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Israel, Gaza, #War & Data | #SNA #socialmedia

Israel, Gaza, #War & Data | #SNA #socialmedia | Intelligence | Scoop.it
social networks and the art of personalizing propaganda

Via luiy
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luiy's curator insight, August 9, 6:11 AM

It’s hard to shake away the utterly depressing feeling that comes with news coverage these days. IDF and Hamas are at it again, a vicious cycle of violence, but this time it feels much more intense. While war rages on the ground in Gaza and across Israeli skies, there’s an all-out information war unraveling in social networked spaces.

 

Not only is there much more media produced, but it is coming at us at a faster pace, from many more sources. As we construct our online profiles based on what we already know, what we’re interested in, and what we’re recommended, social networks are perfectly designed to reinforce our existing beliefs. Personalized spaces, optimized for engagement, prioritize content that is likely to generate more traffic; the more we click, share, like, the higher engagement tracked on the service. Content that makes us uncomfortable, is filtered out.

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A Guidebook for Social Media in the Classroom

A Guidebook for Social Media in the Classroom | Intelligence | Scoop.it
Is Social Media Relevant? Take the Quiz

Before we talk social media, let's talk about the relevance of social media by taking a quiz. Which of the following is most likely to be true?



☐ Shou

Via Susan Bainbridge
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Rescooped by Jean-Michel Livowsky from The 21st Century
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Thoughts on SNA and online learning

Thoughts on SNA and online learning | Intelligence | Scoop.it
Following the previous post... The structural paradigm of  Social Network Analysis (SNA) with its constitutive theory and methods, began to emerge around the 1930s, applied and influenced by a broa...

Via Susan Bainbridge
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Milena Bobeva's curator insight, March 1, 4:10 AM

Social Network Analysis should be a  paradigm for researching, designing, and evaluating not only online learning, but  the wider phenomenon of Education 3.0

luiy's curator insight, March 1, 7:21 PM

The connections within nodes in a network facilitate exchange of “resources”  which can be influenced by the quantity and quality of the linkages and interactions. Looking at online educational networks through a SNA lens is a way to establish wether the ways in which individuals connect with a particular environment may influence their access to information and knowledge. As Rita Kop states “the Web is portrayed as a democratic network on which peer to peer interaction might lead to a creative explosion and participative culture of activity” (Kop, 2012 p3) but how is this potential being exploited in education? What are the processes beyond this interaction and how can they be used to facilitate students access to information, knowledge and ideas?

 

The potential of social media in forming networks, extending students knowledge and translating this into academic achievement is impacted by a multitude of elements such as individuals’ attitudes (Morrison, 2002), University environment and socialisation processes (Yu et al., 2010). Other mechanisms influencing this process may be the particular educational practices and experiences, the success of connections, the dynamics in which participants negotiate the structure of the network and exchange practices and many others which can not be controlled.

 

This analysis can be enriched by Bordieau’s concept of “social capital”, which introduces a set of dynamics between the social dimension, the identity dimension (habitus) and the individual’s practice. In this system of reciprocal influences it is interesting to look at the transformation processes and effects of elements such as “weak ties”, “brokers”, “latent connections” and “structural holes” in the information flow within a network.