Chaewon Kim

      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 save...

  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 starte...

* 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 mos...

    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...