbourhoods and groups. In particular, researchers in the social sciences and the humanities have used social capital to understand trust, shared understanding, reciprocal relationships, social network structures, common norms and cooperation, and the roles these entities play in various aspects of temporal communities. Despite proliferation of research in this area, little work has been done to extend this effort to technology-driven learning communities (also known as virtual learning communities). This paper surveys key interdisciplinary research areas in social capital. It also explores how the notions of social capital and trust can be extended to virtual communities, including virtual learning communities and distributed communities of practice. Research issues surrounding social capital and trust as they relate to technology-driven learning communities are identified.

<div class="cArrow"> </div><div class="cContentInner">Social capital has recently emerged as an important interdisciplinary research area. It is frequently used as a framework for understanding various social issues in temporal communities, neighbourhoods and groups. In particular, researchers in the social sciences and the humanities have used social capital to understand trust, shared understanding, reciprocal relationships, social network structures, common norms and cooperation, and the roles these entities play in various aspects of temporal communities. Despite proliferation of research in this area, little work has been done to extend this effort to technology-driven learning communities (also known as virtual learning communities). This paper surveys key interdisciplinary research areas in social capital. It also explores how the notions of social capital and trust can be extended to virtual communities, including virtual learning communities and distributed communities of practice. Research issues surrounding social capital and trust as they relate to technology-driven learning communities are identified.</div>

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NBIC3_report.pdf (application/pdf Object) - 0 views

www.wtec.org/...NBIC3_report.pdf

NBIC transhumanism nanotechnology biotechnology NSF cognition technology

shared by Jessica Ice on 08 Mar 09 - No Cached

Jessica Ice on 08 Mar 09

NSF report on "Managing Nano-Bio-Info-Cogno Innovations: Converging Technologies in Society" 2006 Abstract: This introductory chapter briefly defines the "NBIC" unification that is rapidly taking place today among Nanotechnology, Biotechnology, Information technology, and Cognitive science. It then describes how the other chapters address the potential impacts of converging technologies, considers how innovation can be stimulated and steered, and provides a basis for an understanding of the societal implications of NBIC.

<div class="cArrow"> </div><div class="cContentInner">NSF report on "Managing Nano-Bio-Info-Cogno Innovations: Converging Technologies in Society" 2006 Abstract: This introductory chapter briefly defines the "NBIC" unification that is rapidly taking place today among Nanotechnology, Biotechnology, Information technology, and Cognitive science. It then describes how the other chapters address the potential impacts of converging technologies, considers how innovation can be stimulated and steered, and provides a basis for an understanding of the societal implications of NBIC.</div>

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The (im)possibility of ethics in the information age - 0 views

www.sciencedirect.com.lcproxy.shu.ac.uk/...S1471772701000082

ethics online communication virtual_ethnography CMC hyperpersonal

shared by Florence Dujardin on 18 Feb 12 - No Cached

Florence Dujardin on 18 Feb 12

This paper is concerned with the possibility that the ethical claim of the other, that sense of being bound to the other, may becoming more and more difficult to experience as information technology increasingly mediates our social being. The paper will support the supposition of Don Caputo that obligation does not emanate from codes, imperatives or moral arguments. Rather it will argue that obligation takes hold of us from within disaster. Obligation, our being bound-to, finds us when we come face to a face in disaster. The paper will argue that electronic mediation is inducing a sense of hyperreality into our world (Baudrillard). It will argue that this hyperreality is making our ethical sensibility nebulous to the point that we are not coming face to face with our obligations. An analysis of the Baring bank disaster will be used to demonstrate the point. The paper will show that Nick Leeson was in a hyperreal world in which he was not able to come face to face with the victims of the disaster. The electronic hyperreal world of financial markets, where traders deal in abstract numbers, movements on the screen, made it possible for him to look over and past the faces and proper names of the victims; their claim became diffused in the numbers on the screen, not real cash only numbers, not real people with faces and proper names, just numbers. If this supposition seems tenable what are we to do? The paper argues that we do not need more codes, imperatives or moral arguments, as such. Rather we need to keep our lives at the resolution, of faces and proper names-if obligation happens this is where it is likely to be.

<div class="cArrow"> </div><div class="cContentInner">This paper is concerned with the possibility that the ethical claim of the other, that sense of being bound to the other, may becoming more and more difficult to experience as information technology increasingly mediates our social being. The paper will support the supposition of Don Caputo that obligation does not emanate from codes, imperatives or moral arguments. Rather it will argue that obligation takes hold of us from within disaster. Obligation, our being bound-to, finds us when we come face to a face in disaster. The paper will argue that electronic mediation is inducing a sense of hyperreality into our world (Baudrillard). It will argue that this hyperreality is making our ethical sensibility nebulous to the point that we are not coming face to face with our obligations. An analysis of the Baring bank disaster will be used to demonstrate the point. The paper will show that Nick Leeson was in a hyperreal world in which he was not able to come face to face with the victims of the disaster. The electronic hyperreal world of financial markets, where traders deal in abstract numbers, movements on the screen, made it possible for him to look over and past the faces and proper names of the victims; their claim became diffused in the numbers on the screen, not real cash only numbers, not real people with faces and proper names, just numbers. If this supposition seems tenable what are we to do? The paper argues that we do not need more codes, imperatives or moral arguments, as such. Rather we need to keep our lives at the resolution, of faces and proper names-if obligation happens this is where it is likely to be.</div>

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Dans leur vidéo de présentation pour la Google Science Fair, les adolescentes irlandaises, qui indiquent "adorer la microbiologie, être douées pour le jardinage", expliquent avoir été sensibilisées...

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The Internet and Social Life (Annual Review of Psychology 2004) - 1 views

proquest.umi.com/pqdweb

history internet web anonymity article

shared by Mike Wesch on 27 Jan 09 - Cached

However, the Internet is not merely the Swiss army knife of communications media. It has other critical differences from previously available communication media and settings (see, e.g., McKenna & Bargh 2000), and two of these differences especially have been the focus of most psychological and human-computer interaction research on the Internet. First, it is possible to be relatively anonymous on the Internet, especially when participating in electronic group venues such as chat rooms or newsgroups. This turns out to have important consequences for relationship development and group participation. second, computer-mediated communication (CMC) is not conducted face-to-face but in the absence of nonverbal features of communication such as tone of voice, facial expressions, and potentially influential interpersonal features such as physical attractiveness, skin color, gender, and so on. Much of the extant computer science and communications research has explored how the absence of these features affects the process and outcome of social interactions.
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Sproull & Kiesler (1985) considered CMC to be an impoverished communication experience, with the reduction of available social cues resulting in a greater sense or feeling of anonymity. This in turn is said to have a deindividuating effect on the individuals involved, producing behavior that is more self-centered and less socially regulated than usual. This reduced-information model of Internet communication assumes further that the reduction of social cues, compared to richer face-to-face situations, must necessarily have negative effects on social interaction (i.e., a weaker, relatively impoverished social interaction).
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The relative anonymity of the Internet can also contribute to close relationship formation through reducing the risks inherent in self-disclosure. Because selfdisclosure contributes to a sense of intimacy, making self-disclosure easier should facilitate relationship formation. In this regard Internet communication resembles the "strangers on a train" phenomenon described by Rubin (1975; also Derlega & Chaikin 1977). As Kang (2000, p. 1161) noted, "Cyberspace makes talking with strangers easier. The fundamental point of many cyber-realms, such as chat rooms, is to make new acquaintances. By contrast, in most urban settings, few environments encourage us to walk up to strangers and start chatting. In many cities, doing so would amount to a physical threat."Overall, then, the evidence suggests that rather than being an isolating, personally and socially maladaptive activity, communicating with others over the Internet not only helps to maintain close ties with one's family and friends, but also, if the individual is so inclined, facilitates the formation of close and meaningful new relationships within a relatively safe environment.
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STIGMATIZED IDENTITIES McKenna & Bargh (1998) reasoned that people with stigmatized social identities (see Frable 1993, Jones et al. 1984), such as homosexuality or fringe political beliefs, should be motivated to join and participate in Internet groups devoted to that identity, because of the relative anonymity and thus safety of Internet (compared to face-to-face) participation and the scarcity of such groups in "real life." Moreover, because it is their only venue in which to share and discuss this aspect of their identity, membership in the group should be quite important to these people, and so the norms of such groups should exert a stronger than usual influence over members' behavior. This prediction was confirmed by an archival and observational study of the frequency with which stigmatized-group members posted messages to (i.e., participated in) the group: Unlike in other Internet groups, participation increased when there was positive feedback from the other group members and decreased following negative feedback (McKenna & Bargh 1998, Study 1).
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ON-LINE SUPPORT In harmony with these conclusions, Davison et al. (2000) studied the provision and seeking of social support on-line by those with grave illnesses, and found that people used Internet support groups particularly for embarrassing, stigmatized illnesses such as AIDS and prostate cancer (and also, understandably, for those illnesses that limit mobility such as multiple sclerosis). The authors point out that because of the anxiety and uncertainty they are feeling, patients are highly motivated by social comparison needs to seek out others with the same illness (p. 213), but prefer to do this on-line when the illness is an embarrassing, disfiguring, or otherwise stigmatized one, because of the anonymity afforded by Internet groups (p. 215).
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Accordingly, Kang (2000) has argued that one potential social benefit of the Internet is to disrupt the reflexive operation of racial stereotypes, as racial anonymity is much easier to maintain on-line than off-line. For example, studies have found that African Americans and Hispanics pay more than do white consumers for the same car, but these price differences disappear if the car is instead purchased on-line (Scott Morton et al. 2003).
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Yet racism itself is socially stigmatized-especially when it comes to extreme forms such as advocacy of white supremacy and racial violence (see McKenna & Bargh 1998, Study 3). Thus the cloak of relative anonymity afforded by the Internet can also be used as a cover for racial hate groups, especially for those members who are concerned about public disapproval of their beliefs; hence today there are more than 3000 websites containing racial hatred, agendas for violence, and even bomb-making instructions (Lee & Leets 2002). Glaser et al. (2002) infiltrated such a group and provide telling examples of the support and encouragement given by group members to each other to act on their hatreds. All things considered, then, we don't know yet whether the overall effect of the Internet will be a positive or a negative one where racial and ethnic divisions are concerned.
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People are not passively affected by technology, but actively shape its use and influence (Fischer 1992, Hughes & Hans 2001). The Internet has unique, even transformational qualities as a communication channel, including relative anonymity and the ability to easily link with others who have similar interests, values, and beliefs. Research has found that the relative anonymity aspect encourages self-expression, and the relative absence of physical and nonverbal interaction cues (e.g., attractiveness) facilitates the formation of relationships on other, deeper bases such as shared values and beliefs. At the same time, however, these "limited bandwidth" features of Internet communication also tend to leave a lot unsaid and unspecified, and open to inference and interpretation.
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As Lea & Spears (1995) and O'Sullivan (1996) have noted, studying how relationships form and are maintained on the Internet brings into focus the implicit assumptions and biases of our traditional (face-to-face) relationship and communication research literatures (see Cathcart & Gumpert 1983)-most especially the assumptions that face-to-face interactions, physical proximity, and nonverbal communication are necessary and essential to the processes of relating to each other effectively. By providing an alternative interaction setting in which interactions and relationships play by somewhat different rules, and have somewhat different outcomes, the Internet sheds light on those aspects of face-to-face interaction that we may have missed all along. Tyler (2002), for example, reacting to the research findings on Internet interaction, wonders whether it is the presence of physical features that makes face-to-face interaction what it is, or is it instead the immediacy of responses (compared to e-mail)? That's a question we never knew to ask before.
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Spears et al. (2002) contrasted the engineering model with the "social science" perspective on the Internet, which assumes instead that personal goals and needs are the sole determinant of its effects. [In the domain of communications research, Blumler & Katz's (1974) "uses and gratifications" theory is an influential version of this approach.] According to this viewpoint, the particular purposes of the individuals within the communication setting determine the outcome of the interaction, regardless of the particular features of the communication channel in which the interaction takes place.The third and most recent approach has been to focus on the interaction between features of the Internet communication setting and the particular goals and needs of the communicators, as well as the social context of the interaction setting (see Bargh 2002, McKenna & Bargh 2000, Spears et al. 2002). According to this perspective, the special qualities of Internet social interaction do have an impact on the interaction and its outcomes, but this effect can be quite different depending on the social context. With these three guiding models in mind, we turn to a review of the relevant research.
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beamtenherrschaft - 0 views

beamtenherrschaft.blogspot.com

socialnetworks socialmedia games

shared by David Toews on 09 Apr 09 - Cached

Second International Workshop on Story-Telling and Educational Games (STEG'09) CALL FOR PAPERSSecond International Workshopon Story-Telling and Educational Games (STEG'09)in conjunction with the8th International Conference on Web-based Learning (ICWL 2009),Aachen, Germany, August 19-21, 2009.
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Social Network Analysis Conferences in 2009 2009 seems to be a great year for social network analysis and computer science. Here is a list of conferences I am aware of.
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David Toews on 09 Apr 09

A research blog about information systems, complex networks, technology enhanced learning, social software, communities of practice, web 2.0 and more

<div class="cArrow"> </div><div class="cContentInner">A research blog about information systems, complex networks, technology enhanced learning, social software, communities of practice, web 2.0 and more</div>

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La première étape du Tour de France a débuté ce week-end. Nombreux seront les Français à suivre cet événement comme chaque année, aussi bien sur les bords de route que devant leur téléviseur, et ce...

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De nombreuses hypothèses ont alors été proposées : des vagues à la surface de l'océan d'hydrocarbure, des remontées de bulles, des solides qui flottent ou qui sont suspendus entre deux eaux...Pour ...

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Ce fonds, dont les caisses sont restées jusqu'à présent désespérément vides, sera, selon François Hollande, "non seulement la marque de la solidarité mais aussi une capacité pour que l'économie mon...

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Participative Pedagogy for a Literacy of Literacies - Freesouls - 0 views

freesouls.cc/...-a-literacy-of-literacies.html

rheingold education medialiteracy collaboration

shared by Mike Wesch on 03 Jan 09 - Cached

Does knowing something about the way technical architecture influences behavior mean that we can put that knowledge to use?
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Can inhumane or dehumanizing effects of digital socializing be mitigated or eliminated by better media design?
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in Coase's Penguin,[7] and then in The Wealth of Networks,[8] Benkler contributed to important theoretical foundations for a new way of thinking about online activity−"commons based peer production," technically made possible by a billion PCs and Internet connections−as a new form of organizing economic production, together with the market and the firm. If Benkler is right, the new story about how humans get things done includes an important corollary−if tools like the PC and the Internet make it easy enough, people are willing to work together for non-market incentives to create software, encyclopedias and archives of public domain literature.
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So much of what we take for granted as part of daily life online, from the BIND software that makes domain names work, to the Apache webserver that powers a sizable chunk of the world's websites, to the cheap Linux servers that Google stacks into its global datacloud, was created by volunteers who gave their creations away to make possible something larger−the Web as we know it.
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Is it possible to understand exactly what it is about the web that makes Wikipedia, Linux, FightAIDS@Home, the Gutenberg Project and Creative Commons possible? And if so, can this theoretical knowledge be put to practical use?
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"We must now turn our attention to building systems that support human sociality."
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We must develop a participative pedagogy, assisted by digital media and networked publics, that focuses on catalyzing, inspiring, nourishing, facilitating, and guiding literacies essential to individual and collective life.
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to humanize the use of instruments that might otherwise enable commodification, mechanization and dehumanization
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By literacy, I mean, following on Neil Postman and others, the set of skills that enable individuals to encode and decode knowledge and power via speech, writing, printing and collective action, and which, when learned, introduce the individual to a community.
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Printing did not cause democracy or science, but literate populations, enabled by the printing press, devised systems for citizen governance and collective knowledge creation. The Internet did not cause open source production, Wikipedia or emergent collective responses to natural disasters, but it made it possible for people to act together in new ways, with people they weren't able to organize action with before, in places and at paces for which collective action had never been possible.
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If print culture shaped the environment in which the Enlightenment blossomed and set the scene for the Industrial Revolution, participatory media might similarly shape the cognitive and social environments in which twenty first century life will take place (a shift in the way our culture operates). For this reason, participatory media literacy is not another subject to be shoehorned into the curriculum as job training for knowledge workers.
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Like the early days of print, radio, and television, the present structure of the participatory media regime−the political, economic, social and cultural institutions that constrain and empower the way the new medium can be used, and which impose structures on flows of information and capital−is still unsettled. As legislative and regulatory battles, business competition, and social institutions vie to control the new regime, a potentially decisive and presently unknown variable is the degree and kind of public participation. Because the unique power of the new media regime is precisely its participatory potential, the number of people who participate in using it during its formative years, and the skill with which they attempt to take advantage of this potential, is particularly salient.
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Sacs Longchamps Pliage France Magasin Quand - 0 views

Sacs Longchamps Pliage France Magasin Quand - 0 views

Sacs Longchamps Pliage France Magasin Quand - 0 views

Social Capital in Virtual Learning Communities and Distributed Communities of Practice - 0 views

NBIC3_report.pdf (application/pdf Object) - 0 views

The (im)possibility of ethics in the information age - 0 views

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The Internet and Social Life (Annual Review of Psychology 2004) - 1 views

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Participative Pedagogy for a Literacy of Literacies - Freesouls - 0 views

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