Social computing: Difference between revisions

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#REDIRECT [[social software]]
 
== Definitions ==
 
Social computing refers to systems which support collective gathering, representation, processing and dissemination of information.
 
{{quotation | Social computing refers to the use of [[social software]], a growing trend in ICT usage of tools that support social interaction and communication. Social computing is based on creating or recreating social conventions and social contexts online through the use of software and technology. Examples of social computing include the use of e-mail for maintaining social relationships, instant messaging for daily microcoordination at one's workplace, or weblogs as a community building tool.}} ([http://en.wikipedia.org/wiki/Social_computing Wikipedia Social computing], retrieved 13:13, 14 September 2006 (MEST))
 
{{quotationbox | Social computing refers to systems which support the gathering, representation, processing and dissemination of social information, that is, information which is distributed across social collectivities such as teams, communities, organizations, cohorts and markets. Examples of systems which fall in this domain include collaborative filtering and recommender systems (e.g., firefly), online auction sites (e.g., ebay), and open source virtual communities (e.g., slashdot). The central hallmark of social computing is that it relies on the notion of social identity: that is, it is not just the data that matters, but who that data 'belongs to', and how the identity of the 'owner' of that data is related to other identities in the system. More generally, social computing systems are likely to contain components that support and represent social constructs such as [[online identity | identity]], reputation, trust, accountability, presence, social roles, and ownership.
 
[http://www.research.ibm.com/SocialComputing/SCGFAQs.htm#WhatIsSocialComputing IBM Social Computing Group FAQ] retrieved 19:04, 26 May 2006 (MEST).
}}
 
== Types and issues of social computing ==
 
Social computing can be described in terms of [[social software]] types, for example:
* Social syndication of contents and links
* Social networking (professional, dating)
* [[Citation index]]es that, for a given publication, list citations (with links) and other publications within which it is cited. In addition, there can be metrics.
 
Some issues related to social computing are:
; On the technical side
* Trust and reputation metrics
* Prediction systems
* [[Metadata]] and [[tagging]] systems
* Filterning and [[visualization]] algorithms and implementations
* [[ubiquitous computing]] and the [[Internet of things]]
 
; On the conceptual side
* [[Social presence]]
* [[collaborative learning]], in particular some forms of [[CSCL]] and [[ubiquitous learning]].
 
== Social computing in education patterns ==
 
See also [[learning e-portfolio]]s that do have social computing potential, i.e. authoring of entries can be shared accross classes, "learning places" and its various actors. Specialized search engines and aggregators can "pull" together information.
 
=== To enhance [[social presence]] ===
 
* Garrison and Anderson developed an according model of e-learning that they refer to as the [[Community of inquiry model]]
 
* Social networking according to interests, e.g. like in [http://www.foaf-project.org/ FOAF] could allow students to find fellows with similar interests and get engaged different sorts of informal (and later formal) collaboration.
 
=== Links sharing and social navigation ===
 
See entries like [[social bookmarking]] and [[social navigation]] for the technology
 
With systems that bookmark ''and'' make a saveguard copy like Furl:
 
{{quotation | Sharing personally classified bookmarks among teachers and with other learners to cover a study area. Collaborative filtering
and social navigation facilitates new discoveries. Teachers and librarians can already create pre-selected and tagged lists of resources for learners to browse, and be sure that they are found again, as a copy is saved by the system. Bookmarks based on a tag can be aggregated and posted through Web-feeds to learners' and other teachers' blogs or websites focusing in a given area. Commenting and rating on bookmarked urls can be used for recommending as well as for helping decisionmaking and critical thinking.}} (Vuorikari, 2005: 6)
 
With systems like del.icio.us: {{quotation | Collaborative collection of links tagged with keywords is facilitated, and they can all be browsed and viewed at once (social navigation) or distributed through Web-feeds. Also, creating related tags is easy, giving more leverage for more elaborated categories.}} (Vuorikari, 2005: 6)
 
=== To share resources ===
 
* Applications like [http://www.flickr.com/ Flickr]: {{quotation | Learners can share images that they have created or integrate in their works (photos, image manipulation, maps,..) to be used in different learning situations from authentic geography to art lessons. Social networks can be built around images through connecting learners, tutors and teachers together via shared tags. Pictures can constitute an important network of distributed repositories for images.}}(Vuorikari, 2005: 6)
 
=== Collective writing ===
 
[[Blog]]s and blogspheres are "light-weight" technology of interest to several kinds of educational scenarios.
 
* Blog search engines like Technorati can be used to track blog postings on certain tags. It also shows who is linking to an entry allowing to follow the whole distributed discussion that happens in the whole blogsphere.
 
* [[RSS]] aggregators like [http://www.rss4you.org/ RSS4You] allow teachers or students to prepare and share favorite RSS feeds.
 
== Technology ==
 
* See [[social software]]
 
== Links ==
 
* IBM Social Computing Group, [http://www.research.ibm.com/SocialComputing/index.html HTML]. Several good papers online.
 
* [http://research.microsoft.com/scg/ Social Computing Group] at Microsoft Research
 
* [http://en.wikipedia.org/wiki/Social_computing Wikipedia Socialcomputing]
 
* "Our" Nicola Nova's [http://tecfa.unige.ch/pav/ Pasta & Vinegar Blog] (probably the best overall news resource on some areas of social and ubiquitous computing).
 
== References ==
* Anderson, T. (2005). Distance learning – social software's killer ap? ODLAA 2005 Conference. [http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf PDF]
 
* Anderson, T. (2005). Educational Social Overlay Networks. [http://terrya.edublogs.org/2005/11/28/hello-world/ HTML]
 
* Allen, C. 2004. Tracing the evolution of social software. [http://www.lifewithalacrity.com/2004/10/tracing_the_evo.html HTML], retrieved 18:37, 20 October 2006 (MEST). (This is a very good history)
 
* Dalsgaard, Christian (2006).Social software: E-learning beyond learning management systems, ''European Journal of Open, Distance and E-Learning. [http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm HTML]
 
* Mejinas Ulises (2006), Teaching Social Software with Social Software, ''Innovate'', 2(5) [http://www.innovateonline.info/index.php?view=article&id=260&action=article HTML] [http://www.innovateonline.info/print.php?id=260&view=pdf PDF] (open access with a login).
 
* Mejias, U. A. 2005. A nomad's guide to learning and social software. The Knowledge Tree 7. [http://www.flexiblelearning.net.au/knowledgetree/edition07/html/la_mejias.html HTML]
 
* Nagele, Chris, Social Networks Report, Wilbit, [http://www.wildbit.com/wildbit-sn-report.pdf PDF], retrieved 19:08, 14 September 2006 (MEST).
 
* Roush, Wade, (2005), Social Machines - Computing means connecting. Technology Review, MIT. [http://www.technologyreview.com/read_article.aspx?ch=infotech&sc=&id=14664&pg=1 HTML]
 
* Suter, V., B. Alexander, and P. Kaplan. 2005. Social software and the future of conferences—Right now. EDUCAUSE Review 40 (1): 46–59. [http://www.educause.edu/er/erm05/erm0513.asp?bhcp=1 HTML]
 
* Vuorikari, Riina (2005), Social networking software and e-portfolios foster digitallearning networks, Special Insight Reports, European Schoolnet. [http://insight.eun.org/ww/en/pub/insight/misc/specialreports/digital_knowledge_artefacts.htm HTML]
 
* Vuorikari, Riina (2005), Innovation Brief: Can personal digital knowledge artefact's managment and social networks enhance learning ? [http://www.eun.org/insight-pdf/special_reports/social_networks_learning_vuorikari_9_2005_insight.pdf PDF]
 
[[Category: Technologies]]
[[Category: Educational technologies]]
[[Category: Social computing]]

Latest revision as of 10:09, 26 April 2007

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