Sharma, P., Li, Q., & Land, S. M. (2021). Knowledge sharing discourse types used by key actors in online affinity spaces. Information and Learning Sciences. Early View: https://www.emerald.com/insight/content/doi/10.1108/ILS-09-2020-0211/full/html
The growth of online social network sites and their conceptualization as affinity spaces makes them well suited for exploring how individuals share knowledge and practices around specific interests or affinities. The purpose of this study is to extend what is known about highly active/key actors in online affinity spaces, especially the ways in which they sustain and contribute to knowledge sharing. This study analyzed 514 discussion posts gathered from an online affinity space on disease management. This study used a variety of methods to answer the research questions: the authors used discourse analyses to examine the conversations in the online affinity space, social network analyses to identify the structure of participation in the space and association rule mining and sentiment analysis to identify co-occurrence of discourse codes and sentiment of the discussions. The results indicate that the quality and type of discourse varies considerably between key and other actors. Key actors’ discourse in the network serves to elaborate on and explain ideas and concepts, whereas other actors provide a more supportive role and engage primarily in storytelling.
Land, S.M, Zimmerman, H.T., Millet, C., & Choi, G.W. (2020). Supporting Observing-on-the-Move with Proximity-Based Technology: Designing for Children’s Scientific Observations Outdoors. Visitor Studies, 23(2), 182-204
This research employs mobile, proximity-based technologies to create opportunities for children to engage in place-based science learning in an arboretum. We present data from a mobile, iBeacon-enabled learning experience to support wayfinding and observing the biodiversity of tree fruit with 84 youth working in 27 small groups (4th graders on a field trip). Data collected include log files, observational field notes, and learners’ photographic artifacts of children’s scientific observations. Our findings show that a) learners personalized their own routes to navigate the space, b) made accurate observations of tree fruit, cones, and seeds, and c) began to express productive dispositions to support their work as scientific observers. We provide insights into how to support short-term, child-centered mobile computing experiences in outdoor gardens that support observations of natural objects in informal spaces.
Zimmerman, H., Land, S.M., Maggiore, C., & Millet, C. (2019). Supporting children’s outdoor science learning with mobile computers: Integrating learning-on-the-move strategies with context-sensitive computing. Learning, Media, & Technology, 44 (4), 457-472).
ABSTRACT
Two cases of context-sensitive mobile computing curricula for children are shown to develop analytical understandings of how science-related sense- making talk can be supported through physical and digital environment interaction, which supports play and learning through movement. Our work investigates how proximity-based computing mediates children’s engagement in scientific sense-making conversations in a botanical garden. We draw upon sociocultural perspectives on sense-making talk as well as learning on-the-move to inform our study design. Data are from children in summer camp, including field notes, photographs, and video records (26 children in Case A, 24 in Case B) in an Arboretum. Our findings illustrate that children engaged in both playful and scientific sense-making talk in two distinct curricular tasks. We provide insights into science sense-making talk patterns and pedagogical practices of integrating learning on-the-move strategies into informal education with design principles related to augmenting gardens with digital content. Our results suggest that learning on-the-move strategies influence sense-making talk and that embodied interactions within the gardens support science sense-making and role-play. We posit that designs for learner-centered mobile computing can create digital-physical hybrid spaces where learners engage each other and natural objects as they walk through community spaces.
Sharma, P., & Land, S.M. (2019). Patterns of knowledge sharing in an online affinity space for diabetes. Educational Technology Research & Development, 67 (2), 247-275. Doi: 10.1007/s11423-018-9609-7.
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