Profiling “User Bases” of Online Social Contexts

2020 ◽  
pp. 113-126
Keyword(s):  
Social Media ◽  
Social Context ◽  
Social Norms ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Current User ◽  
Social Spaces ◽  
The Social ◽  
Common Practices

One aspect of profiling to enhance teaching and learning involves the various contexts in which learners will engage, such as particular social media ecosystems and their attendant microcultures (the social norms and common practices in these spaces), particularly if learners will be engaging with individuals outside of the formal classroom. Understanding the larger online social context helps define the affordances and constraints of what can be effectively taught and learned. This involves profiling the current user base of the online social spaces where the learners will be engaging and interacting and co-creating knowledge.

scholarly journals Individual behavioural traits not social context affects learning about novel objects in archerfish

2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Social Contexts ◽  
Negative Effects ◽  
Behavioural Phenotype ◽  
Social Species ◽  
The Social ◽  
Social Animals ◽  
Novel Objects ◽  
The Individual

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

scholarly journals Readings Behind the Early Christian Queer Experiences

2021 ◽  
Vol 58 (2) ◽  
pp. 105-124
Author(s):  
Larisa Orlov Vilimonović
Keyword(s):  
Sex Differences ◽  
Social Context ◽  
Social Norms ◽  
Early Christianity ◽  
Late Antique ◽  
Early Christian ◽  
Gender Fluidity ◽  
The Social ◽  
Gender Categories ◽  
Body Modifications

This paper deals with the ideas of queer experiences in the Early Christian movement, seen through early Christian epistemologies of gender and patristic thought focused on sex differences. The lives and passions of transgender nuns are used in discussing various aspects of gender fluidity in early Christianity. Theoretically, the paper rests on the idea of the performativity of gender, that is, on the ways gender was constructed and how body modifications enabled renegotiation of gender categories. It also focuses on the social context of queer experiences in the late antique period with regard to Roman social norms.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

Utopia, Labor, and Informational Capitalism

2015 ◽  
pp. 49-68
Author(s):  
Marco Briziarelli
Keyword(s):  
Social Media ◽  
Social Change ◽  
Social Relations ◽  
Social Contexts ◽  
User Generated Content ◽  
Economic Approach ◽  
Informational Capitalism ◽  
The Social ◽  
Liberal Ideology ◽  
Political Economic

Through the lens of a political economic approach, I consider the question whether or not social media can promote social change. I claim that whereas media have consistently channeled technological utopia/dystopia, thus be constantly linked to aspirations and fear of social change, the answer to that question does not depend on their specific nature but on historically specific social relations in which media operate. In the case here considered, it requires examining the social relations re-producing and produced by informational capitalism. More specifically, I examine how the productive relations that support user generated content practices of Facebook users affect social media in their capability to reproduce and transform existing social contexts. Drawing on Fuchs and Sevignani's (2013) distinction between “work” and “labor” I claim that social media reflect the ambivalent nature of current capitalist mode of production: a contest in which exploitative/emancipatory as well as reproductive/transformative aspects are articulated by liberal ideology.

Dimensions of Cultural Variation

2019 ◽  
pp. 67-92 ◽  
Author(s):  
Peter B. Smith
Keyword(s):  
Social Norms ◽  
Multilevel Modeling ◽  
Cultural Differences ◽  
Theoretical Framework ◽  
Social Contexts ◽  
Measurement Bias ◽  
Cultural Variation ◽  
Close Attention ◽  
The Social ◽  
Do So

To understand cultural differences, we need to find ways to characterize the variations in the social contexts in which people are located. To do so, we must focus on differences between contexts rather than differences between individuals. Most research of this type has examined differences between nations in terms of dimensions. Treating each nation as a unit, contrasts have been identified in terms of values, beliefs, self-descriptions, and social norms. The most influential difference identified concerned the dimension of individualism–collectivism, which has provided the theoretical framework for numerous studies. The validity of this type of investigation rests on close attention to aspects of measurement to ensure that respondents are able to make the necessary judgments and to respond in ways that are not affected by measurement bias. Where many nations are sampled, multilevel modeling can be used to show the ways in which dimensions of culture affect social behaviors.

A Qualitative Study on Friends and the Social Context of Sexual Victimization: Implications for Campus-Based Interventions

2020 ◽  
pp. 107780122095427
Author(s):  
Jessica A. Blayney ◽  
Tiffany Jenzer ◽  
Jennifer P. Read ◽  
Jennifer Livingston ◽  
Maria Testa ◽  
...  
Keyword(s):  
Social Context ◽  
Qualitative Study ◽  
Sexual Victimization ◽  
Social Contexts ◽  
Social Consequences ◽  
Potential Danger ◽  
The Social ◽  
Barriers To Implementation ◽  
College Drinkers

Sexual victimization (SV) risk can begin in social contexts, ones where friends are present, though it is unclear how friends might be integrated into SV prevention. Using focus groups, female college drinkers described (a) the role of friends in preventing SV, (b) the strategies friends use to reduce vulnerability, and (c) the barriers to implementation. Friends-based strategies (keeping tabs on one another, using signals to convey potential danger, interrupting escalating situations, taking responsibility for friends, relying on male friends) and barriers (intoxication, preoccupation, situation ambiguity, social consequences) were discussed. Interventions can draw on these strategies, but must address the critical barriers.

scholarly journals Dialog Structure Through the Lens of Gender, Gender Environment, and Power

2017 ◽  
Vol 8 (2) ◽  
pp. 21-55
Author(s):  
Vinodkumar Prabhakaran ◽  
Owen Rambow
Keyword(s):  
Social Context ◽  
Human Behavior ◽  
Social Contexts ◽  
Social Scientists ◽  
Gender Information ◽  
The Social ◽  
Computer Scientists ◽  
Automatic Methods ◽  
And Gender ◽  
Textual Content

Understanding how the social context of an interaction affects our dialog behavior is of great interest to social scientists who study human behavior, as well as to computer scientists who build automatic methods to infer those social contexts. In this paper, we study the interaction of power, gender, and dialog behavior in organizational interactions. In order to perform this study, we first construct the Gender Identified Enron Corpus of emails, in which we semi-automatically assign the gender of around 23,000 individuals who authored around 97,000 email messages in the Enron corpus. This corpus, which is made freely available, is orders of magnitude larger than previously existing gender identified corpora in the email domain. Next, we use this corpus to perform a largescale data-oriented study of the interplay of gender and manifestations of power. We argue that, in addition to one’s own gender, the “gender environment” of an interaction, i.e., the gender makeup of one’s interlocutors, also affects the way power is manifested in dialog. We focus especially on manifestations of power in the dialog structure — both, in a shallow sense that disregards the textual content of messages (e.g., how often do the participants contribute, how often do they get replies etc.), as well as the structure that is expressed within the textual content (e.g., who issues requests and how are they made, whose requests get responses etc.). We find that both gender and gender environment affect the ways power is manifested in dialog, resulting in patterns that reveal the underlying factors. Finally, we show the utility of gender information in the problem of automatically predicting the direction of power between pairs of participants in email interactions.

scholarly journals Exploring the Benefit of Blogs Dependency for Assessing Students’ Intellectual Achievement

2021 ◽  
pp. 123-131
Author(s):  
Imran Ademola Adeleke ◽  
Ismail Olaniyi Muraina
Keyword(s):  
Social Media ◽  
High Performance ◽  
Teaching And Learning ◽  
Test Statistics ◽  
Paper Test ◽  
Traditional Assessment ◽  
The Social ◽  
Intellectual Achievement ◽  
Teacher's Knowledge ◽  
Better Than

Blogs stand out among many social media that allows teacher and students to maintain a running dialogue in various aspect of the teaching and learning process. It comes in form of thoughts, ideas, tests, short-works/homework and assignment to enhance interactivity between the teacher’s knowledge base and students’ comments and reflections. This paper promotes the use of blogs in assessing students’ intellectuals while comparing the use of blogging for assessment as well as the use of traditional assessment. The study stresses scoring on paper versus scoring on blogs, students that we're able to complete their visitation of the blogs were noted to enjoy and benefit greatly compare to those that could not finish theirs and whether the performance of male bloggers may be different from that of female bloggers. 45 students involved in this study from among degree students of Achievers University. The research study was done within a semester. The achievement test was the major instrument used to collect data from the same students that were exposed to two different tests (Paper Test/Traditional Test and Blogging Test) after proper classroom teaching. The results got were analyzed using mean, SD and T-test statistics. From the findings, it was succinctly shown that the scores of students engaged in blogs far better than when they initially tested traditionally. In the same trend, those students that completed their test on blogs demonstrated high performance than their counterparts that could not. Further, the results also made it crystal clear that students were distributed equally on blogging regardless of their gender differences. The findings from the interview conducted established the fact that the use of a blog for assessment saves student time, the distance for learning and having quick result as feedback. The student has a high interest in the use of a blog for academic purposes rather than only the social affairs of the student. The paper contributes to the existing knowledge by turning blogs as social media into academic media that can foster the academic achievement of students and can also be used to assess students better than traditional assessment.

scholarly journals Conversational Pragmatics: Memory Reporting Strategies in Different Social Contexts

2021 ◽  
Author(s):  
Beatriz Martín-Luengo ◽  
Karlos Luna ◽  
Yury Shtyrov
Keyword(s):  
Social Context ◽  
Social Contexts ◽  
General Knowledge ◽  
Incentive Structure ◽  
Amount Of Information ◽  
Incentive Structures ◽  
The Social ◽  
Underlying Processes ◽  
Different Levels

Conversational pragmatics studies, among others, factors that affect the information we share with others. Previous research showed that when participants are unsure about the correctness of an answer, they report fewer answers. This behavior strongly depends on the incentive structure of the social context where the question-response exchange takes place. In this research we studied how the different incentive structure of several types of social contexts affects conversational pragmatics and the amount of information we are willing to share. In addition, we also studied how different levels of knowledge may affect memory reporting in different social contexts. Participants answered easy, intermediate, and difficult general knowledge questions and decided whether they would report or withhold their selected answer in different social contexts: formal vs. informal, and constrained (a context that promotes providing only responses we are certain about) vs. loose (with an incentive structure that maximizes providing any type of answer). Overall, our results confirmed that social contexts are associated with a different incentive structure which affect memory reporting strategies, and that the effect of social contexts depended on the difficulty of the questions. Our results highlight the relevance of studying the different incentive structures of social contexts to understand the underlying processes of conversational pragmatics, and stress the importance of considering metamemory theories of memory reporting.

Sign in / Sign up

Export Citation Format

Share Document