Abstract
The success of informal learning in large online learning networks largely depends on the existence
of a sound social space that encompasses the networks of interpersonal relationships each individual
has formed within this space. These personal social networks form the social capital of the individual
and it is through this social capital that social interaction becomes possible and, thus, learning and
knowledge co-creation can occur. It would appear that the existence of social capital is self-evident in
large online learning networks as these networks are meant to connect people. However, online
learning networks depend on technological systems that are incapable of transferring all the
awareness cues necessary for finding people and feeling a sense of social presence. In this sense
technological systems may hinder the development of a social space and the growth of social capital.
Therefore, it is of utmost importance that the technological systems incorporate social affordances –
subsystems or widgets that compensate for the missing awareness information. At the same time they
should provide mechanisms to get into contact with others and to share information. In this position
paper we propose that these social affordances should orient towards promoting impromptu
encounters, social navigation, and social browsing. Social affordances that enable people to
experience a psychological proximity (in contrast with physical proximity) with each other will
facilitate impromptu or chance encounters which will in turn lead to in increased probability of
meeting people. Social affordances not only are important to get in contact with people but also
because of the informal conversations that arise from these meetings. Through these conversations, a
person meets new people and maintains old contacts as well as gets information that may contribute
to learning. Social navigation is the process in which people use other people (direct social
navigation) or other people's traces (indirect social navigation) to find other people, perhaps the ones
who possess expert knowledge and from who they may learn a lot. Social browsing is using
directories of people (the social 'yellow pages') for browsing through the user profiles stored in these
directories to find other people that have similar interests or other commonalities that are important.
Ultimately, social affordances enable individuals to participate in online networked learning and
experience the social presence of all other members of the network who may become part of the
individuals’ personal social capital. Without these affordances, individuals may feel isolated and
alone and, thus, alienated in these large online learning networks.
of a sound social space that encompasses the networks of interpersonal relationships each individual
has formed within this space. These personal social networks form the social capital of the individual
and it is through this social capital that social interaction becomes possible and, thus, learning and
knowledge co-creation can occur. It would appear that the existence of social capital is self-evident in
large online learning networks as these networks are meant to connect people. However, online
learning networks depend on technological systems that are incapable of transferring all the
awareness cues necessary for finding people and feeling a sense of social presence. In this sense
technological systems may hinder the development of a social space and the growth of social capital.
Therefore, it is of utmost importance that the technological systems incorporate social affordances –
subsystems or widgets that compensate for the missing awareness information. At the same time they
should provide mechanisms to get into contact with others and to share information. In this position
paper we propose that these social affordances should orient towards promoting impromptu
encounters, social navigation, and social browsing. Social affordances that enable people to
experience a psychological proximity (in contrast with physical proximity) with each other will
facilitate impromptu or chance encounters which will in turn lead to in increased probability of
meeting people. Social affordances not only are important to get in contact with people but also
because of the informal conversations that arise from these meetings. Through these conversations, a
person meets new people and maintains old contacts as well as gets information that may contribute
to learning. Social navigation is the process in which people use other people (direct social
navigation) or other people's traces (indirect social navigation) to find other people, perhaps the ones
who possess expert knowledge and from who they may learn a lot. Social browsing is using
directories of people (the social 'yellow pages') for browsing through the user profiles stored in these
directories to find other people that have similar interests or other commonalities that are important.
Ultimately, social affordances enable individuals to participate in online networked learning and
experience the social presence of all other members of the network who may become part of the
individuals’ personal social capital. Without these affordances, individuals may feel isolated and
alone and, thus, alienated in these large online learning networks.
Original language | English |
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Pages | 186-193 |
Number of pages | 8 |
Publication status | Published - 2012 |
Event | 8th International Conference on Networked Learning - Maastricht School of Management, Maastricht, Netherlands Duration: 2 Apr 2012 → 4 Apr 2012 http://www.networkedlearningconference.org.uk/past/nlc2012/index.htm |
Conference
Conference | 8th International Conference on Networked Learning |
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Country/Territory | Netherlands |
City | Maastricht |
Period | 2/04/12 → 4/04/12 |
Internet address |