16 Matching Annotations
  1. Oct 2018
    1. Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime. Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks. Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same. Technology is altering (rewiring) our brains. The tools we use define and shape our thinking. The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning. Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology. Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed)

      For coach philosophy

  2. Aug 2018
    1. Class Schedule with Weekly Readings and Activities

      Any chance we can have the dates for the weeks on here? Might be helpful for planning.

  3. Apr 2017
    1. art III introduced two of these theoretical areas (social capital and diffusion of innovation), but there are many others. These others include network exchange theory (Blau, 1964; Cook, Emerson, Gilmore, & Yamagishi, 1983), which focuses on how a network's structure influences whom in the network emerges as powerful, and social influence theory (e.g., Friedkin, 1998), which considers how actors influence one another's thoughts.

      Area for improvement in my project

    1. ERGMs are the primary building blocks of statistically testing network structural effects. Increasingly, researchers are not only interested in describing an ego or complete network but rather in whether an observed network property is significant. ERGMs [Page 179]generate (random) networks derived from features of the observed network, which provide a way to compare the observed and simulated networks. Statistical analysis is then conducted to test whether the ties in the simulated network match those generated by the simulations.

      They provide a base for comparison similar to a control group?

  4. Mar 2017
    1. definition(s) of the neighborhood

      For my project, I am looking only at groups of learners in a class room, so because the group is already so small, analysis of 1 and 2 step neighborhoods should be fine.

    2. How ego-centric networks could be applied to your research projects?

      In my case, ego-centric networks are particularly interesting. I am looking forward to see how different individuals from first language groups interact with learners from other first language groups. Also, how does this correlate to their English proficiency, grades etc.

    1. top-down

      In ELT, "Top Down" refers to getting learners to make predictions about reading/listening activities before they actually do them. For example showing students a magazine article and asking to predict what they the article might be about, based on pictures or titles. This seems to be similar here, looking at readily available information without getting into the details first.

  5. Feb 2017
    1. betweenness centrality

      This video was a great and simple explanation for calculating Betweenness centrality. It will be interesting to look at this in my data set (eventually).

    1. First, you identify the main structural properties of a network, including those related to its size, density, and connectivity.

      Step 1.

    1. Social capital becomes synonymous with trust, cohesion, and norms. Therefore, formulating causal propositions becomes difficult.

      Seems to me that there is both a social and individual aspect to social capital. The student in this case is receiving some benefits of the social capital in his school community, however because he is not fully invested, does not receive a large share in benefits of this capital.

  6. Jan 2017
    1. single relationship among actors: friendship, support, advice, and the like

      An interesting relationship for my research is L1 (first language). Most EL students drift towards students that share their L1 and a similar cultural heritage. However, it is always interesting to see Somali students in class using commands in Spanish during class!

    1. The assumption here is that one student's behavior is independent of any other's. Social network analysis directly confronts this assumption.

      I think this is essential for teachers to understand when dealing with behavior, it is social. Many of my colleagues realize this, and deal with behavior by looking at who students interact with, but it seems like there is much more that could be done in this area.

    2. Groups

      A collection of actors on which ties are to be measured.

    1. It is a comprehensive paradigmatic way of taking social structure seriously by studying directly how patterns of ties allocate resources in a social system”

      SNA is not just a methodology, rather an informed perspective that should affect every area of research.

    2. Since stronger friendships imply greater vulnerability to influence, students are likely influenced more by friends who are in the same track than by those in different tracks (Hallinan & Sorenson, 1985). Such social influences have obvious consequences for individual student outcomes.

      I would love to see how SNA and peer influence affect second language acquisition. I can see how this might help districts/schools support learners upon arrival. Connecting them to important social structures to support learning.