A New Approach to Detect At-Risk Learning Communities in Social Networks

2019 ◽  
pp. 75-84
Author(s):  
Meriem Adraoui ◽  
Asmaâ Retbi ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
At Risk ◽  
Social Networks ◽  
Learning Communities ◽  
New Approach

Maximal cliques based method for detecting and evaluating learning communities in social networks

2021 ◽  
Author(s):  
Meriem Adraoui ◽  
Asmaâ Retbi ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
Social Networks ◽  
Learning Communities

scholarly journals New approach to anaesthetizing a patient at risk of pulmonary aspiration with a Montgomery T-tube in situ

2008 ◽  
Vol 101 (3) ◽  
pp. 354-357 ◽  
Author(s):  
K.M.A. Wouters ◽  
R. Byreddy ◽  
M. Gleeson ◽  
A.P. Morley
Keyword(s):  
At Risk ◽  
Pulmonary Aspiration ◽  
New Approach ◽  
T Tube ◽  
Patient At Risk

Online Learning Communities

2014 ◽  
pp. 107-128 ◽  
Author(s):  
Xavier Inghilterra ◽  
William Samuel Ravatua-Smith
Keyword(s):  
Social Networks ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Communities ◽  
Learning Process ◽  
Peer To Peer ◽  
Online Learning Communities ◽  
Digital Ecosystem ◽  
Successful Approach ◽  
Mediation System

This chapter highlights the potential of educational microblogging as a mediation system to support the process of distance learning. In their experimental approach, the authors conducted participant observations with university students who used their pedagogical device over the course of two semesters. Students participated through peer-to-peer and peer-to-peer to tutor interactions that took place within the academic and personal spheres. In the research corpus, the communitarian dynamic of social networks combined with playful immersion is a fruitful heuristic for individualizing learning paths and strengthening student dedication and commitment. The digital ethnographic participant observations revealed that the sharing and dissemination of information via microblogging allowed the creation of new collaborative methods and development of a culture of participation within the community of student learners. The use of sociotechnical devices such as Twitter and microblogging have proven to be excellent tools for accustoming students to Web 2.0 technologies and ensuring optimal participation in the learning process. This chapter unveils a successful approach to constructing a digital ecosystem where social interactions are initiated (during real-time synchronous educational sessions) and extended outside of academic boundaries into the private sphere. The sociotechnical mediation that the authors have created around Twitter has proven to be very effective in linking these two spatio-temporally contiguous entities for the benefit of learning communities.

Development of Adaptive Social Network Based on Learners' Thinking and Learning Styles

2018 ◽  
pp. 90-107
Author(s):  
Mahnane Lamia ◽  
Hafidi Mohamed
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Learning Styles ◽  
Learning Experience ◽  
Social Network Sites ◽  
Innovative Approach ◽  
Thinking Styles ◽  
New Approach ◽  
Learning Content ◽  
Web Learning

Adaptive social network sites (ASNS) are an innovative approach to a web learning experience delivery. They try to solve the main shortcomings of classical social networks—“one-size-fits-all” approach and “lost-in-hyperspace” phenomena—by adapting the learning content and its presentation to needs, goals, thinking styles, and learning styles of every individual learner. This chapter outlines a new approach to automatically detect learners' thinking and learning styles, and takes into account that thinking and learning styles may change during the learning process in unexpected and unpredictable ways. The approach is based on the Felder learning styles model and Hermann thinking styles model.

scholarly journals Enhancing Fun Through Gamification to Improve Engagement in MOOC

Informatics ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 28 ◽  
Author(s):  
Borrás-Gené ◽  
Martínez-Núñez ◽  
Martín-Fernández
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Online Courses ◽  
Virtual Learning ◽  
Massive Open Online Courses ◽  
Learning Spaces ◽  
Massive Open Online ◽  
Continuous Activity ◽  
High Engagement ◽  
Perfect Space

Massive Open Online Courses (MOOCs), regardless of their topic, are a perfect space to generate, through virtual learning communities associated with them, very valuable resources for their participants and, in general, anyone interested in the topic covered. If in the design of these learning spaces, elements specific to games are added to them, which is known as gamification, we can try to increase the engagement of the student towards the course and, therefore, towards the community. This paper presents an experience of a MOOC of Universidad Rey Juan Carlos (Spain) with a connectivist approach. Aspects such as fun and motivation have been worked on in the design, through the application of gamified activities and the use of elements from social networks, considered as gamification, with the aim of increasing participation and engagement within a Facebook group, used as a community to support the course. We have analyzed aspects such as enjoyment and motivation, the result of which has been active participation and high engagement within the MOOC community in the form of content and especially great interaction, highlighting the existence of continuous activity once the edition of the MOOC is finished, as a consequence of a habit generated in the student.

Entrepreneurial Action as Metaphorical Process and its Metaphorics

2020 ◽  
pp. 1441-1458
Author(s):  
Alexey A. Baryshev
Keyword(s):  
Social Networks ◽  
Knowledge Society ◽  
New Economy ◽  
Entrepreneurial Activity ◽  
Corporate Management ◽  
New Approach ◽  
Social Innovations ◽  
The Creation ◽  
Entrepreneurial Action ◽  
Metaphorical Process

The objective of this paper is to formulate new approach to entrepreneurship and its result that is challenged by appearance of novel spheres of entrepreneurial activity related to social innovations, social networks, solution for corporate management and people`s wellbeing, production of gadget for precarious wants. These items inspire the study of axiological bases of value created by entrepreneurs. This purpose suggests addressing and revisiting the notions of entrepreneurial action and value. Their complete conceptualization applying to nascent new economy is unlikely to be possible. With this in mind, we focused on searching for metaphors that can cast light on the specifics of newly-emerging phenomena related to entrepreneurial action and value created by it. Using the theory of metaphor, we find that entrepreneurial action is of metaphorical nature itself. In the article, the creation of value is described by means of the transferal of enterprising constituents of entrepreneur's identity onto produced things. We specify these constituents as referred to the different periods of entrepreneurial history. The identification of the constituents was based on the theory of pillars and carriers of institutions by W. R. Scott. The metaphors of appropriateness, utility and wellbeing were proposed for the different periods of the development of value. The metaphor of rhetoric was defined as a root metaphor for all moduses of entrepreneurial action considered as a process of convincing on the value of things produced. Special metaphors for entrepreneurial action for each period of value development were also proposed. The metaphor of performative rhetoric was considered as shedding light on dominant modus of entrepreneurial action and modus of value under conditions of knowledge society.

Social Innovation Networks: A New Approach to Social Design Education and Impact

Design Issues ◽  
2018 ◽  
Vol 34 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Matthew W. Easterday ◽  
Elizabeth M. Gerber ◽  
Daniel G. Rees Lewis
Keyword(s):  
Learning Communities ◽  
Design Education ◽  
Social Innovation ◽  
Project Based Learning ◽  
Innovation Networks ◽  
Design Teams ◽  
Social Design ◽  
New Approach ◽  
Support Teams ◽  
Human Needs

We may be able to educate social designers who can design for human needs through social innovation networks (SINs). SINs engage in three interrelated activities of: supporting design teams' project-based learning, supporting the leadership in studio-based learning communities, and continuous network improvement. SINs face challenges in diffusing social design that might be overcome through networked coaching platforms that support teams' socially-regulated learning and leaders' studio orchestration. SINs offer way to spread design education across disciplines in any organization where design teams need to both innovate and learn.

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