Reminders to all the student groups:
1. Be ready for your global issue reporting. Make sure you explain what the issue is all about. You have the option to provide a history or data/statistics of the gravity of this problem. Provide reliable web sources. Provide objective insights and different sides of the issue.
2. English is the language for the presentation.
3. Discuss how the social media is used positively or negatively in addressing the problems. Note that social media may be viewed as it has made impact in the past, or how it is able to influence people at present or how it can be used to solve the problem.
4. Everyone should be in a smart casual attire. No shorts, no rubber shoes, no collarless shirts.
5. Confine your presentations to at most 15 minutes. Good luck.
Thursday, July 28, 2011
Monday, July 25, 2011
JULY 25 & JULY 26 ANNOUNCEMENT
SOC-MED STUDENTS, attendance is REQUIRED on these dates. Please use the time wisely for this session to discuss and finalize your class collaboration project.
SOC-MED LEADERS please meet your respective groups this July 25 & 26, use the class time and finalize the plans and arrangement for your Final Collaboration Project.
To Kevin of S21, Omar of S13 and Jerald of S14--- Please submit by the end of the day the arrangements agreed in class. Include the ff
1. Group task delegation
2. Cost allocation (if there are any)
3. Flow of activities
4. Agreed dates
5. Contingency measures or policies esp if there will be people who will be absent.
Thank you very much.
SOC-MED LEADERS please meet your respective groups this July 25 & 26, use the class time and finalize the plans and arrangement for your Final Collaboration Project.
To Kevin of S21, Omar of S13 and Jerald of S14--- Please submit by the end of the day the arrangements agreed in class. Include the ff
1. Group task delegation
2. Cost allocation (if there are any)
3. Flow of activities
4. Agreed dates
5. Contingency measures or policies esp if there will be people who will be absent.
Thank you very much.
Monday, July 11, 2011
SOC-MED GLE2011 SHORT VIDEO
Learning comes in different forms. It has its innate simplicity. But it may also include the multitudes of sophistication from savoir-faire things to deep, mental discernment. And so learning can be expressed in various forms. Thanks to new media that video has become an accessible medium and tool of communication of our new century learners.
So we created the “Great Learning Experience” Project. And what a better way to extrude creativity but through a limited 120seconds video. While we can say hello in less than 60seconds and tell a product idea in about 180seconds, why not broadcast a great learning story in 120seconds!
**The GLE2011 project is a deliberate attempt to challenge learners to tell or retell their wonderful learning experiences and stories in two minutes or less.
The GLE project is soliciting stories, experiences, opinions and ideas on what learning is, how a learner learns and what is a good learning experience captured in at the most, two-minute video. The learning experience may have taken place in a formal surrounding of the university or any informal setting including digital environment and social spaces.
The GLE Project encourages submission from individual students and/or group of learners.
Some Mechanics:
1. The 2-minute GLE video must be registered and licensed under the Creative Commons Attribution Usage. - http://creativecommons.org/
2. The 2-minute GLE video is to be uploaded in Youtube with the tags: GLE2011, DLSU or UW, and the branch such as Manila, Trollhattan, Lipa, Bacolod, Iligan or Misamis. The GLE video will have to use English as the communication language. Include the tag #SOCMED.
2. Participants may submit a video individually or collectively done, independently or under the auspices of their class teacher or facilitator, with the intention of participating in this study.
3. All entries must have a description or explanation to have a clearer communication of what the video is all about. Post the description and Youtube link in this page, http://beyonddclassroomwalls.wordpress.com/gle2011-entries/ .
So we created the “Great Learning Experience” Project. And what a better way to extrude creativity but through a limited 120seconds video. While we can say hello in less than 60seconds and tell a product idea in about 180seconds, why not broadcast a great learning story in 120seconds!
**The GLE2011 project is a deliberate attempt to challenge learners to tell or retell their wonderful learning experiences and stories in two minutes or less.
The GLE project is soliciting stories, experiences, opinions and ideas on what learning is, how a learner learns and what is a good learning experience captured in at the most, two-minute video. The learning experience may have taken place in a formal surrounding of the university or any informal setting including digital environment and social spaces.
The GLE Project encourages submission from individual students and/or group of learners.
Some Mechanics:
1. The 2-minute GLE video must be registered and licensed under the Creative Commons Attribution Usage. - http://creativecommons.org/
2. The 2-minute GLE video is to be uploaded in Youtube with the tags: GLE2011, DLSU or UW, and the branch such as Manila, Trollhattan, Lipa, Bacolod, Iligan or Misamis. The GLE video will have to use English as the communication language. Include the tag #SOCMED.
2. Participants may submit a video individually or collectively done, independently or under the auspices of their class teacher or facilitator, with the intention of participating in this study.
3. All entries must have a description or explanation to have a clearer communication of what the video is all about. Post the description and Youtube link in this page, http://beyonddclassroomwalls.wordpress.com/gle2011-entries/ .
Wednesday, July 6, 2011
#SOCMED Reminders
1. July 14 and July 15 classes are called off. Use this time to make your online collaborative meetings. Make a summary report of the objectives and outcomes in your group blog.
2. Post your group blog links in this post. Indicate your group name, group members' name and then the link to your blog.
3. All class projects must be performed or done by Aug. 15. On Aug 15, the leader must submit a printed accomplishment report, task distribution by group, names of members who participated (thru the group leader) and a group reflection on the project that was done.
4. All plan documents for the class project must be shared with the group leaders and the class advisers.
PLS consider your class project seriously and work in constructive collaboration.
Thank you.
2. Post your group blog links in this post. Indicate your group name, group members' name and then the link to your blog.
3. All class projects must be performed or done by Aug. 15. On Aug 15, the leader must submit a printed accomplishment report, task distribution by group, names of members who participated (thru the group leader) and a group reflection on the project that was done.
4. All plan documents for the class project must be shared with the group leaders and the class advisers.
PLS consider your class project seriously and work in constructive collaboration.
Thank you.
#SOCMED Class Readings
For this weekend, please find time to read any of the ff. posts and give your insights and reactions in this blog together with your name, section and selected article on or before July 13.
1. The Insidious Evils of 'Like' Culture by Neil Strauss
http://online.wsj.com/article/SB10001424052702304584004576415940086842866.html?mod=wsj_share_twitterhttp://www.blogger.com/img/blank.gifhttp://www.blogger.com/img/blank.gif
http://www.blogger.com/img/blank.gif
2. Anatomy of a PLE by Steve Wheeler
http://steve-wheeler.blogspot.com/2010/07/anatomy-of-ple.html
3. Is the Internet an extension of human memory? by Thomas Davis
http://thomasdavis.github.com/2011/07/05/is-the-internet-an-extension-of-human-memory.html
4. U.N. Report Declares Internet Access a Human Right
http://www.wired.com/threatlevel/2011/06/internet-a-human-right/
1. The Insidious Evils of 'Like' Culture by Neil Strauss
http://online.wsj.com/article/SB10001424052702304584004576415940086842866.html?mod=wsj_share_twitterhttp://www.blogger.com/img/blank.gifhttp://www.blogger.com/img/blank.gif
http://www.blogger.com/img/blank.gif
2. Anatomy of a PLE by Steve Wheeler
http://steve-wheeler.blogspot.com/2010/07/anatomy-of-ple.html
3. Is the Internet an extension of human memory? by Thomas Davis
http://thomasdavis.github.com/2011/07/05/is-the-internet-an-extension-of-human-memory.html
4. U.N. Report Declares Internet Access a Human Right
http://www.wired.com/threatlevel/2011/06/internet-a-human-right/
Sunday, June 26, 2011
Assignment for June 27 and June 28
All #Socmed groups are required to submit the ff on a bond paper:
1. Proposed tool and collaboration case scenario. Explain the context on how you intend to use the tool. Indicate who are the members participating and when you intend to have the meeting.
2. Make a short paragraph discussing your proposed global issue to be researched on. Provide some facts such as why it had become a global issue and cite instances how social media takes part in this global issue. Pls. provide the links to your reference, follow the APA format.
Thank you.
1. Proposed tool and collaboration case scenario. Explain the context on how you intend to use the tool. Indicate who are the members participating and when you intend to have the meeting.
2. Make a short paragraph discussing your proposed global issue to be researched on. Provide some facts such as why it had become a global issue and cite instances how social media takes part in this global issue. Pls. provide the links to your reference, follow the APA format.
Thank you.
Monday, June 20, 2011
CALLED OFF CLASSES ON JUNE 21, 2011
I would like to thank all the #Socmed students who attended the Lounge Lecture last Sat.
I would also like to request everyone to refer to the blog for the assignments for this week and for next week.
With the good number of attendance last Sat, the Soc-med S13 and S14 classes will be called off on Tues, June 21, 2011.
Soc-med S21 will have a class session on June 23.
Please be guided with the tasks and activities through the blog. Thank you.
I would also like to request everyone to refer to the blog for the assignments for this week and for next week.
With the good number of attendance last Sat, the Soc-med S13 and S14 classes will be called off on Tues, June 21, 2011.
Soc-med S21 will have a class session on June 23.
Please be guided with the tasks and activities through the blog. Thank you.
Friday, June 17, 2011
Creating a PLN/PLE
Dear students,
You are asked to make your own PLN/PLE diagram and map your present social connections through a diagram based on the class discussions we had. Refer to the ff sites--
Atwell, G. (2007). The personal learning environments- the future of e-Learning? eLearning Papers vol. 2 no. 1 ISSN 1887-1542.
Communit-eLearning (2010) . Please PLEs me. Retrieved from http://sitchensis.wordpress.com/2010/09/15/please-ples-me
Siemens, G (2004). Connectivisim: A learning theory for the digital age. Retrieved from: http://www.elearnspace.org/Articles/connectivism.htm
Feel free to use any open access mindmap application.
Pls. indicate your complete name and section at the top of your diagram. Provide the link of your homework to this post.
This is due on June 22 for all Soc-med classes. Thank you.
You are asked to make your own PLN/PLE diagram and map your present social connections through a diagram based on the class discussions we had. Refer to the ff sites--
Atwell, G. (2007). The personal learning environments- the future of e-Learning? eLearning Papers vol. 2 no. 1 ISSN 1887-1542.
Communit-eLearning (2010) . Please PLEs me. Retrieved from http://sitchensis.wordpress.com/2010/09/15/please-ples-me
Siemens, G (2004). Connectivisim: A learning theory for the digital age. Retrieved from: http://www.elearnspace.org/Articles/connectivism.htm
Feel free to use any open access mindmap application.
Pls. indicate your complete name and section at the top of your diagram. Provide the link of your homework to this post.
This is due on June 22 for all Soc-med classes. Thank you.
Thursday, June 16, 2011
Lounge Lecture on June 18
All Soc-med students are enjoined to attend and participate in the Lounge Lecture on Community Disaster Preparedness. We have two distinguished scholars from Florida State University, Dr. Audrey Heffron-Casserleigh and Dr. Ralph Brower.
Details are found in this link -- http://mobilemartha.blogspot.com/2011/06/lounge-lecture-on-community.html
It will be on June 18, 2011, 8.30-11.10am at Andrew 903.
Those who are attending the lecture will get a class incentive if you also complete the reflection form that will be distributed during the session. Please do not forget to include your complete name and section.
-----------------------------------------
Happy, Happy #DLSU100 Years to all friends, colleagues and beautiful students! It's timely that the lunar eclipse also occurred on June 16, 2011. It's a beautiful sign of the transformational role of DLSU in our nation building and better change.
Let's also pray for all the Lasallian brothers in the Philippines!
Cheers to everyone! Have a safe, wonderful fun-filled day! God bless.. :))
Details are found in this link -- http://mobilemartha.blogspot.com/2011/06/lounge-lecture-on-community.html
It will be on June 18, 2011, 8.30-11.10am at Andrew 903.
Those who are attending the lecture will get a class incentive if you also complete the reflection form that will be distributed during the session. Please do not forget to include your complete name and section.
-----------------------------------------
Happy, Happy #DLSU100 Years to all friends, colleagues and beautiful students! It's timely that the lunar eclipse also occurred on June 16, 2011. It's a beautiful sign of the transformational role of DLSU in our nation building and better change.
Let's also pray for all the Lasallian brothers in the Philippines!
Cheers to everyone! Have a safe, wonderful fun-filled day! God bless.. :))
Social Media Syllabus for 1st Term SY 2011-2012
1.0 COURSE DESCRIPTION
Course Code : SOC-MED
Course Title : Social Media for Global Collaboration
Description : This term, the social media course explores the power, influence and impact of social media and ICT tools in our present information society can bring about meaningful and engaging collaboration. The course attempts to provide a wider periphery vision of the application of social media and ICT transforming the way people act and respond to many changes happening in the environment particularly on the idea of collaboration.
Credit Units : 3
Pre-requisite : Pls check your flowchart
Co-requisite : None
Department : Information Technology
Course Adviser : Ms. Mavic Pineda – mavic.pineda@delasalle.ph
Twitter: queenandroid, #socmed
SOCCOMP Blog : http://ideasonsocialcomputing.blogspot.com
Liberty : Use of laptop and Bluetooth enabled mobile phones together with the web is a privilege during group dynamics and experiments that may be held/performed in the classroom.
2.0 COURSE OBJECTIVES
The course intends to introduce social computing and push the students to migrate from being online consumers to idea producers or designers of social network software through:
a. learn about the different contexts of collaboration;
b. learn contemporary theories that support collaboration;
c. research on dynamic collaboration case studies and reflect on these;
d. develop and design a mobile or web-based intercultural collaborationl tool;
e. and finally, construct some ideas how to promote a collaborative, sharing web culture and mature online social environment inspired by Christian values .
3.0 COURSE TOPICS
1. Introduction
Orientation of what the direction and vision of the course
Definition and forms of collaboration
Formation of teams/groups
2. PROJECT orientation
Venture: Examples of collaboration with relevant outcomes done outside the class boundaries
3. What is a networked society? What is an information society?
4. Social structure and digital culture
**Special topic: Interculturalism
Venture: Special assignment on interculturalism
5. Review of the different Web 2.0 and other ICT-based collaboration tools
Activity: Group reporting
6. Trends and new web (3.0) collaboration tools
Venture: Group reporting
7. Informal and social learning
Personal learning envrionments/networks (PLN/PLE) and Connectivism theories
Venture: Creation of individual PLN
8. Diversity and interculturalism
The wisdom of the crowds
Venture: Research of an interculturalism and/or diversity case and group reflection on it
9. **Situated learning, collective learning and connected practice
10. Project proposals’ presentations
Special topic: Gapminder
11. Global issues/crises affected
Venture: Group investigation and discussion of a pertinent global issue and how social media may influence or have made an impact to this
12. Project presentations
13. Project presentations
14. Course feedback and assessment
Strengths and weaknesses of the course
*Online meetings
**Topic nos. correspond to week nos.
3. 0 LEARNING STRATEGIES
1. Activity as major course work;
2. Use of short video and/or wikis and/or blogs and relationship simulation tool for presentations;
3. Interactive discussions, insight sharing, research & heavy reading assignments;
4. Participation in a blogs, twitter and online meetings;
5. Development of a well-thought web-based or mobile intercultural collaboration application/solution/tool
6. 0 RATING SYSTEM
Group &individual ventures including seminar attendance (10% each) - 50%
Class Activities – participation in group interactions, insight sharing, online discussions - 10%
Final Project (20% design, collaboration effort 15%, 5% milestones) - 40%
TOTAL 100%
REFERENCES:
Cottle, S. (2009). Global Crisis Reporting. New York: McGraw Hill.
Call No: P 96 S63 C66 2009.
**Dijk, J. v. (2006). The Network Society. London: Sage Publications.
Call No: P 96 T42 D5513 2006
Duck, S. (2007). Human Relationships. London: Sage Publications.
Call No: HM 132 D8 2007
CLASS READINGS :
Atwell, G. (2007). The personal learning environments- the future of e-Learning? eLearning Papers vol. 2 no. 1 ISSN 1887-1542.
Communit-eLearning (2010) . Please PLEs me. Retrieved from http://sitchensis.wordpress.com/2010/09/15/please-ples-me
O’Reilly, Tim. (Sep 30, 2005). What is Web 2.0? O’Reilly Behind the Cover. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
Siemens, G (2004). Connectivisim: A learning theory for the digital age. Retrieved from: http://www.elearnspace.org/Articles/connectivism.htm
Spante, M. (2009). Connected practice: the dynamics of social interaction in shared virtual environments, 35-63. Gothenburg: Chalmers University of Technology. ISBN: 978-91-7385-262-3
Surowiecki, J. (2005) The wisdom of the crowds. The wisdom of crowds, 1, 3-31. New York: Anchor Books. ISBN 0-385-72170-6
Surowiecki, J. (2005) The wisdom of the crowds. Science: collaboration, competition, and reputation, 8, 158-168. New York: Anchor Books.
Wenger, W. (2006). Communities of practice a brief introduction. Retrieved from http://www.ewenger.com/theory/
*other reading materials to follow.
**Main course references
Prepared by MVP/may 2011 (Trollhattan.SE)
Course Code : SOC-MED
Course Title : Social Media for Global Collaboration
Description : This term, the social media course explores the power, influence and impact of social media and ICT tools in our present information society can bring about meaningful and engaging collaboration. The course attempts to provide a wider periphery vision of the application of social media and ICT transforming the way people act and respond to many changes happening in the environment particularly on the idea of collaboration.
Credit Units : 3
Pre-requisite : Pls check your flowchart
Co-requisite : None
Department : Information Technology
Course Adviser : Ms. Mavic Pineda – mavic.pineda@delasalle.ph
Twitter: queenandroid, #socmed
SOCCOMP Blog : http://ideasonsocialcomputing.blogspot.com
Liberty : Use of laptop and Bluetooth enabled mobile phones together with the web is a privilege during group dynamics and experiments that may be held/performed in the classroom.
2.0 COURSE OBJECTIVES
The course intends to introduce social computing and push the students to migrate from being online consumers to idea producers or designers of social network software through:
a. learn about the different contexts of collaboration;
b. learn contemporary theories that support collaboration;
c. research on dynamic collaboration case studies and reflect on these;
d. develop and design a mobile or web-based intercultural collaborationl tool;
e. and finally, construct some ideas how to promote a collaborative, sharing web culture and mature online social environment inspired by Christian values .
3.0 COURSE TOPICS
1. Introduction
Orientation of what the direction and vision of the course
Definition and forms of collaboration
Formation of teams/groups
2. PROJECT orientation
Venture: Examples of collaboration with relevant outcomes done outside the class boundaries
3. What is a networked society? What is an information society?
4. Social structure and digital culture
**Special topic: Interculturalism
Venture: Special assignment on interculturalism
5. Review of the different Web 2.0 and other ICT-based collaboration tools
Activity: Group reporting
6. Trends and new web (3.0) collaboration tools
Venture: Group reporting
7. Informal and social learning
Personal learning envrionments/networks (PLN/PLE) and Connectivism theories
Venture: Creation of individual PLN
8. Diversity and interculturalism
The wisdom of the crowds
Venture: Research of an interculturalism and/or diversity case and group reflection on it
9. **Situated learning, collective learning and connected practice
10. Project proposals’ presentations
Special topic: Gapminder
11. Global issues/crises affected
Venture: Group investigation and discussion of a pertinent global issue and how social media may influence or have made an impact to this
12. Project presentations
13. Project presentations
14. Course feedback and assessment
Strengths and weaknesses of the course
*Online meetings
**Topic nos. correspond to week nos.
3. 0 LEARNING STRATEGIES
1. Activity as major course work;
2. Use of short video and/or wikis and/or blogs and relationship simulation tool for presentations;
3. Interactive discussions, insight sharing, research & heavy reading assignments;
4. Participation in a blogs, twitter and online meetings;
5. Development of a well-thought web-based or mobile intercultural collaboration application/solution/tool
6. 0 RATING SYSTEM
Group &individual ventures including seminar attendance (10% each) - 50%
Class Activities – participation in group interactions, insight sharing, online discussions - 10%
Final Project (20% design, collaboration effort 15%, 5% milestones) - 40%
TOTAL 100%
REFERENCES:
Cottle, S. (2009). Global Crisis Reporting. New York: McGraw Hill.
Call No: P 96 S63 C66 2009.
**Dijk, J. v. (2006). The Network Society. London: Sage Publications.
Call No: P 96 T42 D5513 2006
Duck, S. (2007). Human Relationships. London: Sage Publications.
Call No: HM 132 D8 2007
CLASS READINGS :
Atwell, G. (2007). The personal learning environments- the future of e-Learning? eLearning Papers vol. 2 no. 1 ISSN 1887-1542.
Communit-eLearning (2010) . Please PLEs me. Retrieved from http://sitchensis.wordpress.com/2010/09/15/please-ples-me
O’Reilly, Tim. (Sep 30, 2005). What is Web 2.0? O’Reilly Behind the Cover. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
Siemens, G (2004). Connectivisim: A learning theory for the digital age. Retrieved from: http://www.elearnspace.org/Articles/connectivism.htm
Spante, M. (2009). Connected practice: the dynamics of social interaction in shared virtual environments, 35-63. Gothenburg: Chalmers University of Technology. ISBN: 978-91-7385-262-3
Surowiecki, J. (2005) The wisdom of the crowds. The wisdom of crowds, 1, 3-31. New York: Anchor Books. ISBN 0-385-72170-6
Surowiecki, J. (2005) The wisdom of the crowds. Science: collaboration, competition, and reputation, 8, 158-168. New York: Anchor Books.
Wenger, W. (2006). Communities of practice a brief introduction. Retrieved from http://www.ewenger.com/theory/
*other reading materials to follow.
**Main course references
Prepared by MVP/may 2011 (Trollhattan.SE)
Monday, April 4, 2011
Final Requirement this 3rd term SY 2010-2011
Six Degrees of Separation is an old theory, studied and developed by Stanley Milgram. It basically anchors on the idea that an individual is just 5-6 persons (at an average) or inermediaries away from another individual who is connected or has connections to her or him.
The study groups will have to mimic this experiment. Given the lessons on social network theory by Charles Kadusin, the study groups will have to implement the experiment using the egocentric or socio-centric network system. The assumption is that the chances of achieving six degrees of separation may be convenient. But it does not conclude that there is an automatic connection. The intention of the experiment is to determine the types of connections and the number of ways the connections are established.
The experiment will require an approach proposal from the SGs. The approach may be picking random names in the university; centralizing the link to a popular personality like Mr. Rene Molano; tracing a family relative; finding a missing student, etc. The test will have to be done 3 times to determine whether the theory works or not. The SGs have one week to do the experiment. A video recording of the experiment is the next major requirement.
The experiment activities will have to be presented in video form, uploaded in Youtube by Apr. 13, 11am. Video output should not exceed 5minutes. Group leaders will have to post the Youtube link in this blog entry.
Web References:
Small World Experiment - http://en.wikipedia.org/wiki/Small_world_phenomenon
Six degrees of Kevin Bacon - http://en.wikipedia.org/wiki/Six_Degrees_of_Kevin_Bacon
Six Degrees of Separation - http://www.sixdegrees.elysion.cz/english/small.php
What is six degrees of separation - http://whatis.techtarget.com/definition/0,,sid9_gci932596_top1,00.html
The study groups will have to mimic this experiment. Given the lessons on social network theory by Charles Kadusin, the study groups will have to implement the experiment using the egocentric or socio-centric network system. The assumption is that the chances of achieving six degrees of separation may be convenient. But it does not conclude that there is an automatic connection. The intention of the experiment is to determine the types of connections and the number of ways the connections are established.
The experiment will require an approach proposal from the SGs. The approach may be picking random names in the university; centralizing the link to a popular personality like Mr. Rene Molano; tracing a family relative; finding a missing student, etc. The test will have to be done 3 times to determine whether the theory works or not. The SGs have one week to do the experiment. A video recording of the experiment is the next major requirement.
The experiment activities will have to be presented in video form, uploaded in Youtube by Apr. 13, 11am. Video output should not exceed 5minutes. Group leaders will have to post the Youtube link in this blog entry.
Web References:
Small World Experiment - http://en.wikipedia.org/wiki/Small_world_phenomenon
Six degrees of Kevin Bacon - http://en.wikipedia.org/wiki/Six_Degrees_of_Kevin_Bacon
Six Degrees of Separation - http://www.sixdegrees.elysion.cz/english/small.php
What is six degrees of separation - http://whatis.techtarget.com/definition/0,,sid9_gci932596_top1,00.html
Tuesday, March 1, 2011
Avatars and online identities - March 2
Read the two articles below.
http://digitalis.nwp.org/resource/1949
Avatar and Identity
http://www.nickyee.com/daedalus/gateway_identity.html
As a group deliberate on the ff:
1. How do you define an avatar? Enumerate the consensus definition.
2. Does definition of what character or personality your avatar has would only be defined in the role-playing games? Explain your answers.
3. Do you want to be defined as an individual or entity virtually based on your avatar or online name? Why or why not.
4. Do you find any significance of having a purposeful avatar or online identity? 5. Does having multiple characters imply negative or positive impact to the person? Give at least two examples and explain your answers.
6. If you will be asked to make an avatar for yourself today as a Social Being in the #Socmed class, how will you draw your avatar? And what #onlinename will you use?
Assignment for Monday--
Use any web drawing tool/application to draw an avatar of yourself? Label/name your avatar. Explain the choice of your avatar.
Post this image and discussion of your avatar in your blog. Tweet and share your avatar as well.
http://digitalis.nwp.org/resource/1949
Avatar and Identity
http://www.nickyee.com/daedalus/gateway_identity.html
As a group deliberate on the ff:
1. How do you define an avatar? Enumerate the consensus definition.
2. Does definition of what character or personality your avatar has would only be defined in the role-playing games? Explain your answers.
3. Do you want to be defined as an individual or entity virtually based on your avatar or online name? Why or why not.
4. Do you find any significance of having a purposeful avatar or online identity? 5. Does having multiple characters imply negative or positive impact to the person? Give at least two examples and explain your answers.
6. If you will be asked to make an avatar for yourself today as a Social Being in the #Socmed class, how will you draw your avatar? And what #onlinename will you use?
Assignment for Monday--
Use any web drawing tool/application to draw an avatar of yourself? Label/name your avatar. Explain the choice of your avatar.
Post this image and discussion of your avatar in your blog. Tweet and share your avatar as well.
A Study on Social Conflicts & Difficulties in Social Networks
Have you ever experienced or felt at some point that you feel a strong drive to be always online in your social network and that you are compelled to know what is happening? Have you ever experienced looking forward to read on what your friends have to say online? And sometimes you get frustrated because what you are hoping is not happening.
In this experiment, we will explore personal and impersonal issues and difficulties taking place in the popular social networks we deal with, we cling to, we bum around in and where we spend about 30%-40% of our daily routine or time.
EXPERIMENT NO. 4: CONFLICTS/DIFFICULTY OF RELATIONSHIPS IN SOCIAL NETWORKS
This experiment is an adaptation of a prior study made by David Fono and Kate Raynes-Goldie about friendship and social norms in Livejournal. Refer to http://k4t3.org/publications/hyperfriendship.pdf
This experiment will require Soc-med student groups to look seriously on the social norms, friendships and friending, and other connections taking place in the present social networking sphere.
Objectives:
1.to determine the different types of friendships emanating at present (2010-2011), use of concept maps are encouraged;
2.to describe and give examples of these prevalent friendships (you may use the terminologies of Fono and Goldie if you wish);
3.to discuss and explain the personal satisfaction and gratification of having online social relationships;
4.to provide examples of familiar and evolving social norms taking place;
5.to use an exclusive interview of individuals working outside the academic environment as the primary source of data and testimonies;
6.to extract common disagreements, conflicts, problems that take place in the course of expanding/reducing friendships and connections;
7.to have a discourse of the causes of the difficulties of managing social relationships and the changes in social norms;
8.to make an in-depth group analysis of this study.
Choices of social networks for the study: Facebook, Twitter, Second Life, Tumblr, Blogger
Preliminary requirement:
Questionnaire draft, Feb. 28/March 2
Final questionnaire, Mar. 7
Subjects for the study/experiment, Mar. 7
Mechanics:
1.Find two persons that will serve as the subject and source of information for the experiment. Study groups should assure the subjects that strict confidentiality will be observed to protect the interests of the subjects.
2.The subjects to be selected should come from any of the following work environments --- outsourcing company or contact center, professional overseas Filipino workers, IT consulting company, media and advertising.
3.Arrange a conducive time for a thorough and personal interview. Explain to your subject that the interview will be recorded on video and that it will be used for academic purposes only. The subjects will never be exposed without their consents.
4.Soc-med groups will have to prepare a confidentiality agreement which will be signed by all the members.
5.The interview should properly introduce the subjects as well as the members of the group as interviewers.
6.Soc-med groups should ensure that guide questions have been prepared in advance. Soc-med groups may also bring some example pages of the social network for clarity of discussion and better understanding of the topic.
7.Make an in-depth analysis of the social norms and friendships as expressed by the subjects through the conversations.
Note: No oral report will be required. The paper should be able to stand by itself as if conferring to the reader. The paper should provide the reader a set of concrete example of friendships taking place, social norms evolving, conflicts/problems encountered by the subjects as subscribers of the social network.
Due Date of the Paper and the Interview: March 14, 2011. All submissions will include a stapled report with cover page and the CD containing the document and the interview. The paper and the CD are to be placed in a short plastic envelope, labeled with the names of the members and the section and the date of submission.
Submit the experiment to Ms. Hazel on or before March 14, not later than 3pm.
This experiment is worth 15% of the final grade.
In this experiment, we will explore personal and impersonal issues and difficulties taking place in the popular social networks we deal with, we cling to, we bum around in and where we spend about 30%-40% of our daily routine or time.
EXPERIMENT NO. 4: CONFLICTS/DIFFICULTY OF RELATIONSHIPS IN SOCIAL NETWORKS
This experiment is an adaptation of a prior study made by David Fono and Kate Raynes-Goldie about friendship and social norms in Livejournal. Refer to http://k4t3.org/publications/hyperfriendship.pdf
This experiment will require Soc-med student groups to look seriously on the social norms, friendships and friending, and other connections taking place in the present social networking sphere.
Objectives:
1.to determine the different types of friendships emanating at present (2010-2011), use of concept maps are encouraged;
2.to describe and give examples of these prevalent friendships (you may use the terminologies of Fono and Goldie if you wish);
3.to discuss and explain the personal satisfaction and gratification of having online social relationships;
4.to provide examples of familiar and evolving social norms taking place;
5.to use an exclusive interview of individuals working outside the academic environment as the primary source of data and testimonies;
6.to extract common disagreements, conflicts, problems that take place in the course of expanding/reducing friendships and connections;
7.to have a discourse of the causes of the difficulties of managing social relationships and the changes in social norms;
8.to make an in-depth group analysis of this study.
Choices of social networks for the study: Facebook, Twitter, Second Life, Tumblr, Blogger
Preliminary requirement:
Questionnaire draft, Feb. 28/March 2
Final questionnaire, Mar. 7
Subjects for the study/experiment, Mar. 7
Mechanics:
1.Find two persons that will serve as the subject and source of information for the experiment. Study groups should assure the subjects that strict confidentiality will be observed to protect the interests of the subjects.
2.The subjects to be selected should come from any of the following work environments --- outsourcing company or contact center, professional overseas Filipino workers, IT consulting company, media and advertising.
3.Arrange a conducive time for a thorough and personal interview. Explain to your subject that the interview will be recorded on video and that it will be used for academic purposes only. The subjects will never be exposed without their consents.
4.Soc-med groups will have to prepare a confidentiality agreement which will be signed by all the members.
5.The interview should properly introduce the subjects as well as the members of the group as interviewers.
6.Soc-med groups should ensure that guide questions have been prepared in advance. Soc-med groups may also bring some example pages of the social network for clarity of discussion and better understanding of the topic.
7.Make an in-depth analysis of the social norms and friendships as expressed by the subjects through the conversations.
Note: No oral report will be required. The paper should be able to stand by itself as if conferring to the reader. The paper should provide the reader a set of concrete example of friendships taking place, social norms evolving, conflicts/problems encountered by the subjects as subscribers of the social network.
Due Date of the Paper and the Interview: March 14, 2011. All submissions will include a stapled report with cover page and the CD containing the document and the interview. The paper and the CD are to be placed in a short plastic envelope, labeled with the names of the members and the section and the date of submission.
Submit the experiment to Ms. Hazel on or before March 14, not later than 3pm.
This experiment is worth 15% of the final grade.
SCHEDULE OF ADV CLASSES
Advanced sessions for March 14 & 16 will be held on Feb. 28 & March 2.
Incentives will be given to those who are attending the session. FYI.
Incentives will be given to those who are attending the session. FYI.
Soc-med Youtube Traffic Experiment
EXPERIMENT NO. 3: YOUTUBE TRAFFIC EXPERIMENT
The objective of this experiment is to determine the level of popularity, confidence and web host reliability of Youtube as a resource/multimedia facility.
On March 10-14 or March 7-11, all study groups will be conducting the Youtube Traffic Experiment. SGs have the option to approach the experiment
a. choose a specific schedule like 1:00-3:00pm for five consecutive days;
b.choose a weekend day let’s say March 12, 6:00am-4:00pm or 12:00nn-10pm.
for a total of ten (10) hours.
Every two hours, the group will watch the recent 20 videos uploaded in Youtube.
1.Analyze the videos uploaded in terms of Youtube category. Use tag cloud to measure the popularity of the category.
Reference to tag cloud:
http://manyeyes.alphaworks.ibm.com/manyeyes/page/Tag_Cloud.html
http://manyeyes.alphaworks.ibm.com/manyeyes/visualizations/89ade5ae18be22b20118beb016cb0109/comments/8d3e022cad9c11ddbb7a000255111976
Youtube categories are:
Music Entertainment People & Blogs Comedy Sports Education Autos Film HowTo News Pets Science Travel
2.What are the most commonly used tags? (You may also use tag cloud for this purpose.)
3.What’s the average length of the video uploaded?
4.What’s the average age of the video uploader?
5.Get the statistics of uploads by country.
6.Get the statistics of uploads by language.
7.Get the count of the videos that were blocked.
8.Explain the trending you have observed during this week.
9.Analyze the common content that were uploaded. Explain the motivation of this phenomenon. Will you be able to relate this to the 2008 lecture of Mike Wesch? Does the former phenomenon of people's personal experiences being shared still holds? Why or why not?
10.Other significant results.
Exclusion: videos that were blocked.
*This experiment was patterned after a huge concluded study of Kansas State Univ.
Presentation of Results: March 21, class time. Make sure the results are already uploaded in the blog.
Printed tally/worksheets sheets or the Excel file created, with annotations, in report form will be submitted to the class adviser.
The objective of this experiment is to determine the level of popularity, confidence and web host reliability of Youtube as a resource/multimedia facility.
On March 10-14 or March 7-11, all study groups will be conducting the Youtube Traffic Experiment. SGs have the option to approach the experiment
a. choose a specific schedule like 1:00-3:00pm for five consecutive days;
b.choose a weekend day let’s say March 12, 6:00am-4:00pm or 12:00nn-10pm.
for a total of ten (10) hours.
Every two hours, the group will watch the recent 20 videos uploaded in Youtube.
1.Analyze the videos uploaded in terms of Youtube category. Use tag cloud to measure the popularity of the category.
Reference to tag cloud:
http://manyeyes.alphaworks.ibm.com/manyeyes/page/Tag_Cloud.html
http://manyeyes.alphaworks.ibm.com/manyeyes/visualizations/89ade5ae18be22b20118beb016cb0109/comments/8d3e022cad9c11ddbb7a000255111976
Youtube categories are:
Music Entertainment People & Blogs Comedy Sports Education Autos Film HowTo News Pets Science Travel
2.What are the most commonly used tags? (You may also use tag cloud for this purpose.)
3.What’s the average length of the video uploaded?
4.What’s the average age of the video uploader?
5.Get the statistics of uploads by country.
6.Get the statistics of uploads by language.
7.Get the count of the videos that were blocked.
8.Explain the trending you have observed during this week.
9.Analyze the common content that were uploaded. Explain the motivation of this phenomenon. Will you be able to relate this to the 2008 lecture of Mike Wesch? Does the former phenomenon of people's personal experiences being shared still holds? Why or why not?
10.Other significant results.
Exclusion: videos that were blocked.
*This experiment was patterned after a huge concluded study of Kansas State Univ.
Presentation of Results: March 21, class time. Make sure the results are already uploaded in the blog.
Printed tally/worksheets sheets or the Excel file created, with annotations, in report form will be submitted to the class adviser.
Monday, February 7, 2011
On REPUTATIONS - Feb 7
First, be reminded of your VOST2011 submission. Read the instructions http://ideasonsocialcomputing.blogspot.com/2011/02/vost-2011-submission.html
Second, form your respective groups.
Consider the synonym of REPUTATION as acceptability, stature, credit, authority, prominence, rank, mark, respectability and others. Reputation is also a very important concept that tells about the identity of the person. (You may read the discussions of S. Duck on the topic of reputations.)
Consider your present interactions in Facebook. Discuss and brainstorm as a group as you discuss the following. Write your answers on a yellow paper.
1. Is there a positive and negative reputation in FB? How are these reflected in FB? Please cite at least 3 instances with corresponding examples. 6pts.)
2. Is reputation important to the members of your group? Get the count and consensus? What is the consensus? Why yes or why no? 2pts.
3. Do you think the Status function is a measure of reputation? Or does Status puts less value on the importance of Reputation as a positive concept in a social network?
4. Is reputation important to the members of the group? Would you give reputation the same value as privacy? Why or why not. Pls write the individual answers on the paper.
Leaders, please submit your papers when your group is finished on the discussion. Thank you.
Second, form your respective groups.
Consider the synonym of REPUTATION as acceptability, stature, credit, authority, prominence, rank, mark, respectability and others. Reputation is also a very important concept that tells about the identity of the person. (You may read the discussions of S. Duck on the topic of reputations.)
Consider your present interactions in Facebook. Discuss and brainstorm as a group as you discuss the following. Write your answers on a yellow paper.
1. Is there a positive and negative reputation in FB? How are these reflected in FB? Please cite at least 3 instances with corresponding examples. 6pts.)
2. Is reputation important to the members of your group? Get the count and consensus? What is the consensus? Why yes or why no? 2pts.
3. Do you think the Status function is a measure of reputation? Or does Status puts less value on the importance of Reputation as a positive concept in a social network?
4. Is reputation important to the members of the group? Would you give reputation the same value as privacy? Why or why not. Pls write the individual answers on the paper.
Leaders, please submit your papers when your group is finished on the discussion. Thank you.
Saturday, February 5, 2011
VOST 2011 SUBMISSION
Hello dear SOC-MED & HUCOMIN students!
Please don't forget to submit your video entry to YOUTUBE with the tags VOST2011 AND DLSU!
Ensure first to secure a Creative commons license before submission.
Please post your VOST2011 submission links here and add the hashtag #SOCMED or #HUCOMIN whichever applies & your section #S14 or #S15.
INVITE your friends to view and comment on your work as well. :-)
Try your best to make your submission between Feb. 6 12nn to Feb. 7 midnight, Manila time.
Your experiment grade will be forfeited if your fail to submit an entry!
Thank you.
Thursday, January 20, 2011
Recommended Readings for the Weekend
Dear Soc-Med and Hucomin Students,
Here are some readings that are worth of your time this weekend. Feel free to drop a comment here and share your insights IN ANY of the readings.
1. Benjamin Franklin and Deliberate Practice by Shawn Callahan - http://www.anecdote.com.au/archives/2010/08/benjamin-frankl.html
2. The Internet Makes it More Likely You Will Be Social, Not Less by Matthew Ingram - http://gigaom.com/2011/01/18/pew-research-internet-social/
3. Five Emotions Invented by the Internet by Leigh Alexander - http://thoughtcatalog.com/2011/five-emotions-invented-by-the-internet/
Have a good weekend! :-)
Here are some readings that are worth of your time this weekend. Feel free to drop a comment here and share your insights IN ANY of the readings.
1. Benjamin Franklin and Deliberate Practice by Shawn Callahan - http://www.anecdote.com.au/archives/2010/08/benjamin-frankl.html
2. The Internet Makes it More Likely You Will Be Social, Not Less by Matthew Ingram - http://gigaom.com/2011/01/18/pew-research-internet-social/
3. Five Emotions Invented by the Internet by Leigh Alexander - http://thoughtcatalog.com/2011/five-emotions-invented-by-the-internet/
Have a good weekend! :-)
Feb 2 and March 2 as "GREEN DAYS"
As a way to reduce carbon footprint emission, everyone is encouraged to observe Feb. 2 and March 2, 2011 as "GREEN DAYS". This means we strive NOT to include pork or beef in any of our meals on these days. Thank you for your support.
Wednesday, January 19, 2011
Tweeting at least twice a week
As an extension of the online discussions of the Soc-med classes, everyone is asked to tweet at least twice a week. Use the #socmed hashtag please.
There will be instances everyone will be required to tweet on a particular topic. The topic will be tweeted by @queenandroid. This will be announced in the coming days. Watch out for it!
Happy tweeting! ;-)
There will be instances everyone will be required to tweet on a particular topic. The topic will be tweeted by @queenandroid. This will be announced in the coming days. Watch out for it!
Happy tweeting! ;-)
Blogging, Reading and Sharing
Soc-med students this term are asked to create their blogs in Blogger or Wordpress. This aims to encourage articulation of ideas, opinion and even past experiences through writing with the blog as a powerful social media.
First posting topic: Share a memorable childhood experience or experiences. When, where and how did this happen? What made it memorable?
Given the opportunity, would you share or allow this incident be experienced by another person? Who would be this person? Why would you want to impart such experience?
Make the post by Jan. 22. Share this with your groupmates and ask them to comment.
Group Leaders-- please post here the links to your group members' blogs, include the given and family names. Thanks.
First posting topic: Share a memorable childhood experience or experiences. When, where and how did this happen? What made it memorable?
Given the opportunity, would you share or allow this incident be experienced by another person? Who would be this person? Why would you want to impart such experience?
Make the post by Jan. 22. Share this with your groupmates and ask them to comment.
Group Leaders-- please post here the links to your group members' blogs, include the given and family names. Thanks.
Thursday, January 13, 2011
SOC-MED Syllabus for 2011
COURSE SYLLABUS OF SOC-MED
1.0COURSE DESCRIPTION
Course Code: SOC-MED
Course Title: Social Computing and Impacts of Social Media
Description: Social computing is a growing field of study concerned on supporting, facilitating, understanding or even promoting various social behaviors and social relationships through the use of web, social software or other technologies. The course also teaches the basic make-up of social computing in terms of structure, media, technology and psychology as well as the power of social media that influences social relationships.
Credit Units: 3
Course Adviser email: mavic.pineda@delasalle.ph
Twitter: queenandroid, #socmed
Liberty : Use of laptop and Bluetooth enabled mobile phones together with the web is a privilege during group dynamics and experiments that may be held/performed in the classroom.
2.0COURSE OBJECTIVES
The course intends to introduce social computing and push the students to migrate from being online consumers to idea producers or designers of social network software through:
a. learning, analyzing the fundamental aspects and dynamics of social computing;
b. analyzing and critically reviewing various social computing and/or networking sites;
c. perform various online experiments to have a deeper understanding of social network impacts;
d. acquire the knowledge and understanding of how social computing works, make a critique and forecast the next level of social networks with supporting data and existing models;
e. design a prototype of a social network application based on some needs analysis, application of social network or group theories;
f. and finally, construct some ideas how to promote a constructive web culture and mature online social environment inspired by Christian values1.
3.0 COURSE TOPICS
1. Introduction
Social Structures and social relationships
2. Human Relationships
Everyday conduct & management of relationships
Attachment and emotions
Experiment no. 1: Collection of online conversations
3.-4. Relationship within other relationships: social networks
Influencing strangers, acquaintances and friends
Social circle and types of connections
Experiment no. 2: Test of credibility and reputation in Facebook
5.-6.0 Web 2.0++ technologies, social software & social media
Social software themes and attributes
Modes of Interaction: asynchronous, synchronous, mobile
Models & structures of relationships
Assignment on Relationship application research
Project orientation
6.Group presentations: Social computing tools/applications
Blogs, Wikis and Google Docs
Social Bookmarks and RSS
Youtube videos
Social Networks
*7. Management of relationship difficulty in social networks
Social Networks and Twitter
8.-9. Experiment 4: A case study of relationship difficulty
Discussion of the case study on Hyperfriendship
Technology and the boundaries of human relationships
*10. Digital Identities, Avatars and Profiles
What, how and why; group sharing
11. Group presentations: Six degrees of separation experiment
12.-13. Project Presentations
*Online meetings
**Topic nos. correspond to week nos.
4. 0 LEARNING STRATEGIES
1.Experiments as major course work;
2.Use of short video and/or wikis and/or blogs and relationship simulation tool for presentations;
3.Interactive discussions, insight sharing, research & heavy reading assignments;
4.Participation in a blogs, twitter and online meetings;
5.Development of a well-thought web-based or mobile social relationship application/solution.
5.0 RATING SYSTEM
Group Experiments/Work (10% each) - 50%
Class Activities – participation in group interactions, insight sharing, online discussions - 15%
Final Project (20% design and 10%convincing
presentation, 5% documentation) - 35%
TOTAL
100%
REFERENCES:
**Duck, S. (2007). Human Relationships. London: Sage Publications.
Call No: HM 132 D8 2007
Weber, M. (2002). Basic Concepts in Sociology. New York: Citadel Press.
Call No: HM 57 W313 2002
CLASS READINGS :
Kadushin, Charles. (Feb 17, 2004). Introduction to Social Network Theory. http://home.earthlink.net/~ckadushin/Texts/Basic%20Network%20Concepts.pdf
Morville, Peter. (Feb 21, 2002). Social Network Analysis. Semantic Studios. http://semanticstudios.com/publications/semantics/000006.php
O’Reilly, Tim. (Sep 30, 2005). What is Web 2.0? O’Reilly Behind the Cover. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
Rayner, Philip et al. (2004). Media Studies: The Essential Resource. Routledge Taylor and Francis Group. London.
Suler, John. (Aug 4, 2004). The Online Disinhibition Effect. The Psychology of Cyberspace. http://www-usr.rider.edu/~suler/psycyber/disinhibit.html
Suler, John (Jan 2007). The Psychology of Avatars and Graphical Space in Multimedia Chat Communities. The Psychology of Cyberspace. http://www-usr.rider.edu/~suler/psycyber/psyav.html
*other reading materials to follow.
**Main course references
Prepared by MVP/jan 2011
1.0COURSE DESCRIPTION
Course Code: SOC-MED
Course Title: Social Computing and Impacts of Social Media
Description: Social computing is a growing field of study concerned on supporting, facilitating, understanding or even promoting various social behaviors and social relationships through the use of web, social software or other technologies. The course also teaches the basic make-up of social computing in terms of structure, media, technology and psychology as well as the power of social media that influences social relationships.
Credit Units: 3
Course Adviser email: mavic.pineda@delasalle.ph
Twitter: queenandroid, #socmed
Liberty : Use of laptop and Bluetooth enabled mobile phones together with the web is a privilege during group dynamics and experiments that may be held/performed in the classroom.
2.0COURSE OBJECTIVES
The course intends to introduce social computing and push the students to migrate from being online consumers to idea producers or designers of social network software through:
a. learning, analyzing the fundamental aspects and dynamics of social computing;
b. analyzing and critically reviewing various social computing and/or networking sites;
c. perform various online experiments to have a deeper understanding of social network impacts;
d. acquire the knowledge and understanding of how social computing works, make a critique and forecast the next level of social networks with supporting data and existing models;
e. design a prototype of a social network application based on some needs analysis, application of social network or group theories;
f. and finally, construct some ideas how to promote a constructive web culture and mature online social environment inspired by Christian values1.
3.0 COURSE TOPICS
1. Introduction
Social Structures and social relationships
2. Human Relationships
Everyday conduct & management of relationships
Attachment and emotions
Experiment no. 1: Collection of online conversations
3.-4. Relationship within other relationships: social networks
Influencing strangers, acquaintances and friends
Social circle and types of connections
Experiment no. 2: Test of credibility and reputation in Facebook
5.-6.0 Web 2.0++ technologies, social software & social media
Social software themes and attributes
Modes of Interaction: asynchronous, synchronous, mobile
Models & structures of relationships
Assignment on Relationship application research
Project orientation
6.Group presentations: Social computing tools/applications
Blogs, Wikis and Google Docs
Social Bookmarks and RSS
Youtube videos
Social Networks
*7. Management of relationship difficulty in social networks
Social Networks and Twitter
8.-9. Experiment 4: A case study of relationship difficulty
Discussion of the case study on Hyperfriendship
Technology and the boundaries of human relationships
*10. Digital Identities, Avatars and Profiles
What, how and why; group sharing
11. Group presentations: Six degrees of separation experiment
12.-13. Project Presentations
*Online meetings
**Topic nos. correspond to week nos.
4. 0 LEARNING STRATEGIES
1.Experiments as major course work;
2.Use of short video and/or wikis and/or blogs and relationship simulation tool for presentations;
3.Interactive discussions, insight sharing, research & heavy reading assignments;
4.Participation in a blogs, twitter and online meetings;
5.Development of a well-thought web-based or mobile social relationship application/solution.
5.0 RATING SYSTEM
Group Experiments/Work (10% each) - 50%
Class Activities – participation in group interactions, insight sharing, online discussions - 15%
Final Project (20% design and 10%convincing
presentation, 5% documentation) - 35%
TOTAL
100%
REFERENCES:
**Duck, S. (2007). Human Relationships. London: Sage Publications.
Call No: HM 132 D8 2007
Weber, M. (2002). Basic Concepts in Sociology. New York: Citadel Press.
Call No: HM 57 W313 2002
CLASS READINGS :
Kadushin, Charles. (Feb 17, 2004). Introduction to Social Network Theory. http://home.earthlink.net/~ckadushin/Texts/Basic%20Network%20Concepts.pdf
Morville, Peter. (Feb 21, 2002). Social Network Analysis. Semantic Studios. http://semanticstudios.com/publications/semantics/000006.php
O’Reilly, Tim. (Sep 30, 2005). What is Web 2.0? O’Reilly Behind the Cover. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
Rayner, Philip et al. (2004). Media Studies: The Essential Resource. Routledge Taylor and Francis Group. London.
Suler, John. (Aug 4, 2004). The Online Disinhibition Effect. The Psychology of Cyberspace. http://www-usr.rider.edu/~suler/psycyber/disinhibit.html
Suler, John (Jan 2007). The Psychology of Avatars and Graphical Space in Multimedia Chat Communities. The Psychology of Cyberspace. http://www-usr.rider.edu/~suler/psycyber/psyav.html
*other reading materials to follow.
**Main course references
Prepared by MVP/jan 2011
Wednesday, January 5, 2011
Welcome 2011! Welcome Soc-med Classes!
Dear Soc-med students,
Let's welcome 2011 with great energies to learn, to explore and to build good relationships as we talk about social structures, social networks and social media. We have all the tools that can support us. It is a matter of matching these tools with the appropriate requirement.
This is to share with you a poem by Mervyn Peake. Have a good day! Cheers! :-)
The Vastest Things Are Those We May Not Learn
The vastest things are those we may not learn
We are not taught to die, nor to be born
Nor how to burn
With love.
How pitiful is our enforced return
To those small things we are the masters of.
http://www.mervynpeake.org/poet.html
Let's welcome 2011 with great energies to learn, to explore and to build good relationships as we talk about social structures, social networks and social media. We have all the tools that can support us. It is a matter of matching these tools with the appropriate requirement.
This is to share with you a poem by Mervyn Peake. Have a good day! Cheers! :-)
The Vastest Things Are Those We May Not Learn
The vastest things are those we may not learn
We are not taught to die, nor to be born
Nor how to burn
With love.
How pitiful is our enforced return
To those small things we are the masters of.
http://www.mervynpeake.org/poet.html
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