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As the integration of community-centred teaching practices intensifies, an understanding of the types of relationships that manifest in this network and the associated impact on student learning is required. This paper explores the relationship between a student's position in a classroom social network and their reported level of sense of community. Quantitative methods, such as Rovai's (2002b) Classroom Community Scale and social network centrality measures, were incorporated to evaluate an individual's level of sense of community and their position within the classroom social network. Qualitative methods such as discussion forum content analysis and student interviews were adopted to clarify and further inform this relationship. The results demonstrate that the centrality measures of  closeness and  degrees are positive predictors of an individual's reported sense of community whereas,  betweenness indicates a negative correlation. Qualitative analyses indicate that an individual's pre-existing external social network influences the type of support and information exchanges an individual requires and therefore, the degree of sense of community ultimately experienced. The paper concludes by discussing future recommendations for teaching practices incorporating computer-mediated communications. 

Needlebase allows you to view web pages through a virtual browser, point and click to train it in understanding what fields on that page are of interest to you and how those fields relate to each other. Then the program goes and scrapes the data from all of those fields, publishes them into a table, list or map, and recommends merges of cells that appear to be mistakenly separate. It's very cool and it lets non-technical people do things with data quickly and easily that we used to require the assistance of someone more technical to do.

Which brings us to the underlying point of the piece - we are all leaving digital trails behind us, as we make our way around our individual lives. These trails are largely considered individual - even ethereal - yet technology is making these trails more visible and more readable everyday.

Over the last year, I've produced five data-driven pieces for Wired UK. Four of them have been for the two-page infoporn spread that can be found in every issue. I've looked at the UK's National DNA Database, used mined Twitter data to find people's travel paths, and mapped traffic in some of the world's busiest sea ports.

Information has gone from scarce to superabundant. That brings huge new benefits, says Kenneth Cukier (interviewed here)-but also big headaches

The majority of the information that we use in our daily lives is "dumb", or unconnected. The next step is "linked data", or data that talks to each other.

The availability of new sets of data has changed the way we live our lives: here are 10 examples of data which have changed everything from how we assess wars to how companies deliver milk.

This document was an attempt to persuade CERN management that a global hypertext system was in CERN's interests. Note that the only name I had for it at this time was "Mesh" -- I decided on "World Wide Web" when writing the code in 1990.