Chaewon Kim

 * What are other ways to document a collective networked knowledge activity besides a bibliometric analysis? * How can we sort the online tools teachers use? Can it be sorted according to the six types of networked knowledge activities? * What age is appropriate to introduce digital devices? I saw so many parents giving out smartphones and tablets to their children to keep them quiet. Although they only show educational content, would that be good parenting?

 I think a really good way to document networked knowledge activities is a bibliometric analysis. I'm still learning about it but to be very rough, it's basically investigating which paper cited which. It clusters the papers according to their keywords, authors, and citation relations so that people can see how the discussion about a certain topic has been developed so far. Social media is more about personal lives and professional development but I think we can definitely broaden our view to embrace the whole field.  Also, I want to note that Megan brought up a really good point about the fifth topic, tools and educational rationale. As she said, technology isn't learning and it merely affords another avenue by which to learn. It doesn't necessarily mean that it's better to teach using technology. This reminded me of a conversation that I had with Korean scholars in our field. There is an in-service elementary school teacher who has been using a math learning app n

I read two articles by Dennen, Rutledge, and Badgy for this week. I think both articles are based on the same data collected from a high school in Florida. Both of them had very interesting findings, which are similar to what I experienced in Korea. For example, there were two types of teachers- the ones trying to regulate students' phone use (Leave it out of your sight) and the others trying to integrate it into their class activities (I was one of them). I think schools require some sort of discipline in younger grades for teaching them how to sit properly, pay attention to a certain thing for a given amount of time, and get the given tasks done. But once the students pass that era of establishing healthy, basic studying (or living) habits, I believe schools are also responsible for teaching students how to use their social media for self-regulated learning, like a quote in the paper. "Students don't know how much information they have at their fingertips." Another

 I was out of town for the past weekend and the blogging totally slipped my mind. Hopefully, I don't get a lower grade than B on this course. lol * Now that I mention Classting, Class123, and stuff, I wonder how that market in Korea is doing. Also, wouldn't US teachers have similar needs? Are there any social media specifically designed for schools in the US? * Shaniqua mentioned in her comment on my blog post that crossing the boundary also happens between professionals. I wonder what that looks like. Because of the cultural difference, I may have crossed the boundary without realizing it when I was interacting with other students or professors at a conference. * I read somewhere that some teachers are paying to download some class materials from the Internet in the US. (That rarely happens in Korea, at least to my knowledge). I wonder how they feel about it when they actually pay to work. 

 I think this course really reminds me how it was like working as a teacher back in Korea. I'd like to mention some of my experiences with the topic in this post. But before I start, I want to note that I really like Brett and Shiyao's opinion about privacy: " When a product is free, you as the user are the product.", " In the era of Web 2.0, if I'm not paying for a product (social media), then I am the product. " I totally agree.     But what stroke me the most in this week's discussion was topic 2, the ethical concerns for educators. It was surprising to see my classmates more worried about students' privacy being invaded by educators. It's the opposite in Korea. For example, Korean parents tend to think that the teachers are not sincere enough if they are reluctant to share their phone numbers with the parents in their class. They think they should be able to contact the teacher anytime (literally anytime, even during weekends and at night

     This week is a bit of a hectic for me but I managed to read a paper from the list. In the blog, I'd like to share my experiences with OER and microlearning (Word & Dennen, 2021).     I've been working on a community named Indischool for my community observation paper. And a similar pattern of sharing among teachers was also described in the paper. And it was very interesting to note that some teachers buy and sell teaching materials online. In Indischool, every action of sharing is purely based on voluntary good intentions. But if money starts playing a role in there, I think it'd look quite different.      And I've been struggling to build my own website these days. I really like Dr. Bret's template and I saw him having the whole repository of his personal website on GitHub. I checked out his repository and among the bunch of files... I found the original template that Dr. Bret used. So I downloaded all the relevant repositories to my GitHub Desktop. Now t

 * How can a badge system be integrated into K-12 education? Are there any more examples around the world? * How can tagging improve one's learning performance? If we were to design an experiment, what would be the mediating variable or a conceptual framework? * How do Korean teachers feel about i-Scream? Do they think it's helping them or making them less professional?

      The discussions this week were all interesting in general. I'd like to note some of my thoughts here.     First, I think I am a rather naive reader when it comes to assessing expertise. Or I do assess their expertise but do it unconsciously so that I didn't really think about the process. My classmates posted good opinions on how to distinguish expertise. I agree in general, but I think as a reader, we can feel the expertise... once we have enough information literacy. Am I saying too broadly? But that is why education for information literacy is important, isn't it?     I also have an experience with crowdsourcing data. Last March, I posted a flyer on my social media about surveying teachers about their experience during Covid-19. I stated in the flyer that the survey is for 'in-service teachers in the U.S. elementary schools with at least three years of experience'. I got almost 300 responses over two days, with very low quality. Qualtrics saved me with its

  Wilson, M. C. (2018).  Crowdsourcing and self-instruction: Turning the production of teaching materials Into a learning objective .  Journal of Political Science Education, 14 (3), 400-408. doi:10.1080/15512169.2017.1415813 Klašnja-Milićević, A., Vesin, B., & Ivanović, M. (2018).  Social tagging strategy for enhancing e-learning experience Links to an external site .  Computers & Education, 118 , 166-181.  Randall, D. L., & West, R. E. (2020).  Who cares about open badges? An examination of principals’ perceptions of the usefulness of teacher open badges in the United States .  Open Learning: The Journal of Open, Distance and e-Learning , 1-19.      These are the three articles I read this week. All of them were interesting but I especially liked how deeply Randall & West investigated the badge system and the idea of crowdsourcing in education. I have a story to share about crowdsourcing so I think I can get started with that first.      South Korea is a largely homog

* Can the concept of community of practice or community of inquiry help us clarify how to differentiate the community and network? * Would the extent of perceived homogeneity of the user be correlated to the sense of belonging and the intention to lurk in an online community? This sounds like a research question. * Would the proportion of lurkers and active contributors in a community be correlated to the productivity of an online community? This also sounds like a research question, although I think I need to work a bit more on operationalizing the productivity of an online community. 

     I really enjoyed reading this week's discussion. And there are some interesting points I would love to add.      Lurking is acknowledged as a peripheral participation by some scholars. It is well elaborated in chapter 16 of this handbook of learning analytics: https://drive.google.com/file/d/1Q7hziWA3cM8SrLkXA4aJTZn1_EEwVllY/view?usp=sharing      And  there are some communities that force newcomers to lurk until they get used to the community's tacit rule. I never expected my interest in subculture can be academically helpful for me, but well, here I go. I think nobody from EME6414 would have heard about Daknunsam (닥눈삼). It means 'shut up and lurk for three months'. It was often used in Korean subculture online websites where people shared information about a game (usually Japanese). When a newbie comes in and leaves a post, asking a question in an inappropriate manner (actually it is a very appropriate and polite manner on most online websites.), all she would get