Chaewon Kim

    For this week, I read the following three articles; Dennen, V. P. (2014).   Becoming a blogger: Trajectories, norms, and activities in a community of practice. Links to an external site.   Computers in Human Behavior, 36 , 350-358. doi:  http://dx.doi.org/10.1016/j.chb.2014.03.028 Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018).  Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups Links to an external site .  Teaching and Teacher Education, 75 , 302-315.  doi:https://doi.org/10.1016/j.tate.2018.07.008 Ma, S. Q., & Leung, L. (2018).  The impacts of personality traits, use intensity and features use of LinkedIn on bridging social capital Links to an external site. .  Applied Research in Quality of Life , 1-20.     I had my personal experiences to relate so much, to each of the articles. But here, I'd only like to share one sin...

* How do the characteristics of different workplaces affect the work styles of each individual or the extent of them being connected to one another? * Produsage is known to be more effective in learning and promoting oneself than lurking in the online environment. But some people are worried about their privacy issues regarding produsage. How do people determine which topics are okay to post online or not? Where does that judgment come from?  * What do we need to switch a fishbowl workspace into a switchboard workplace?

     I went through this week's discussion topics and here is what I thought about so far.     First of all, I think Web 2.0 helps people learn, although I'm still not sure about social media's educational affordance. Good examples can be found in coding/programming topics. There are so many welcoming communities in that area full of people eager to share their knowledge about how to code or debug. You can easily get an essential piece of information to get through an obstacle you bumped into while programming, which will be very hard if you only try to solve it with published knowledge, such as books. Also, I'd like to note that lurking is definitely an act of learning, although it does not directly contribute to the community.     Among the comments, Bobbi's comment reminded me of what I believed as a teacher. So, people say the younger generation is born with the Internet at the tip of their fingers, calling them 'digital natives'. Does that mean th...

     I read the chapter 'Networked Work' of the book 'Networked'. As suggested in the module, my reading reflection this week will be on the chapter.     So, I chose this chapter because I think a network is an important pattern we can easily find when we're dealing with knowledge. Social network analysis, epistemic network analysis, and bibliometric analysis (these three are the network analyses I learned about so far) are all associated with a networked pattern, which shows how each piece of literature/individual/utterance is connected to one another.     But the context for this chapter was slightly differentㅡ it was more about how communications have made business (to earn a profit) successful. It first introduces the history of companies investing a lot in ICT. Apparently, we all work with hardware such as smartphones, PCs, laptops, and tablets and software such as emails, messengers, social media, and cloud drives. As the author mentioned in the ...

* How do we define a learning experience in Web 2.0-based learning? Is communicating to share information also a learning experience? Is 'networking' a learning experience? * What is the difference between Stack. Overflow and Twitter/Facebook/Instagram? What makes the former more professional and educational? * What competencies are needed for good Web 2.0-based learning? Would it differ from what people would need to prepare for the advent of Web 4.0?

    So far, my discussion in this course  was about a comparison between a community and a network, the use of Twitter, and Generation C learning (for this one, I just lurked. Well, I did like some of my peers' comments.).       I had a chance to think about why we need a community when learning. Then I remembered my experience. When I was having trouble running my meta-analysis, I definitely needed to know more about R. So I went to Google, and pasted the error message I copied from R. There were other people struggling with similar messages in Stack. Overflow, where people exchange questions and answers. There, I could get a hint that it may be due to an uninstalled package about font styles. Still, that wasn't enough to solve the problem. So I had to figure out how to draw a forest plot in other software, not R. I could find a blog post about how to draw a forest plot on Excel, which included a link to a 6-minute-long Youtube video.    ...

     I used to be a public elementary school teacher. What students should learn was already documented in the curriculum, textbook, and my yearly plan in a reasonable manner. The only way I can use my creativity was 'how to deliver it', where, 'it' means a set knowledge that exists outside of the mind.       So I can say that I used to be a positivist. I understand the concept of other paradigms, of course, but it's just more convenient for me to believe that there is a correct answer somewhere in the world and we can also develop our own correct answer only if we have a shred of reasonable evidence to support it. I think that's why I was a bit disconcerted while reading the materials. What do we learn from social media? I read all the four papers but I felt none of it had a direct connection to education. It was more about communication, how people build connections in an online setting, and how amazing Web 2.0 is as a communication tool. Then what ...

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