Course Syllabus: Developing the Social Education Information Network
In paper is description: on-line education course Developing the Social Education Information Network. Purpose: to acquire competence in the selection and analysis of platform to deploy the university’s social network, to deploy solutions on selected platform, to elaborate the educational content of the network and to arrange for interaction between the parties to the education process. With the above purpose implemented, the target users will be able to operate the university’s shared educationinformation space. Target users: university students, academic and IT personnel.
This paper provides mapping of ethnic themes and topics associated with the Caucasus on social networking site VKontakte popular in Eurasia. We collected data on virtual communities associated with major ethnic (Armenian, Georgian and Azerbaijani) and supra-ethnic ("Pan-Caucasian") groups. We combine network analysis (based on group co-membership) with LDA topic modeling (based on posts) to identify the ideologies and cultural features which unite and divide virtual Caucasus. The gap between warring nations is bridged by Pan-Caucasian virtual groups with no political ideology.
In this paper we explore helping behavior of support agents and regular players in browser-based MMORTS/RPG Castlot. Using chat logs from 12 servers, we analyzed differences between support agents and regular players. We have found that the major in-game verbal help is being provided by players and not by support agents. We have also found that support agents’ helping behavior drops dramatically as a server ages, while regular players preserve helping practice, that is mostly transferred from public to guild chat channels.
Welcome to the ACM Web Science 2016 Conference. This is the 8th conference of the series and the 6th to be sponsored by ACM through the Special Interest Group on Hypertext, Hypermedia and the Web (SIGWEB). The Conference continues to acknowledge the centrality of the Web as a socially constructed artifact, focusing on the study of information networks, social communities, organizations, applications, and policies that shape and are shaped by theWeb. The conference provides a unique forum for researchers from different backgrounds, with most papers adopting perspectives that bridge between two (or more) disciplines like computer science, economics, education, information science, law, library science, political science and other social sciences, thus fostering and supporting a thriving interdisciplinary community of Web Science.
In this paper we explore main patterns of communication and cooperation in online groups created by residents of apartment buildings in St.Petersburg in social networking site “VK”. Using word-frequency analysis and Latent Dirichlet Allocation (LDA) we discovered main discussion topics in online groups. We have also found that communication of neighbors in these groups is predominantly connected with material needs and directed to solve common problems, such as related to building improvement, management company and in-fill constructions near their house. Based on online observations of city activists, we suggest that dynamic nature of SNS allows online community which is dedicated to particular problem to avoid it’s breakdown after the resolution of the original issue.
The article explains the need for a new theory of social education in connection with modernization reforms in Russian education. Investments in education are justified only when there are measurements to estimate their effectiveness. The auhor identifies the need to measure effectiveness of social education in terms of human capital.
Purpose The purpose of this paper is to provide an understanding of how two types of informal social networks – those related with instrumental purposes of information sharing and those related with expressive purposes of interpersonal trust – impact teachers’ job satisfaction.
Design/methodology/approach This paper utilises social network analysis (SNA) degree and betweenness measures and job satisfaction scales from the Job Diagnostic Survey to collect longitudinal data from employees in one of the vocational schools in Saint Petersburg, Russia via structured interviews. Data on a total of 354 ties were analysed for 40 ego networks in 2018 and 33 ego networks in 2019.
Findings The obtained results partially confirm the positive effect of teachers’ position in instrumental and expressive networks on job satisfaction. More centrally positioned teachers were more satisfied with peers and colleagues. They fell more secure in regards to job security, given the unique and multi-faceted knowledge they possess. Structural diversity of the network, as well as the category of a teacher (core subject or vocational subject), are found to explain the uneven evolvement of network size. The authors argue that the decrease in network size can be treated as a positive externality of changes in an informal network. The variation in teachers' experience seems to explain both job satisfaction and network composition.
Research limitations The paper is based on a case study and its findings are limited to one particular organization. Nonetheless, the proposed SNA application is of potential value for similar organisations in terms of enhancing their capacity to benefit from networks. This study utilizes a structured interview to collect network data and job satisfaction data. However, overt observation or secondary data on written communication (e-mail, reports) may provide additional insights about the sought impact in the context of school.
Practical implications Both teachers and managers benefit from the results of the paper. Educational policymakers and schools' administration can exploit the bird's eye view on an organization that SNA provides. By identifying focal employees and their attitude towards school, one receives an opportunity to prevent structural holes, organizational conflicts and uneven distribution of workload. Novice teachers can nurture their well-being by enhancing personal and instrumental social networks at the start of their career. Experienced teachers benefit from social cooperation as it fosters the exchange of experience and skills, which is vital for job retention.
Originality/value This research extends our understanding of the role of different kinds of social networks in teachers’ job satisfaction. The article provides new insights into the SNA application to vocational schools and developing economies. Authors address teachers’ informal networks both from ego and complete network analyses to provide the holistic, yet detailed view. The use of longitudinal data advances the understanding of how personal and group networks develop over time.