Networked identities: understanding relationships between strong and weak ties in networked environments

Ryberg, Thomas; Larsen, Malene Charlotte

doi:10.1111/j.1365-2729.2007.00272.x

Cited by 69 publications

(51 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some have criticised notions such as communities of practice (CoP) (Wenger 1998) and the strong focus on 'collaborative learning' within the area of CSCL. They have voiced a concern that these perspectives focus too much on networks composed of strong ties, thus overlooking the value of weak ties between learners (Jones et al 2006;Jones et al 2008;Ryberg & Larsen 2008). Simultaneously, proponents of networked learning also argue for learning and collaborative knowledge construction processes organised around focused and intensive negotiations of problems (McConnell 2002;Zenios 2011).…”

Section: Networked Learning and Different Understandings Of Collaboramentioning

confidence: 99%

“…In particular, we have been inspired by notions of strong and weak ties in learning, the growing educational interest in web 2.0 (e.g. social networks and personal learning environments), but also ideas expressed in a 'connectivist' approach (Ryberg & Larsen 2008;Ryberg et al 2010). These lines of thinking have particularly raised our awareness about interaction between groups, between students (and researchers) on the same or across semesters, as well as connections between educational programme and the wider world of resources and researchers.…”

Section: The Aalborg Pbl Model -Our Networked Learning Practicementioning

confidence: 99%

See 1 more Smart Citation

Differences in Understandings of Networked Learning Theory: Connectivity or Collaboration?

Ryberg

Buus

Georgsen

2011

Exploring the Theory, Pedagogy and Practice of Networked Learning

View full text Add to dashboard Cite

In this chapter we pursue and discuss a number of pertinent questions raised in a recently published book on Networked Learning Practices. In this book the editors contrast a current trend towards personalisation and individualisation of learning with a focus on mutual interdependency and collaboration amongst networked learners, and ask which directions designers of Networked Learning should take. Related to this, they express concerns with notions of Personal Learning Environments, asking whether these might erode collaborative or communal patterns of interaction and the commonality of experiences among students. We continue these discussions by critically examining recent ideas articulated by researchers promoting the notion of 'connectivism', as this concept has strong relations to the recent popularisation of web 2.0. Terms such as 'connections', 'networks', 'sharing', learner-centric', 'collaboration', 'participation' seem to be shared between Networked Learning theory and connectivism. We argue, however, that there are subtle, but fundamental differences in how these terms are understood, which might have implications for pedagogical orchestrations of networked learning. In particular, we query into different understandings and values around the 'interactional interdependencies' between people, and how we should orchestrate networked learning in Higher Education. In doing so, we provide examples from our own practice to discuss how we might address or dissolve dichotomies, such as between individualisation and collaboration, and how ideas from networked learning and connectivism can inform each other.

show abstract

Section: Networked Learning and Different Understandings Of Collaboramentioning

confidence: 99%

Section: The Aalborg Pbl Model -Our Networked Learning Practicementioning

confidence: 99%

Differences in Understandings of Networked Learning Theory: Connectivity or Collaboration?

Ryberg

Buus

Georgsen

2011

Exploring the Theory, Pedagogy and Practice of Networked Learning

View full text Add to dashboard Cite

show abstract

“…Later, it was used for information sharing [19] and the technological innovation analyzing [20]. In social relation, weak tie has the following three features: universality, heterogeneous and unstructured [21]- [23]. Universality refers to the enormous number individual of weak tie, and anyone other than yourself can constitute a weak relationship with you.…”

Section: Related Workmentioning

confidence: 99%

Discipline Hotspots Mining Based on Hierarchical Dirichlet Topic Clustering and Co-word Network

Cai¹,

Huang²,

Peng³

2016

JSW

View full text Add to dashboard Cite

Discovering inherent correlations and hot research topics among various disciplines from massive scientific documents is very important to understand the scientific research tendency. The LDA (Latent Dirichlet Allocation) topic model can find topics from big data sets, but the number of topics must to be told before topic clustering. There is a lot of randomness to determine the number of topics for the unknown structure of data sets. Therefore, this paper introduces the Hierarchical Dirichlet Process (HDP) to achieve topic clustering with discipline division. Those clustering topics are composed by a discrete set of words, and these words do not have semantic relation. For this problem, this paper proposes a method to find out relationships between topic words so as to extract discipline hotspots. This method contains classifying topics with the co-occurrence of subject words, constructing co-word network and analyzing discipline hotspots with weak co-occurrence theory. The experiment results indicate that the Hierarchical Dirichlet Process can mine topic word-sets, and effectiveness better than the LDA topic model. The co-word network based on the weak tie theory can effectively find the discipline hotspots, which explicitly reflects the research hotspots and inherent connections of disciplines.

show abstract

“…45, No. 3, September 2008, 143-156 seamlessly between online and off-line settings (this to a degree where the very distinction loses its meaning (Ryberg & Larsen, 2008)). It is against this backdrop we should understand the intensified interest for the potential of Power Users or New Millennium Learners.…”

Section: Perspectives On the Study Of Youth And Technologymentioning

confidence: 99%

Power Users and patchworking – An analytical approach to critical studies of young people’s learning with digital media

Ryberg

Dirckinck‐Holmfeld

2008

Educational Media International

View full text Add to dashboard Cite

This paper sets out to problematize generational categories such as 'Power Users' or 'New Millennium Learners' by discussing these in the light of recent research on youth and ICT. We then suggest analytic and conceptual pathways to engage in more critical and empirically founded studies of young people's learning in technology and media-rich settings. Based on a study of a group of young 'Power Users' it is argued, that conceptualising and analysing learning as a process of patchworking can enhance our knowledge of young people's learning in such settings. We argue that the analytical approach gives us ways of critically investigating young people's learning in technology and media-rich settings, and study if these are processes of critical, reflexive enquiry where resources are creatively re-appropriated. With departure in an analytical example the paper presents the proposed metaphor of understanding learning as a process of patchworking and discusses how we might use this to understand young people's learning with digital media.

show abstract

Networked identities: understanding relationships between strong and weak ties in networked environments

Cited by 69 publications

References 14 publications

Differences in Understandings of Networked Learning Theory: Connectivity or Collaboration?

Differences in Understandings of Networked Learning Theory: Connectivity or Collaboration?

Discipline Hotspots Mining Based on Hierarchical Dirichlet Topic Clustering and Co-word Network

Power Users and patchworking – An analytical approach to critical studies of young people’s learning with digital media

Contact Info

Product

Resources

About