BibSonomy publications for /user/yish/socialWed Nov 23 15:15:20 CET 2011Mobile Learning10.1007/978-1-4419-0585-7_7185-204A Social Semiotic Analysis of Mobile Devices: Interrelations of Technology and Social Habitus2010learning mlearning mobile semiotic social The chapter carries out a social semiotic multimodal analysis of the affordances of mobile devices. Through the analysis of the hardware and software design and of the functionalities of a Nokia N95, taken as an instance of various smartphone models, the chapter analyses what types of representations are foregrounded and backgrounded by these devices and the abilities, which are more or less required for their use. The chapter concludes by detailing the social habitus, which is fostered through the introduction of mobile devices in our media landscape, together with some possible implications for educational contexts.Wed Nov 23 15:03:48 CET 2011Inquiry1-2113-135Overdue analysis of Bourdieu's theory of practice301987Bourdieu patternedpractice patternedpractices practice social theory Pierre Bourdieu's theory of practice is an unsung classic of contemporary social philosophy. It combines the first analysis by a social theorist of the practical intelligibility governing action with an exciting perspective on how the structure of social phenomena determines and is itself perpetuated by action. Bourdieu, however, misinterprets his own theory of intelligibility as a theory of the causal generation of action. Moreover, he attempts to analyze the underlying structure of intelligibility with a set of fundamental oppositions that at the same time structure the social phenomena found in the worlds through which people live. It is argued that practical intelligibility has no underlying structure, that the fundamental oppositions apply at best to traditional societies alone, and that these oppositions do not even structure intelligibility in such societies but, instead, are only a descriptive scheme with which a social scientist can reconstruct social phenomena in them. The outline of a more adequate account of practical intelligibility is also presented.Wed Nov 23 14:50:33 CET 2011Brains/practices/relativism: Social theory after cognitive science2002brains cognition neurocognition neuroscience patternedpractice patternedpractices practices relativism social theory "Brains/Practices/Relativism" presents the first major rethinking of social theory in light of cognitive science. Stephen P. Turner focuses especially on connectionism, which views learning as a process of adaptation to input that, in turn, leads to patterns of response distinct to each individual. This means that there is no common "server" from which people download shared frameworks that enable them to cooperate or communicate. Therefore, argues Turner, "practices"--in the sense that the term is widely used in the social sciences and humanities--is a myth, and so are the "cultures" that are central to anthropological and sociological thought. In a series of tightly argued essays, Turner traces out the implications that discarding the notion of shared frameworks has for relativism, social constructionism, normativity, and a number of other concepts. He suggests ways in which these ideas might be reformulated more productively, in part through extended critiques of the work of scholars such as Ian Hacking, Andrew Pickering, Pierre Bourdieu, Quentin Skinner, Robert Brandom, Clifford Geertz, and Edward Shils.Wed Nov 23 14:48:21 CET 2011European Journal of Social Theory3357-374Social Theory as a Cognitive Neuroscience102007brain cognition cognitive mind neurocognition neuroscience patternedpractice patternedpractices practices social theory In the nineteenth century, there was substantial and sophisticated interest in neuroscience on the part of social theorists, including Comte and Spencer, and later Simon Patten and Charles Ellwood. This body of thinking faced a dead end: it could do little more than identify highly general mechanisms, and could not provide accounts of such questions as `why was there no proletarian revolution?' Psychologically dubious explanations, relying on neo-Kantian views of the mind, replaced them. With the rise of neuroscience, however, some of the problems of concern to earlier thinkers, such as imitation, have revived because of the discovery of neuronal mechanisms, or through fMRI studies. The article reviews the history and discusses the implications of current work for the reconsideration of traditional social theory concepts. It is suggested that certain kinds of bridging work with neuroscience would enable us to answer many questions in social theory that empirical sociology has failed to answer.Sun Oct 16 10:40:03 CEST 2011science58431360Humans have evolved specialized skills of social cognition: The cultural intelligence hypothesis3172007cognition intelligence psychology skills social spatial Humans have many cognitive skills not possessed by their nearest primate relatives. The cultural intelligence hypothesis argues that this is mainly due to a species-specific set of socialcognitive skills, emerging early in ontogeny, for participating and exchanging knowledge in cultural groups. We tested this hypothesis by giving a comprehensive battery of cognitive tests to large numbers of two of humans’ closest primate relatives, chimpanzees and orangutans, as well as to 2.5-year-old human children before literacy and schooling. Supporting the cultural intelligence hypothesis and contradicting the hypothesis that humans simply have more “general intelligence,” we found that the children and chimpanzees had very similar cognitive skills for dealing with the physical world but that the children had more sophisticated cognitive skills than either of the ape species for dealing with the social world.Fri Jul 29 16:12:12 CEST 2011Stanford Social Innovation Review130-35Design Thinking for Social Innovation82010asld-book design ideo innovation learning social thinking Designers have traditionally focused on enhancing the look and functionality of products. Recently, they have begun using design techniques to tackle more complex problems, such as finding ways to provide low-cost healthcare throughout the world. Businesses were the first to embrace this new approach—called design thinking—and nonprofits are beginning to adopt it too.Fri Feb 04 12:20:55 CET 2011CRIWG 2009, Lecture Notes in Computer Science (LNCS) 5784MobMaps: Towards a Shared Environment for Collaborative Social Activism2009Mobile activism collaboration georeference geotagging haifa-edtech mlearning mobmaps my myown polonsky social Nowadays it is possible to disseminate information to the all world in real time using current communication tools supported mostly by the Internet. The work of several organizations reporting a multitude of problems that our society faces can be sustained by participatory platforms, which stimulate the collaboration of participants all over the world. In this paper we present a technological platform that provides a shared environment for collaborative social activism. We adapted the platform to a particular organization, MachsomWatch that reports human rights abuses in Israelis checkpoints. Finally we present some preliminary results obtained by ethnographic research using the developed platform.Mon Jan 31 16:19:24 CET 2011Computers & Education3-4177 - 193The design of personal mobile technologies for lifelong learning342000design haifa-mlearning learning lifelong mobile social This paper sets out a framework for the design of a new genre of educational technology -- personal (handheld or wearable) computer systems that support learning from any location throughout a lifetime. We set out a theory of lifelong learning mediated by technology and indicate how it can provide requirements for the software, hardware, communications and interface design of a handheld learning resource, or HandLeR. The paper concludes with a description and formative evaluation of a demonstrator system for children aged 7-11.Tue Jan 18 01:19:43 CET 2011Taylor & FrancisInternational Journal of Human-Computer Interaction1052 - 107611Designing Mobile Social Networking Service Through UCD Process: LifeDiary262010HCI UCD design hacktivism mobile social user-centered Socialization is one of the basic human needs that has been capitalized on by various industries. The main features of socialization include content sharing and people networking. These features from web service have been expanded to mobile devices and provide users the same experience in the context of these devices. However, most of the mobile web services merely push data to the mobile device and do not fully utilize the nature of mobility itself. The present article argues that these mobile web services presented to customers do not match the users' expectation due to a lack of interactivity between mobile and web. The present study uses a user-centered design process to better understand social network users' needs and pattern of device usage within this service. Through this process, the main concept of the service is initially to be decided and followed by personas and functions. Then, the role of each device is set by analyzing users' expectation around each device. Finally, a design prototype is proposed and its quality is estimated by conducting usability evaluation. As a result, the present study illustrates the differences among traditional mobile social networking services and shows how mobile phones may improve the traditional social network service experience while interacting with websites and PCs.Tue Jan 11 09:18:24 CET 2011Proceeding of the twenty-sixth annual SIGCHI conference on Human factors in computing systems403-412ArtLinks: fostering social awareness and reflection in museums2008education learning museum reflection social Technologies in museums often support learning goals, providing information about exhibits. However, museum visitors also desire meaningful experiences and enjoy the social aspects of museum-going, values ignored by most museum technologies. We present ArtLinks, a visualization with three goals: helping visitors make connections to exhibits and other visitors by highlighting those visitors who share their thoughts; encouraging visitors' reflection on the social and liminal aspects of museum-going and their expectations of technology in museums; and doing this with transparency, aligning aesthetically pleasing elements of the design with the goals of connection and reflection. Deploying ArtLinks revealed that people have strong expectations of technology as an information appliance. Despite these expectations, people valued connections to other people, both for their own sake and as a way to support meaningful experience. We also found several of our design choices in the name of transparency led to unforeseen tradeoffs between the social and the liminal.Fri Sep 03 16:04:03 CEST 2010Proceedings of the British Society for Research into Learning Mathematics11-6'Reading' geometrical diagrams: A suggested framework282008bcerme6 diagrams learning mathematics multimodal narrative representations semiotics social visual Mathematics is a multimodal/multisemiotic discourse where different modes of communication take place such as verbal language, algebraic notations, visual forms and gestures. These different modes offer different mathematical meaning potentials. Based on Halliday’s SFL, Morgan (1996) has developed a linguistic framework to describe the verbal components of mathematical texts. O’Halloran (2005) also developed a framework to describe the mathematical visual graphs and symbolism. Still, there is a need to develop tools to describe other modes such as geometrical diagrams and gestures. This paper shows only one aspect (ideational/representational) of a suggested framework to read geometrical diagram/shapes which is developed based on school-students' work and textbooks.Wed Aug 04 10:45:02 CEST 2010Computers & Education3679–692The design of Cloudworks: Applying social networking practice to foster the exchange of learning and teaching ideas and designs542010cloudworks design education elearning learning networking social teaching This paper describes a new social networking site, Cloudworks, which aims to provide a dynamic environment for finding, sharing and discussing learning and teaching ideas and designs. The paper begins by discussing the mismatch between the potential application of technologies in education and their actual use in practice. It considers some of the reasons for this and suggests ways in which this gap might be addressed. It goes on to outline the vision behind the development of Cloudworks, the phases of development and findings to date. It then contextualises this work theoretically drawing in particular on the notion of ‘social objects’ and a framework for sociality. The paper concludes with a discussion of the implications of this work and future research plans.Wed Aug 04 08:42:06 CEST 2010Computers in Human BehaviorIncluding the Special Issue: Design Patterns for Augmenting E-Learning Experiences51172 - 1181How to keep members using the information in a computer-supported social network252009Computer-supported network social Computer-supported social networks have become a significant channel for people to interact and exchange information. The success of computer-supported social networks depends on the extent to which members will stay and continue participating. Many computer-supported social networks however suffer from the problem of retaining members. Drawing from theories of user satisfaction and information adoption, we develop a model to examine how computer-supported social networks encourage members to continue participating and using the information in the network. The theoretical model is validated through an online survey of 240 users of a Bulletin Board System established by a local university in China. The results reveal that individuals will continue to use the information in a computer-supported social network when they are satisfied with their prior usage, and when they perceive that the information in the network is useful. The results also suggest that individuals' perceived information usefulness and satisfaction are determined by information quality and source credibility in the context of computer-supported social networks. Theoretical and practical implications about computer-supported social networks are discussed.Tue Aug 03 17:06:33 CEST 2010Review of Research in Education1329The changing social spaces of learning: mapping new mobilities342010haifa-edtech haifa-ma-edtech learning mlearning mobile social spaces Writing on contemporary culture and social life, sociologists and cultural theorists have been describing new or changing forms of movement, variously described as cultural “flows” (e.g., Appadurai, 1996), “liquid life” (Bauman, 2005), or a “networked society” (Castells, 1996). The change in such movements or mobilities of people, media, material goods, and other social phenomena, including the reach or extension of such movements, connections between “global” and “local” life, the creation of new spaces and places, and new speeds and rhythms of everyday social practice, is arguably the most important contrast between contemporary social life and that of just a decade or two ago. Despite these changes and longer conversations about their meanings in a range of disciplines, mobilities and their relations to learning within education are still understudied and undertheorized. The present review maps current and relevant engagements with mobility and learning across conceptual and empirical studies. Wed Jul 28 17:27:23 CEST 2010Hillside, NJThe Emergence of Mathermatical Meaning: Interactions in Classroom Cultures17-24The Teaching Experiment Classroom1995communities construction constructivism experiment individual interactionism mathgamespatterns microculture mythesis of practice social symbolic teaching Wed May 05 03:13:17 CEST 2010Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education31-38Combining physical activities and mobile games to promote novel learning practices2008based constructivism design education games haifa-games-course informal learning mobile outdoors research social technologies ubiquitous Mobile outdoor games can be seen as fertile ground for conducting novel learning activities that involve children in different tasks including physical motion, problem solving, inquiry and collaboration; all those are activities that support different cognitive and social aspects of learning. Co-design and human centric design practices have been the focus of current research efforts in the field of educational technologies but not as prevalent in mobile games to support learning. In our current research we are exploring which design methods are appropriate for developing innovative ways of learning supported by mobile games. This paper presents all those aspects related to the design and implementation of a mobile game called Skattjakt (Treasure Hunt in Swedish). The outcome of our activities has provided us with valuable results that can help us to bridge the gap between learning in informal and formal settings. Moreover, we believe that involving children in the design process of mobile games may give us new insights regarding the nature of their learning practices while learning with games.Sun Jan 31 15:11:49 CET 2010Digital Identity and Social Mediaforthcomingdigital eLPBookMor identity imported media polonsky psychology social Digital or online identity is a socio-technical construct that has evolved over the past 15 years (Turkle 1995, Jenkins 2006, boyd 2009). It has given rise to a wide terminological spectrum: from the concept of an identity made up of elements of personal information that authorise participation in identity transactions to 'digital selves' - purposefully instantiated extensions of our real persona that cohere around the use of social tools and services that include personal aggregators, social network services and personal Web-publishing through blogs. Electronic information about the individual is derived from what we say about ourselves, shaped by commentary from others and extended through electronic exchanges with both human and computer based intelligent agents. The creation of a digital identity is seen as a means of empowerment - contributing to our sense of agency, and also as a critical component in enabling participation in a globalized knowledge society (Pena 2009). This timely book will examine the impact of social media and distributed social spaces on our contemporary understandings of digital identity. Objectives of the Book To assess the meaning and examine the impact of digital identities on our day-to-day activities from a range of contemporary technical and socio-cultural perspectives; To deepen understanding about the diverse range of tools and practices that compose the spectrum of online identity services and uses; To foster the exchange of information and good practice in online identity management techniques, with illustrations from key contexts such as education; To raise the level of awareness of the challenges and opportunities that new social tools and new social media afford; To explore visions and scenarios for the future development and deployment of online identities, for example in relation to lifelong learning or the workplace. Target Audience Researchers, teaching practitioners, the wider educational community across all sectors, educational technologists and individuals who are interested in how social media and emerging technologies will impact on formal education and the social implications that surround the reformulation and fluidity of virtual communities. In addition, professionals and researchers working in the field of information and communication technologies and knowledge management in various disciplines (e.g., education, library science, sociology, information and communication sciences, computer science and information technology). Recommended topics include, but are not limited to, the following: Conceptual frameworks and approaches to understanding digital identity; The impact of new technologies, social software and social media, on conceptualisations of [digital] identity; Authenticity and trust in identity based transactions; Machine mediated identities; Digital identity management - defending identity, reputation management and risk; The digital self and blurring boundaries between public and private spaces; Lifelong learning and the importance of digital identity for transitions from school to adult life and beyond; Negotiating individual, group, community and network based digital identities; Personalisation software and the impact on digital identities; The economic, societal, ethical and political issues raised by the increased availability of personal information; Digital literacies and accessibility in relation to digital identities; Identity, trust and authenticity in social networks; Relations between communities, networks, groups and individual identities; Personalisation technologies and digital identity; Cultural dynamics of online identity; Social media and emerging identity practices; Presence technologies, online visibility and digital identity. We will also consider including chapters that place digital identity within the broad themes of young people and the Internet, digital democracy and the implications for educational practice, typologies of computer mediated networks, virtual mobility, social software as community-based knowing, the Semantic Web, complexity and emergent behaviours in social software use.Tue Jan 26 02:29:56 CET 2010A Childnet International Research ReportYoung People and Social Networking Services2008children networking polonsky social socialnetworks teens The project is designed to investigate how social networking services can and are being used to support personalised formal and informal learning by young people in schools and colleges. The work opens by asking “What are social networking services?” This section investigates current definitions of social networking services and provides a comprehensive review of current social networking service types and activities. In Evaluating social networking services, this report then describes how to use a toolkit – a social networking evaluation chart covering six different social networking services, and an accompanying checklist, which are available to download from the Digizen website to evaluate services. The chart is not definitive, but provides a comprehensive framework covering significant relevant issues such as site age restrictions, the presence of adverts, collaborative tools, security issues and data management restrictions. Benefits and opportunities evaluates the potential educational benefits to individual users, as well as outlining some of the opportunities that educators and schools using social networking services might take advantage of. This section looks at issues around digital literacy and social engagement, skills and identity development, and opportunities for better understanding e-safety and data management issues. Barriers and risks looks at current barriers to using social networking services within education, including staff development and support issues, and risk evaluation and management approaches. Risk areas that educators should be aware of are outlined, and approaches to manage these are addressed. Issues include users’ perceptions of the environment they are posting in, personal data management, and cyberbullying and potentially illegal behaviours. Ideas and examples showcases innovative practice, providing links to a range of projects and examples where social networking services have been successfully used to support both teachers and students. Links to current debates around specific services are also included. Finally, the Glossary describes some terms that readers may be unfamiliar with.Mon Jan 25 13:49:49 CET 2010The International Journal of Press/Politics3328-335Social Media and Postelection Crisis in Kenya132008journalism ml4d participatory polonsky social ushahidi web web20 This article analyzes the role of the media during the two months of postelection crisis in 2008 in Kenya. We discuss how people exchanged information during and after the media ban and analyze online discussions and media coverage. Particular emphasis is given to the role of the social media, such as Web 2.0 communication tools and services, which enable citizens to interact or share content online. Our analysis shows that during the crisis, the social media functioned as an alternative medium for citizen communication or participatory journalism.This experience has important implications for the process of democratization in Kenya. Mon Jan 25 10:41:26 CET 2010Here comes everybody: the power of organizing without organizations2008action collaboration collaborative community polonsky selforganising social software technology