In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
The document discusses learners' perceptions of learning in open and networked environments. It finds that such learning is connected, as learners are connected through various tools and networks to people, resources, and each other. It is also disruptive, as the unstructured nature of open learning can be challenging to manage. Learners must self-organize, determining how to learn, what tools to use, and how to develop connections. The learning is emergent and unpredictable as interactions and activities grow rhizomatically. Learners are expected to create, share, and expand their knowledge in this complex, distributed, and chaotic environment.
The document discusses the future of online learning and personal learning networks/environments. It describes the growth of online learning since 1995 and tools that support it like learning management systems and social networks. It also discusses new technologies like mobile devices, multimedia, and 3D virtual worlds. The document advocates developing tools and systems to support immersive, dynamic learning rather than traditional classroom-based models. Personal learning environments are presented as a way to support lifelong learning through tools the learner controls, rather than institutionally-managed systems. The key aspects of personal learning environments and networks discussed are managing information, generating content, connecting with others, and recording achievements.
Elearn 20009 keynote Openness and the Taxonomy fo the ManyTerry Anderson
This document discusses empowering openness through groups, networks, and collectives. It defines groups as having conscious membership and organization, networks as fluid shared interest communities, and collectives as algorithmically aggregated activities. Groups are necessary for learning but not sufficient. Networks add diversity. Collectives allow discovery and validation of norms through aggregation and filtering of activities. The document advocates for more open, connected, and transparent learning through these structures using tools like personal learning environments and social applications.
Beyond LMS Keynote to Canada Moodlemoot 2009Terry Anderson
A familiar overview of groups networks and collectives with ideas for the role of LMS in this mix and implications for lifelong learning beyond the course.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
A talk I gave for the SOLAR research group. It covers issues in open scholarship, alt metrics & online identity. It was a bit of a catch-all talk, which I'll probably refine over the next few months.
This document discusses key concepts in open social learning in Spain including:
- Personal Learning Environments which allow for customizable, lifelong learning networks.
- Connectivism which views learning as connecting information sources and emphasizes currency of knowledge.
- Informal learning which occurs outside traditional educational contexts through experience.
- Open Educational Resources which provide universal, free access to educational content.
- Personal Learning Networks and use of social tools, aggregators, and apps to facilitate self-directed learning through connections with others.
The document discusses learning communities in the digital age. It defines three types of learning communities: 1) professional learning communities which are local, face-to-face groups for job-embedded learning; 2) personal learning networks which are individually chosen online connections; and 3) communities of practice which are committed, collective groups that provide deeper connections than personal networks or professional communities. The document emphasizes that a revolution in technology has transformed how people can connect, interact and collaborate as connected learners online and in safe digital spaces.
This document summarizes Liz Bennett's research on the impact of Web 2.0 technologies on pedagogy. She conducted semi-structured interviews with 16 early adopter lecturers who were experimenting with Web 2.0 tools like wikis, blogs, and social media in their teaching. While some saw potential for radical changes by challenging authority and valuing student expertise, others felt reined in by student and institutional expectations. Overall, Bennett finds that lecturers cautiously applied the technologies with an emphasis on duty of care and the important role of the educator, rather than being constrained by their own conservatism.
Social Media, Networked Learning & IdentityAlec Couros
This document summarizes a presentation by Dr. Alec Couros on social media and open education. The presentation discusses how open tools can transform research, teaching and service if academics build online presences. It also covers knowledge and learning, collaboration, openness, digital identities, and examples of educators leveraging networks. The conclusion suggests that 21st century learning requires rethinking traditional classrooms given new opportunities for anytime, anywhere learning.
This document discusses using online communities and social networking for professional development and enhancing teaching. It provides examples of how communities can be used for collaborative projects, emotional support, and sharing best practices. However, simply creating a social platform is not enough - communities need measurable goals, engaging activities, collaboration and sharing of results, and institutional support to be successful. Factors like active participation versus passive engagement affect the impact on student performance. Designing instructional sequences and the tools available also influence how students utilize personal learning networks.
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
1) Dr. Alec Couros presented on academic collaboration and learning in a networked age, discussing how Web 2.0 tools can transform research, teaching, and service if academics build serious online presences.
2) The document discusses openness in education, arguing knowledge should be free and distributed through communities of practice, and that education benefits from open source experiences.
3) Couros shares lessons learned from open teaching practices like open access courses and shared resources that immerse students in greater learning communities focused on connections over content.
Technological advances have enabled three generations of distance education pedagogies: 1) behaviorist/cognitive pedagogies emphasizing individual study, 2) constructivist pedagogies focusing on group learning, and 3) connectivist pedagogies based on network learning. Each generation is associated with different types of knowledge and technologies that both determine and are determined by the pedagogical approach. New technologies continue to enhance existing pedagogies while also enabling new forms of learning to emerge.
This document summarizes a pilot study on the construction of knowledge in personal learning environments from a constructivist perspective. The study examined a platform for communication and learning called Personal Working and Learning Environments (PWLE) that provides 25 tools for students. Data was collected through student interviews and teacher views to analyze social cognitive processes and different privacy levels in using the tools. Initial results and conclusions from the study suggest areas that could be improved in future research.
This document discusses the development of flexible personal learning environments using netbook computers to enhance learning in fieldwork spaces. It provides examples of how personal learning environments can extend learning beyond the classroom by allowing students to access resources, tools, and other learners anywhere and anytime through their mobile devices. The document advocates for a student-centered pedagogical approach where students have control over their own learning and can actively participate in educational activities both inside and outside of the classroom.
The document discusses how new social media and Web 2.0 technologies are impacting education by changing learner and teacher roles and requiring new digital literacies, and both positively enabling greater access to resources and participation, but also risking social exclusion for those without access or skills; it examines case studies of using technologies for social inclusion and combating exclusion; and promotes the open sharing of practices on the Cloudworks site to transfer knowledge and philosophies around open and accessible education for all.
This document discusses the potential of Web 2.0 technologies to support social inclusion in education. It outlines the changing landscape of technologies, learners, and pedagogies. While Web 2.0 offers opportunities like user-generated content and social networking, barriers remain like digital divides and differences in cultural acceptance of technologies. The document recommends strategies at the teacher, institutional, and national levels to help realize Web 2.0's potential for social inclusion in education.
This document outlines the schedule and content for Session Three of a collaboration and networking event. The session will cover social media values, networks, and platforms. It will also discuss collaboration tools in social networking contexts and the ethics of data collection. The schedule includes an activity where participants will discuss situations requiring networking and collaboration. There will also be discussions on social networking theory and a case study example before concluding with an open question lunch.
Introduction to Web 2.0 Tools-Multimedia Unit 2mrsbrown526
This document outlines a lesson plan for introducing students to various Web 2.0 tools over two weeks. Week 1 covers blogs, wikis, podcasts, social networking, social bookmarking, virtual worlds, and mobile technologies. Students are assigned a paper and project using a Web 2.0 tool of their choice. Week 2 focuses on completing the project, with checkpoints for posting topics, journal entries, and the final project deadline. Examples and educational uses of each tool are provided.
The document summarizes a project where students worked in groups online to analyze films and TV characters using leadership theories. It discusses why an online platform was chosen, compares different platform options and categorizes student activities on the module wiki according to Salmon's 5 stage model of e-moderation. It also presents examples of student reflections on their experiences working virtually in groups and the benefits and challenges of the online aspect of the project.
Talk held during the SolarStorm Learning Analytics Symposium. Organized by Simon Buckingham Shum.
The OUNL team will talk about work in progress from a SocialLearn research internship held by Bieke Schreurs. The Network Awareness Tool (NAT) was developed initially for rendering the normally invisible non-digital networks underpinning informal learning (in particular for teacher professional development). The work reported here describes how NAT was adapted to render social networks between informal learners in the OU’s SocialLearn platform, in which different social ties can be filtered in and out of the network visualization, and moreover, enriched with topics.
http://bit.ly/LearningAnalyticsOU
This document provides an overview of Web 1.0, Web 2.0, and Web 3.0 as well as how Google tools like Google Docs, Sites, Groups, and Earth can enhance engagement in courses. It discusses the benefits of collaboration using Google Apps and provides examples of how tools like Docs, Sites, and VoiceThread have been used. Real-world teaching examples and pros and cons of using Web 2.0 tools are also presented.
The document discusses using cloud computing and social software tools to enhance teaching and learning. It describes how these technologies can encourage student-faculty interaction, cooperation among students, and active learning. Examples of social software tools mentioned include Twitter, YouTube, Google Calendar, Diigo, blogs, and Netvibes. The document advocates building online communities using these tools to facilitate collaboration, feedback, and presentation of student work.
The document discusses the role of technology stewards in online learning communities. It describes how technology stewards select and configure technologies to support community needs and practices. This involves addressing tensions between togetherness and separateness, interacting and publishing, and individual and group needs. Technology stewards also help enable learners to discover useful technologies, participate in communities and networks, develop their identity, find and create content, and participate meaningfully.
How to lead your classroom and school into global collaboration as presented by Vicki Davis, cofounder of the award winning Flat Classroom projects which have connected more than 3000 students from over 20 countries in massive collaborations using wikis and video.
The document provides an overview of social networking tools for Web 2.0, including blogs, wikis, podcasts/vodcasts, notifications, tagging, and Twitter. It discusses features of these tools like allowing everyone to publish content and choose who they follow. Examples are given of open-source wikis and messaging applications that allow customizing conversations and profiles.
Alone Together: Patterns of collaboration in free and open source software de...James Howison
- James Howison defended his PhD dissertation titled "Alone Together: Patterns of Collaboration in Free and Open Source Software Development".
- The dissertation examined how successful free and open source software (FLOSS) projects are organized through participant observation of the BibDesk project and an archival study of the Fire and Gaim projects.
- Key findings included that most work was done individually in short, layered tasks that were spontaneously supported by others when needed. Complex work was often deferred until prerequisites made it easier.
Using social media to develop your own personal learning networkSue Beckingham
This document discusses using social media to develop a personal learning network (PLN). It defines social media as technologies that enable communication, collaboration, participation and sharing. A PLN is described as an ecology or habitat for fostering connections within a particular environment. The document outlines different levels of involvement in social media, from creators to spectators. It also maps various social media tools and activities to Bloom's revised digital taxonomy of cognitive skills. Developing a PLN is presented as a personal process of fitting together the right tools, information and people to support one's learning and professional development. Benefits discussed include increased access to learning and support through connections despite geographical distances.
This document provides an introduction to social bookmarking. It defines social bookmarking as saving bookmarks to a public website and tagging them with keywords. Benefits highlighted include cloud-based storage of bookmarked resources that are accessible from anywhere. Several free social bookmarking tools like Diigo, Delicious, and CiteULike are introduced. Best practices for implementing social bookmarking in the classroom are also explored.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
The document summarizes a pilot program at the University of Colorado Boulder using Google Apps for Education. It describes four case studies where Google Apps were used for collaborative site creation, discussion forums, sharing course materials and content, and creating an online course portal. It also compares the features and interfaces of Google+ and Google Groups for online discussions.
Slides from my presentation at the European Foundation for Quality in Elearning about how we create connections (thus the Velcro TM) for learning anytime, anywhere.
Slides from the 3rd International Seminar on Online Higher Education in Management, Santiago, Chile, October 2016. A 20 minute presentation intended to end in questions, the biggest of which being, in an age of plenty, with options for distributed content, distributed connections, distributed accreditation, and tools for personal sense making, whether there is a need for universities and other formal educational institutions any more. Unsurprisingly, the consensus among participants was a slightly equivocal 'yes'. However, thinking more deeply about the nature of those institutions, participants considered ways institutions can become network hubs with blurred boundaries, ways they might continue to preserve/transform culture, and ways they might focus more deeply on values, creativity, meaning, critical thinking, etc. Some great dialogues emerged.
Presentation for Hybrid Days, making the point that we are part of technologies rather than them being part of us, so our technologies (at least the softer and collective ones) are cyborgs.
Revealing the elephant in the online classroomjondron
Pedagogies as technologies, soft and hard technologies, benefits of soft technologies for learning (spoiler - the elephant is the teacher, not the technical process of teaching)
The document discusses questioning assumptions about the role of technology in education. It raises questions about whether pedagogy or technology should come first, and suggests something else may be needed. It explores themes of how crowds can teach, giving learners more control, and the structures and behaviors that shape learning. The document considers why institutions like schools and universities exist, and what defines a learning technology, arguing it is how phenomena are programmed for educational purposes. It advocates for assemblies of technology, policies and pedagogies that work together to support learning.
Presentation from JTEL WinterSchool in Innsbruck, 2010, taking as a starting point that soft technologies such as pedagogies, institutional rules, timetabling methods and so have to be considered as integral to assemblies of learning technologies. This perspective has many interesting consequences.
This document discusses replacing teachers with crowds and intelligent crowds. It covers topics like groups, networks and collectives; ten design principles for intelligent crowds including adaptability, stigmergy, evolvability, parcellation, and trust; contexts of use for technologies like social media sites; and issues with current platforms like limited interoperability, commercial monoliths, and trust models. The document advocates using various platforms together and references a book on control and constraint in e-learning.
This document discusses improving upon traditional folksonomies and tagging systems by making them richer and more multi-dimensional. It suggests moving beyond simple tags to implementing hierarchical tagging, tagging relationships between resources, allowing tags on tags ("tag tagging"), and tagged ratings. The document also briefly mentions issues like trust, privacy, and balancing top-down and bottom-up approaches when developing a richer folksonomic ecology to support learning.
Comparison Table of DiskWarrior Alternatives.pdfAndrey Yasko
To help you choose the best DiskWarrior alternative, we've compiled a comparison table summarizing the features, pros, cons, and pricing of six alternatives.
The Rise of Supernetwork Data Intensive ComputingLarry Smarr
Invited Remote Lecture to SC21
The International Conference for High Performance Computing, Networking, Storage, and Analysis
St. Louis, Missouri
November 18, 2021
Fluttercon 2024: Showing that you care about security - OpenSSF Scorecards fo...Chris Swan
Have you noticed the OpenSSF Scorecard badges on the official Dart and Flutter repos? It's Google's way of showing that they care about security. Practices such as pinning dependencies, branch protection, required reviews, continuous integration tests etc. are measured to provide a score and accompanying badge.
You can do the same for your projects, and this presentation will show you how, with an emphasis on the unique challenges that come up when working with Dart and Flutter.
The session will provide a walkthrough of the steps involved in securing a first repository, and then what it takes to repeat that process across an organization with multiple repos. It will also look at the ongoing maintenance involved once scorecards have been implemented, and how aspects of that maintenance can be better automated to minimize toil.
Transcript: Details of description part II: Describing images in practice - T...BookNet Canada
This presentation explores the practical application of image description techniques. Familiar guidelines will be demonstrated in practice, and descriptions will be developed “live”! If you have learned a lot about the theory of image description techniques but want to feel more confident putting them into practice, this is the presentation for you. There will be useful, actionable information for everyone, whether you are working with authors, colleagues, alone, or leveraging AI as a collaborator.
Link to presentation recording and slides: https://bnctechforum.ca/sessions/details-of-description-part-ii-describing-images-in-practice/
Presented by BookNet Canada on June 25, 2024, with support from the Department of Canadian Heritage.
UiPath Community Day Kraków: Devs4Devs ConferenceUiPathCommunity
We are honored to launch and host this event for our UiPath Polish Community, with the help of our partners - Proservartner!
We certainly hope we have managed to spike your interest in the subjects to be presented and the incredible networking opportunities at hand, too!
Check out our proposed agenda below 👇👇
08:30 ☕ Welcome coffee (30')
09:00 Opening note/ Intro to UiPath Community (10')
Cristina Vidu, Global Manager, Marketing Community @UiPath
Dawid Kot, Digital Transformation Lead @Proservartner
09:10 Cloud migration - Proservartner & DOVISTA case study (30')
Marcin Drozdowski, Automation CoE Manager @DOVISTA
Pawel Kamiński, RPA developer @DOVISTA
Mikolaj Zielinski, UiPath MVP, Senior Solutions Engineer @Proservartner
09:40 From bottlenecks to breakthroughs: Citizen Development in action (25')
Pawel Poplawski, Director, Improvement and Automation @McCormick & Company
Michał Cieślak, Senior Manager, Automation Programs @McCormick & Company
10:05 Next-level bots: API integration in UiPath Studio (30')
Mikolaj Zielinski, UiPath MVP, Senior Solutions Engineer @Proservartner
10:35 ☕ Coffee Break (15')
10:50 Document Understanding with my RPA Companion (45')
Ewa Gruszka, Enterprise Sales Specialist, AI & ML @UiPath
11:35 Power up your Robots: GenAI and GPT in REFramework (45')
Krzysztof Karaszewski, Global RPA Product Manager
12:20 🍕 Lunch Break (1hr)
13:20 From Concept to Quality: UiPath Test Suite for AI-powered Knowledge Bots (30')
Kamil Miśko, UiPath MVP, Senior RPA Developer @Zurich Insurance
13:50 Communications Mining - focus on AI capabilities (30')
Thomasz Wierzbicki, Business Analyst @Office Samurai
14:20 Polish MVP panel: Insights on MVP award achievements and career profiling
Advanced Techniques for Cyber Security Analysis and Anomaly DetectionBert Blevins
Cybersecurity is a major concern in today's connected digital world. Threats to organizations are constantly evolving and have the potential to compromise sensitive information, disrupt operations, and lead to significant financial losses. Traditional cybersecurity techniques often fall short against modern attackers. Therefore, advanced techniques for cyber security analysis and anomaly detection are essential for protecting digital assets. This blog explores these cutting-edge methods, providing a comprehensive overview of their application and importance.
TrustArc Webinar - 2024 Data Privacy Trends: A Mid-Year Check-InTrustArc
Six months into 2024, and it is clear the privacy ecosystem takes no days off!! Regulators continue to implement and enforce new regulations, businesses strive to meet requirements, and technology advances like AI have privacy professionals scratching their heads about managing risk.
What can we learn about the first six months of data privacy trends and events in 2024? How should this inform your privacy program management for the rest of the year?
Join TrustArc, Goodwin, and Snyk privacy experts as they discuss the changes we’ve seen in the first half of 2024 and gain insight into the concrete, actionable steps you can take to up-level your privacy program in the second half of the year.
This webinar will review:
- Key changes to privacy regulations in 2024
- Key themes in privacy and data governance in 2024
- How to maximize your privacy program in the second half of 2024
Paradigm Shifts in User Modeling: A Journey from Historical Foundations to Em...Erasmo Purificato
Slide of the tutorial entitled "Paradigm Shifts in User Modeling: A Journey from Historical Foundations to Emerging Trends" held at UMAP'24: 32nd ACM Conference on User Modeling, Adaptation and Personalization (July 1, 2024 | Cagliari, Italy)
RPA In Healthcare Benefits, Use Case, Trend And Challenges 2024.pptxSynapseIndia
Your comprehensive guide to RPA in healthcare for 2024. Explore the benefits, use cases, and emerging trends of robotic process automation. Understand the challenges and prepare for the future of healthcare automation
Measuring the Impact of Network Latency at TwitterScyllaDB
Widya Salim and Victor Ma will outline the causal impact analysis, framework, and key learnings used to quantify the impact of reducing Twitter's network latency.
論文紹介:A Systematic Survey of Prompt Engineering on Vision-Language Foundation ...Toru Tamaki
Jindong Gu, Zhen Han, Shuo Chen, Ahmad Beirami, Bailan He, Gengyuan Zhang, Ruotong Liao, Yao Qin, Volker Tresp, Philip Torr "A Systematic Survey of Prompt Engineering on Vision-Language Foundation Models" arXiv2023
https://arxiv.org/abs/2307.12980
YOUR RELIABLE WEB DESIGN & DEVELOPMENT TEAM — FOR LASTING SUCCESS
WPRiders is a web development company specialized in WordPress and WooCommerce websites and plugins for customers around the world. The company is headquartered in Bucharest, Romania, but our team members are located all over the world. Our customers are primarily from the US and Western Europe, but we have clients from Australia, Canada and other areas as well.
Some facts about WPRiders and why we are one of the best firms around:
More than 700 five-star reviews! You can check them here.
1500 WordPress projects delivered.
We respond 80% faster than other firms! Data provided by Freshdesk.
We’ve been in business since 2015.
We are located in 7 countries and have 22 team members.
With so many projects delivered, our team knows what works and what doesn’t when it comes to WordPress and WooCommerce.
Our team members are:
- highly experienced developers (employees & contractors with 5 -10+ years of experience),
- great designers with an eye for UX/UI with 10+ years of experience
- project managers with development background who speak both tech and non-tech
- QA specialists
- Conversion Rate Optimisation - CRO experts
They are all working together to provide you with the best possible service. We are passionate about WordPress, and we love creating custom solutions that help our clients achieve their goals.
At WPRiders, we are committed to building long-term relationships with our clients. We believe in accountability, in doing the right thing, as well as in transparency and open communication. You can read more about WPRiders on the About us page.
Are you interested in dipping your toes in the cloud native observability waters, but as an engineer you are not sure where to get started with tracing problems through your microservices and application landscapes on Kubernetes? Then this is the session for you, where we take you on your first steps in an active open-source project that offers a buffet of languages, challenges, and opportunities for getting started with telemetry data.
The project is called openTelemetry, but before diving into the specifics, we’ll start with de-mystifying key concepts and terms such as observability, telemetry, instrumentation, cardinality, percentile to lay a foundation. After understanding the nuts and bolts of observability and distributed traces, we’ll explore the openTelemetry community; its Special Interest Groups (SIGs), repositories, and how to become not only an end-user, but possibly a contributor.We will wrap up with an overview of the components in this project, such as the Collector, the OpenTelemetry protocol (OTLP), its APIs, and its SDKs.
Attendees will leave with an understanding of key observability concepts, become grounded in distributed tracing terminology, be aware of the components of openTelemetry, and know how to take their first steps to an open-source contribution!
Key Takeaways: Open source, vendor neutral instrumentation is an exciting new reality as the industry standardizes on openTelemetry for observability. OpenTelemetry is on a mission to enable effective observability by making high-quality, portable telemetry ubiquitous. The world of observability and monitoring today has a steep learning curve and in order to achieve ubiquity, the project would benefit from growing our contributor community.
7 Most Powerful Solar Storms in the History of Earth.pdfEnterprise Wired
Solar Storms (Geo Magnetic Storms) are the motion of accelerated charged particles in the solar environment with high velocities due to the coronal mass ejection (CME).
An invited talk given by Mark Billinghurst on Research Directions for Cross Reality Interfaces. This was given on July 2nd 2024 as part of the 2024 Summer School on Cross Reality in Hagenberg, Austria (July 1st - 7th)
1. Putting things in context:
designing social media for
education
Jon Dron (jond@athabascau.ca)
Terry Anderson (terrya@athabascau.ca)
George Siemens (gsiemens@athabascau.ca)
Athabasca University
12. Social networking is a
feature, not a
destination
Chris Anderson - http://thelongtail.com/the_long_tail/2007/09/social--
networki.html
13. programmes
research groups
social networks
working groups
classes meetings
multiple discontinuous
and overlapping social
and task contexts
courses
committees
study groups friends
interest areas
assignments projects
23. To do
• group facets
• better visual customisation
• real-time tools
• all views change to match
current context
24. thank you!
• Jon Dron
• Terry Anderson
• George Siemens
https://landing.athabascau.ca
Editor's Notes
\n
social software is a good idea for learning.\nContent •Sharing of found and created objects •Emergence of patterns, computer augmented and visible •Authenticity as education activity aligns with business and social activity\nConnection •Discovery of others with whom to learn •Leveraging networks that go beyond the formal classroom or workplace community •Serendipity as networks and sets interconnect •Sustainance of sociability with a positive association of social network use and\ntraditional forms of social contact (Hua Wang and Wellman, 2010)\nControl •Empowerment to be both a reader and a writer•Adaptability to varying needs due to flexible and mashable (soft) technologies\n•Communication •Collaborating in teams and groups •Engagement and motivation brought on by persistence, visibility to and interaction\nwith others\n
\n
groups are the traditional stuff of learning, that you join. they tend to have hierarchies, roles, purposes, beginnings and ends\n
\n
nets are formed through distinct individual connections between people (sometimes via things). they have no specific boundaries on the whole (or the boundary is a set or group)\n
\n
sets are about categories, things that are grouped together. In a set, we are not so much interested in who is in it, but in what interests them,\n
\n
\n
\n
\n
academia is typified by discontinuous social contexts\n
we present different facades to different people on different occasions\n
\n
\n
\n
\n
can use many tools (but complex to manage and sustain)\ncan mash things up a bit for a PLE (but still only one perspective)\ncan use filters - only show some things to some people (but same thing, filtered)\n
like a lot of overlapping PLEs BUT also represents you differently to different people\n
give control over the various pages of the profile\nmay use nets, set, groups - e.g. blog posts for a group/groups, things tagged for sets, things friends are doing for nets\n
yes, just like google circles\ncan be used to limit widgets/profile pages to specific people at a very fine grain, e.g. your closer friends, research partners, study group, whatever - no formal boundaries\n