@article {9269, title = {Does a Formal Wiki Event contribute to the Formation of a Network of Practice? A Social Capital Perspective on the Potential for Informal Learning}, journal = {Interactive Learning Environments}, year = {2017}, pages = {1-12}, keywords = {Informal Learning, Network of Practice, social capital, Social Network Analysis, wikipedia}, doi = {http://dx.doi.org/10.1080/10494820.2017.1324495}, url = {http://www.tandfonline.com/eprint/5SACaZ4tCTqPGFB7GnaX/full}, author = {Martin Rehm and Allison Littlejohn and Bart Rienties} } @inbook {9271, title = {Lebenslanges Lernen im Kontext sozialer Medien: Chancen f{\"u}r formelles und informelles Lernen}, booktitle = {Lebenslanges Lernen im sozialstrukturellen Wandel}, year = {2017}, pages = {141{\textendash}170}, publisher = {Springer Fachmedien}, organization = {Springer Fachmedien}, address = {Wiesbaden}, keywords = {Informal Learning, lebenslanges Lernen, Social Network Analysis, soziale Medien}, isbn = {978-3-658-14354-1}, doi = {10.1007/978-3-658-14355-8_8 }, author = {Michael Kerres and Tobias H{\"o}lterhof and Martin Rehm} } @conference {9277, title = {Potentials of visual analytics to support (social) online learning processes}, booktitle = {JURE}, year = {2017}, address = {Tampere, Finland}, keywords = {3C-Model, Learning Analytics, Visual Analytics}, author = {Hayit, Darya and Martin Rehm and Michael Kerres} } @conference {9273, title = {Seeing the Invisible: Editing Wikipedia for the Public Good}, booktitle = {EARLI}, year = {2017}, address = {Tampere, Finland}, keywords = {Network of Practice, Social Network Analysis, wikipedia}, author = {Allison Littlejohn and Nina Hood and Bart Rienties and Martin Rehm} } @conference {9275, title = {To go beyond {\textellipsis} New Frontiers for Analyzing Social Networking Sites for Educational Policy \& Practice}, booktitle = {AERA}, year = {2017}, address = {San Antonio, USA}, keywords = {Informal Learning, social capital, Social Network Analysis}, author = {Martin Rehm and Alan Daly and Frank Cornelissen and Ad Notten} } @article {5811, title = {The Impact of Hierarchical Positions on the Type of Communication within Online Communities of Learning}, journal = {Computers in Human Behavior}, volume = {58}, year = {2016}, pages = {158{\textendash}170}, abstract = {Communities of Learning (CoL) have been suggested to facilitate the learning process among participants of online trainings. Yet, previous studies often detached participants from the social context in which learning took place. The present study addresses this shortcoming by providing empirical evidence from 25 CoL of a global organization, where 249 staff members from different hierarchical positions engaged into collaborative learning via asynchronous discussion forums. We conduct a longitudinal study on the type of communication within these CoL, as well as participants{\textquoteright} network positions, in order to investigate the research question: What is the impact of individual{\textquoteright}s hierarchical positions on the type of communication within CoL? Our results indicate that the higher participants{\textquoteright} hierarchical position, the higher their amount of social and cognitive communication, which in turn was also positively related to their network position within CoL. We also identified a sub-group of Stars that outperformed their colleagues and who were at the center of CoL, irrespective of their hierarchical positions. Consequently, we propose design and facilitation strategies to practitioners and organizers of future CoL that can foster the learning processes and outcomes of all participants. Additionally, we consider future research avenues that could be explored further.}, keywords = {Community of Learning, Content Analysis, Hierarchical Positions, Social Network Analysis, type of communication}, doi = {10.1016/j.chb.2015.12.065}, author = {Martin Rehm and Regina H. Mulder and Wim Gijselaers and Mien Segers} } @inbook {7735, title = {Informelles Lernen in Sozialen Medien {\textendash} Sozial-Mediale M{\"o}glichkeitsr{\"a}ume und die Rolle des sozialen Kapitals. Eine quantitative Vergleichsstudie von Konversationen auf Twitter}, booktitle = {Jahrbuch Medienp{\"a}dagogik 13: Vernetzt und entgrenzt - Gestaltung von Lernumgebungen mit digitalen Medien}, year = {2016}, publisher = {Springer VS}, organization = {Springer VS}, keywords = {Informal Learning, social capital, Social Network Analysis, soziale Medien, soziale Netzwerke, Teacher Education}, isbn = {978-3-658-16431-7}, author = {Martin Rehm}, editor = {Mayrberger, Kerstin and Fromme, Johannes} } @article {7079, title = {The invisible hand of informal (educational) communication!? Social capital considerations on Twitter conversations among teachers}, journal = {UNU-MERIT Working Paper}, volume = {2016}, year = {2016}, keywords = {Informal Learning, social capital, Social Media, Social Network Analysis, Teacher Education}, url = {http://www.merit.unu.edu/publications/wppdf/2016/wp2016-052.pdf}, author = {Martin Rehm and Ad Notten} } @conference {6251, title = {Learning in Online Social Networks: Exploring Structural and Emotional Aspects of Social Presence and as a Sense of Community}, booktitle = {AERA 2016}, year = {2016}, month = {04/2016}, publisher = {American Educational Research Association}, organization = {American Educational Research Association}, address = {Washington D.C.}, keywords = {emotions, sense of community, social networks, social presence}, url = {http://www.aera.net/EventsMeetings/AnnualMeeting/2016AnnualMeeting/tabid/15862/}, author = {Tobias H{\"o}lterhof and Martin Rehm} } @conference {6079, title = {Learning to Develop Open Knowledge: the Edinburgh Editathon}, booktitle = {OER16}, year = {2016}, month = {04/2016}, keywords = {Informal Learning, multimethod approach, open education, social capital, wikipedia}, url = {https://oer16.oerconf.org/}, author = {Melissa Highton and Allison Littlejohn and Martin Rehm and Nina Hood and Bart Rienties and Lou McGill} } @inbook {6158, title = {Lebenslanges Lernen im Kontext sozialer Medien: Chancen f{\"u}r formelles und informelles Lernen}, booktitle = {Lebenslanges Lernen im sozialstrukturellen Wandel - Herausforderungen, Bedingungen, Entwicklungsperspektiven}, year = {2016}, publisher = {Springer VS}, organization = {Springer VS}, address = {Wiesbaden}, abstract = {Das Internet entwickelt sich zunehmend zu einem Raum, der ganz selbstverst{\"a}ndlich f{\"u}r Lernzwecke genutzt wird, nicht unbedingt als Ersatz f{\"u}r traditionelle R{\"a}ume des Lernens face-to-face in Schulungen und Lehrg{\"a}ngen, aber in Kombination und Erweiterung traditioneller Angebote. Das betrifft einerseits das formelle (auch non-formale) Lernen im Rahmen von organisierten Lernangeboten, zusehends aber auch das informelle Lernen, das beil{\"a}ufig (intentional oder nicht-intentional) am Arbeitsplatz, in der Freizeit oder an anderen Orten stattfindet, und zusehends in den Blick der Weiterbildungsdiskussion ger{\"a}t. Dabei hat sich der Blick auf die didaktische Nutzung des Internets ma{\ss}geblich ge{\"a}ndert: Betrachtete man das Internet zun{\"a}chst vor allem als einen Ort f{\"u}r die Bereitstellung von Inhalten f{\"u}r das Lernen, r{\"u}ckt heute immer mehr die Bedeutung des Internets als sozialer Ort in den Mittelpunkt der Diskussion: einem Ort, an dem Menschen sich austauschen, Beziehungen kn{\"u}pfen und Wissen mit Anderen teilen. Sie tun dies teilweise mit gro{\ss}er Anteilnahme und gro{\ss}em Engagement, etwa in sozialen Netzwerken (wie Facebook oder Twitter). Der Beitrag m{\"o}chte diese M{\"o}glichkeiten und die Bedeutung des sozialen Lernens im Zusammenhang formeller und informeller Lernangebote aufzeigen. Deutlich werden sollen die Mechanismen, die dabei relevant sind und zum Lernerfolg beitragen. Vorgestellt werden dazu zwei aktuelle Beispiele, jeweils aus dem Kontext des formellen und informellen Lernens. }, author = {Michael Kerres and Tobias H{\"o}lterhof and Martin Rehm}, editor = {M{\"u}nk, Dieter and Walter, Marcel} } @conference {6249, title = {Social Media: Social Opportunity Spaces for Informal Learning among Teachers?}, booktitle = {AERA 2016}, year = {2016}, month = {04/2016}, publisher = {American Educational Research Association}, organization = {American Educational Research Association}, address = {Washington D.C.}, keywords = {Bibliometric Analysis, informal education, social capital, Social Media, Social Network Analysis, Teacher Education}, url = {http://www.aera.net/EventsMeetings/AnnualMeeting/2016AnnualMeeting/tabid/15862/}, author = {Martin Rehm} } @conference {6154, title = {Soziale Medien als sozial-mediale M{\"o}glichkeitsr{\"a}ume f{\"u}r informelles Lernen unter Lehrkr{\"a}ften}, booktitle = {DGfE Kongress: R{\"a}ume f{\"u}r Bildung. R{\"a}ume der Bildung}, year = {2016}, month = {03/2016}, publisher = {Deutschen Gesellschaft f{\"u}r Erziehungswissenschaft (DGfE)}, organization = {Deutschen Gesellschaft f{\"u}r Erziehungswissenschaft (DGfE)}, address = {Kassel, Germany}, abstract = {Informelles Lernen nimmt eine immer wichtigere Rolle im Rahmen der beruflichen Weiterbildung von Lehrkr{\"a}ften aller Ausbildungsg{\"a}nge ein (Eraut, 2004). Erworbenes Wissen und berufsspezifische F{\"a}higkeiten alleine reichen als Voraussetzung f{\"u}r eine Besch{\"a}ftigung nicht mehr aus, um f{\"u}r die Implementation neuer Lehr-/Lernans{\"a}tze und die Sicherung der Qualit{\"a}t Ihrer Veranstaltungen garantieren zu k{\"o}nnen (Finsterwald, Wagner, Schober, L{\"u}ftenegger, \& Spiel, 2013). Stattdessen m{\"u}ssen Lehrkr{\"a}fte ihre Kenntnisse und F{\"a}higkeiten kontinuierlich aktualisieren und ausbauen (Chalmers \& Keown, 2006). In diesem Kontext wird informelles Lernen in der beruflichen Weiterbildung von Lehrpersonen immer h{\"a}ufiger als relevante und zielf{\"u}hrende Option genannt (Conlon, 2004). Hierbei handelt es sich um l{\"a}ngerfristig angelegte Prozesse, die sich zu gro{\ss}en Teilen in den allt{\"a}glichen Arbeitsumfeldern von Lehrkr{\"a}ften abspielen (Butler \& Schnellert, 2012). Es wird angenommen, dass soziale Medien diese Prozesse f{\"o}rdern k{\"o}nnen, indem sie Individuen die M{\"o}glichkeit bieten mit anderen zu diskutieren und Ihr eigenes Handeln kritisch zu reflektieren (Hopkins, 2000). Sie stellen sozial-mediale M{\"o}glichkeitsr{\"a}ume als Meta-Kontext dar, in dem sich Bildungspotentiale ergeben und aus denen im komplexen Zusammenspiel verschiedener Faktoren (Lern-)Prozesse entstehen k{\"o}nnen (Marotzki \& J{\"o}rissen, 2008; Spanhel, 2010). In diesem Rahmen spielt das Konzept des sozialen Kapitals eine immer prominentere Rolle, um den Nutzen und die M{\"o}glichkeiten von sozialen Medien f{\"u}r (informelles) Lernen zu eruieren und hervorzuheben (vgl. Bourdieu, 1986; Ellison, Vitak, Gray, \& Lampe, 2014; Tsai \& Ghoshal, 1998). Insgesamt besteht allerdings noch eine erhebliche Ungewissheit {\"u}ber die spezifische Rolle und Funktion von sozialem Kapital f{\"u}r informelles Lernen im Rahmen der beruflichen Weiterbildung von Lehrkr{\"a}ften. Aus der Analyse fr{\"u}herer Forschung ergeben sich vier Defizite. 1) Eine bildungswissenschaftliche und mediendidaktische Perspektive ist im Themen-Diskurs selten; 2) es gibt nur wenige Befunde aus der beruflichen Weiterbildung; 3) longitudinale Studien wurden nur vereinzelt durchgef{\"u}hrt und 4) die Weiterbildung von Lehrpersonen ist kaum Gegenstand der Forschung zu sozialen Medien. Dieser Beitrag geht auf diese Defizite ein und befasst sich mit den folgenden drei Forschungsfragen: 1) Wie kann soziales Kapital in sozialen Medien f{\"u}r Lehrpersonen beschrieben werden? 2) Wird in sozialen Medien bei Lehrpersonen informelles Lernen initiiert? 3) Entsteht f{\"u}r Lehrpersonen in sozialen Medien soziales Kapital? Um diese Forschungsfragen bearbeiten zu k{\"o}nnen werden anhand von sozialen Netzwerkanalysen die (inhaltlichen) Strukturen der sozial-mediale M{\"o}glichkeitsr{\"a}ume und die Beziehungen der Teilnehmer erfasst. Bibliometrische Analysen dienen dazu den Inhalt informellen Lernens zu bewerten und zu kategorisieren. }, keywords = {Bibliometric Analysis, Informal Learning, social capital, Social Media, Social Network Analysis, teacher development, Twitter}, url = {http://dgfe2016.de/}, author = {Martin Rehm} } @article {6799, title = {Twitter as an Informal Learning Space for Teachers!? The Role of Social Capital in Twitter Conversations among Teachers}, journal = {Teaching and Teacher Education}, year = {2016}, chapter = {http://www.journals.elsevier.com/teaching-and-teacher-education}, abstract = {Twitter can contribute to the continuous professional development of teachers by initiating and fostering informal learning. Social capital theory can aid to analyse the underlying communication processes and outcomes. Yet, previous research has largely neglected teachers and the role of social capital on Twitter. The present study addresses this shortcoming by analysing a hashtag conversation among German speaking teachers. Using social network analysis, we are able to show the relevance of the structural dimension of social capital in Twitter conversations among teachers.}, keywords = {Informal Learning, social capital, Social Media, Social Network Analysis, teacher professional development}, doi = {10.1016/j.tate.2016.08.015}, url = {http://authors.elsevier.com/a/1TeSi,GtqvcGHp}, author = {Martin Rehm and Ad Notten} } @proceedings {6771, title = {Visualizing online (social) learning processes - Designing a Dashboard to support reflection}, year = {2016}, address = {Lyon}, abstract = {Learning analytics, as a means to visualize learning, has been repeatedly suggested to enhance learners{\textquoteright} and teachers{\textquoteright} self-reflection in online learning processes. Departing from this notion, we propose a combination of this visual approach to learning analytics with the concept of social presence, thereby acknowledging social aspects of online learning processes that are often overlooked. More specifically, we present the considerations and design of a dedicated dashboard that supports self-reflection by visualizing (social) online learning processes. The approach is based on our belief that visualizing learning by itself does not automatically lead to self-reflection and awareness among students and teachers. Instead, organizers and instructors of learning activities need to be conscious about the social aspects of learning.}, keywords = {Dashboard, Learning Analytics, Online Learning, social presence, Visual Analytics}, url = {http://ceur-ws.org/Vol-1736/}, author = {Hayit, Darya and Tobias H{\"o}lterhof and Martin Rehm and Oskar Carl and Michael Kerres}, editor = {Milos Kravcik and Alexander Mikroyannidis and Viktoria Pammer and Michael Prilla and Daniel T. Ullmann} } @proceedings {4291, title = {Analysis of Emotional Communication Processes among Working Professionals within Communities of Learning}, year = {2015}, address = {Limassol, Cyprus}, abstract = {Online Communities of Learning (CoL) have received a growing amount of attention in the context of Computer-Supported Collaborative Learning (CSCL). The process of connecting people via CoL builds on the use of technical media, e.g., asynchronous discussion forums. Online discussions are mainly fuelled by emotional support. Moreover, there is evidence that emotions have an impact on the individual learning processes. In order to emphasize the character of emotional communication processes in asynchronous learning environments, emotional threads, a newly developed and used method, has been used to analyse the dynamical structure of communication processes. Generally, each emotional thread involves at least two notes, is revealed in an online learning situation and has to be triggered by an external attribution. Previous research on this topic has focused on (higher) education and not yet on working professionals. We address this shortcoming by formulating the following research questions: 1. Is it possible to identify emotional threads in asynchronous computer-supported collaborative learning? 2. To what extend are emotional threads relevant to the learning processes of CoL among working professionals? We collected data from an online training program (CoL = 25, n = 249), which aimed to enhance the knowledge and skills of a global organization{\textquoteright}s staff, operating in the sector of economic development. Each CoL was centred on asynchronous discussion forums, where participants engaged in collaborative discussions of real-life tasks. Our preliminary findings include the identification of two task-directed emotional threads within one CoL.}, keywords = {Community of Learning, computer supported collaborative learning, emotional communication, organisationales Lernen}, url = {http://www.earli2015.org/}, author = {Verena Watzek and Martin Rehm and Regina H. Mulder} } @conference {4295, title = {Community of Learning for Africa (CoLA) {\textendash} Connecting Young Researchers from Africa and Europe}, booktitle = {eLearning Africa 2015}, year = {2015}, month = {05/2015}, address = {Addis Ababa, Ethiopia}, abstract = {In recent years, the demand for and the supply of graduate education has blossomed throughout higher education. While this development can be perceived as beneficial for universities and postgraduate research institutes, an increasing number of scholars have pointed towards the potential challenges it might present. The considerable increase in the amount of graduate education has created difficulties in a system previously accustomed to offering doctoral education to a relatively small set of participants from a confined geographical region (Pearson,1999). Yet, while these developments should have resulted in an change of how doctoral education is designed and facilitated, the vast majority of (European) providers continues to hold on to the conventional picture of doctoral education. Although this approach has undoubtedly been proven to generate valuable learning outcomes, it also has received a growing amount of criticism. The underlying notion of a regular PhD fellow can no longer be regarded as a fair representation of the actual PhD population. Instead, a new type of PhD (Pearson et al. 2004) exhibits different background characteristics, e.g., with respect to geographical location. African PhD fellows, who are interested to complete (part of) their research in Europe, cannot always afford to leave their place of residency for prolonged periods of time. Yet, young researchers from African countries might be searching for particular guidance from experts in their field that might not be accessible in their home countries. Consequently, both PhD fellows, as well as universities and postgraduate research institutes require more flexible educational formats that cater for these types of circumstances. In this context and with the growing availability and potential of online learning tools and methodologies, it is now possible to choose from a wide range of new options to foster the development of PhD fellows (e.g. Chalmers and Keown 2006; Allan and Lewis 2006). More specifically, Communities of Learning (CoL) have emerged as a promising methodology to foster an effective exchange of knowledge and experience among participants (Rehm 2013). Here, participants can collaborate in developing research skills, while at the same time creating a feeling of belonging, which helps individuals to establish personal ties and relations. This in turn has been suggested to positively influence learning outcomes and the overall progress with which PhD research is conducted (Romsdahl and Hill 2012). The proposed presentation will introduce the research and educational project: Community for Learning for Africa (CoLA). The project is designed and will be implemented by the United Nations University - Maastricht Economic and Social Research Institute on Innovation and Technology (UNU-MERIT). The presentation will highlight how CoLA can help participating actors from Africa and Europe to get and stay connected, collaborate in joint training activities and projects, as well as to openly exchange ideas and thoughts, all in relation to underlying PhD research trajectories. The presentation will also offer the first results from the needs assessment undertaken in spring 2015, among PhD fellows and supervisors in Africa as well as the intended activities to be undertaken by CoLA, based on this needs assessment. }, keywords = {Community of Learning, PhD Education}, url = {http://www.elearning-africa.com/}, author = {Martin Rehm and Mindel van de Laar} } @conference {4111, title = {The Creation and Distribution of Social Capital in Twitter Conversations among Teachers {\textendash} A Longitudinal Ego-Network Approach}, booktitle = {XXXV. Sunbelt Social Networks Conference }, year = {2015}, month = {06/2015}, address = {Brighton, UK}, abstract = {Social networking sites (SNS) provide a ready-made environment to acquire and share new information, while collaborating in social networks of diverse groups of people. This study focuses on the creation and distribution of social capital within SNS, such as Twitter. Social capital has been repeatedly proposed as a valuable theoretical concept to analyze SNS. Moreover, previous research has greatly contributed to our understanding of how individuals communicate via Twitter. Yet, past studies remained inconclusive about the precise role of social capital in SNS. Additionally, little is known about whether and how teachers use SNS (e.g. Twitte) to share and collect information. The present study addresses these shortcomings by providing empirical evidence from two hashtag conversations, namely $\#$edchat and $\#$edchatde. Both aim at teachers and cover the latest trends and developments in the field of (new) media in teaching and learning processes. We collected longitudinal ego-network data from 22.05. {\textendash} 06.11.2014, yielding more than 144,000 Tweets from about 52,000 Twitter users. Building upon the work of Tsai and Goshal (1998), who acknowledged social network analysis as a valuable tool to assess (aspects of) of social capital, we determined egos{\textquoteright} betweenness and closeness centrality measures. Moreover, we also determined their hub and authority scores (Kleinberg, Kumar, Raghavan, Rajagopalan, \& Tomkins, 1999), as well as brokerage roles (De Nooy, Mrvar, \& Batagelj, 2011). Finally, we also assessed the existence and relevance of structural holes (e.g. Burt, 2009) in the emerging network structures of the hashtag conversations. The results show that there are overarching similarities among the Twitter conversations on how social capital is created and distributed. However, we also revealed decisive differences with respect to brokerage roles, as well as hub and authority scores. Based on these findings we will formulate recommendations for future studies, as well as discuss preliminary implications for practitioners.}, keywords = {ego-network, Longitudinal Analysis, social capital, Social Network Analysis}, author = {Martin Rehm and Michael Kerres} } @proceedings {4235, title = {EduTags {\textendash} How do Teachers share Resources using a Collaborative Tagging System?}, year = {2015}, address = {Limassol, Cyprus}, keywords = {collaborative tagging system, edutags, Social Network Analysis, two-mode network}, author = {Martin Rehm and Tobias H{\"o}lterhof and Michael Kerres} } @article {4089, title = {The Impact of Hierarchical Positions on Communities of Learning}, journal = {International Journal of Computer-Supported Collaborative Learning}, volume = {10}, year = {2015}, pages = {117-138}, keywords = {Community of Learning, Content Analysis, Hierarchical Positions}, url = {http://link.springer.com/article/10.1007/s11412-014-9205-8}, author = {Martin Rehm and Wim Gijselaers and Mien Segers} } @inbook {4165, title = {The Potential of Communities of Learning for Dual Career PhD Programs {\textendash} A Case Study}, booktitle = {Transformative Perspectives and Processes in Higher Education}, volume = {6}, year = {2015}, pages = {155-177}, publisher = {Springer International Publishing}, organization = {Springer International Publishing}, chapter = {9}, abstract = {Doctoral education has increased in popularity amongst working professionals, who are driven to update their knowledge and skills continuously. As a result, a new type of PhD fellow has emerged, with considerably different background characteristics than regular PhD fellows, for instance a higher average age and job tenure. While this development should have had a profound impact on the way in which doctoral education is facilitated, traditional (teaching) methodologies remain the dominant form of instruction. Communities of Learning (CoL) have been suggested as a new and more flexible way of facilitating PhD research that takes into account the characteristics of the new type of PhDs. This chapter provides empirical evidence from an actual CoL, which has been specifically designed, implemented and facilitated for the new type of PhDs at a Dutch university. Based on the presented findings and the authors{\textquoteright} experience with CoL for doctoral education, some practical implications will be discussed that can contribute to the success of similar initiatives elsewhere.}, keywords = {Community of Learning, Dual Career, Learning Communities, Online Communities, Online Learning}, doi = {10.1007/978-3-319-09247-8_9}, url = {http://link.springer.com/chapter/10.1007\%2F978-3-319-09247-8_9$\#$}, author = {Martin Rehm and Mindel van de Laar} } @proceedings {4167, title = {Sharing Resources to Improve (Teaching) Practice {\textendash} Do Collaborative Tagging System contribute a Network of Practice among Teachers?}, year = {2015}, month = {06/2015}, address = {Brighton, UK}, abstract = {Continuous professional development of teachers, fostered by collaborative knowledge sharing, is a pivotal element in providing high quality education. In this context, Networks of Practice (NoP) have been proposed as a beneficial digital environment where such a process can be enhanced. Additionally, collaborative tagging systems (CTS) have gained increasing popularity, allowing individuals to collaboratively contribute to a growing repository of (online) resources that can improve teaching practice. However, CTS systems are seldom dedicated to teachers. Even more so, only limited evidence is available on whether and to what extent teachers actually engage in (online) knowledge sharing activities, as they are largely supposed to be preparing their classes in isolation (Hou, Sung, \& Chang, 2009). The present study addresses this issue by providing empirical evidence on a CTS, which aims at establishing a NoP among (German speaking) primary and secondary school teachers. We collected longitudinal data on individuals{\textquoteright} sharing behavior on the CTS in question. Second, we employed social network analysis (SNA). Building upon the work of scholars like Halpin and colleagues (2007), we considered a {\textquotedblleft}tripartite graph structure within tagging systems{\textquotedblright} (p. 213). Focussing on individuals{\textquoteright} tagging behaviors, we simplified the network into a one-mode projection concerning only users, and a two-mode projection concerning users and tags. In order to analyze the type of resources that have been shared, we ran a Clauset-Newman-Moore cluster analysis to identify subgroups among the users that link via commonly used tags. The underlying data was collected from the 1st of September 2013 until the 31st of August 2014. The statistical software package R was used to collect and analyze the data. Our results indicate that 244 users added at least one resource with a minimum of one tag. This resulted in 3745 shared resources and 3218 unique tags being used. A subset of isolated users (41) used tags that were not used by any of their colleagues. In contrast, more than 50 percent of teachers used at least 16 tags that were commonly used among participants of the CTS. Our cluster analysis revealed 4 clusters, whereby the isolated users were put into one cluster. The shared resources covered the general topic domains of {\textquotedblleft}social media{\textquotedblleft}, {\textquotedblleft}open educational resources{\textquotedblright} and {\textquotedblleft}(multi)media learning resources{\textquotedblright}. These findings provide valuable insights. First, our results suggest that teachers actively engage in the CTS to store and exchange information and resources, thereby contributing to the formation of a NoP among teachers. Second, using SNA allowed us identifying network structures and reveals (thematic) commonalities among users that might have otherwise been overlooked. Overall, future research can build upon these findings by investigating the possibility of creating spill-over activities (e.g. face-to-face workshops, tailored information channels) among sub-groups of alike-minded users. }, keywords = {longitudinal study, semantic network anaylsis, Social Network Analysis, two-mode network}, author = {Tobias H{\"o}lterhof and Martin Rehm} } @article {4169, title = {Soziales Lernen im Internet: Plattformen f{\"u}r das Teilen von Wissen in informellen und formellen Lernkontexten}, journal = {HMD - Praxis der Wirtschaftsinformatik}, volume = {52}, year = {2015}, issn = {1436-3011}, doi = {10.1365/s40702-014-0112-2}, url = {http://link.springer.com/article/10.1365/s40702-014-0112-2}, author = {Michael Kerres and Martin Rehm} } @proceedings {4237, title = {Tweeting Teachers {\textendash} Does Social Capital play a Role in Twitter Conversations among Teachers?}, year = {2015}, address = {Limassol, Cyprus}, keywords = {semantic network anaylsis, social capital, Social Network Analysis, Teacher Education, two-mode network}, author = {Martin Rehm and Ad Notten and Michael Kerres} } @conference {5213, title = {What are the Driving Forces behind Informal Learning in Social Media?}, booktitle = {Computational Social Science Winter Symposium}, year = {2015}, publisher = {GESIS}, organization = {GESIS}, address = {Cologne}, abstract = {Teachers need to increasingly develop and implement new, collaborative approaches to learning. However, teachers should not rely on formal roles and institutions to support them. Instead, they should rather draw on (informal) learning networks that allow them to share ideas and collaboratively reflect on their practice. Nowadays, an increasing amount of social media platforms are available, wherein individuals can communicate with each another. These platforms constitute social opportunity spaces, which provide the meta-context wherein informal learning processes are stimulated. In order to analyze these spaces, we combine self-regulated learning and social capital theory, thereby integrating two mutually conversant views about how people behave and decide to participate in (in)formal learning activities, from both an individual and a collaborative perspective. Moreover, by employing 1- and 2-Mode social network analysis, based on data from Twitter and Wikimedia, we are able to identify different types of informal learners, which can be considered for other, similar activities that aim at enhancing the professional development of individuals.}, keywords = {Informal Learning, Self-Regulated Learning, social capital, Social Media, Twitter, Wiki}, url = {http://www.gesis.org/css-wintersymposium/home/}, author = {Martin Rehm and Allison Littlejohn and Bart Rienties} } @conference {4647, title = {What are They Tweeting About? Analyzing the Cognitive Dimension of Twitter Conversation among Teachers}, booktitle = {AECT International Convention}, year = {2015}, month = {11/2015}, publisher = {Association for Educational Communications and Technology}, organization = {Association for Educational Communications and Technology}, address = {Indianapolis, USA}, abstract = {Twitter can contribute the continuous professional development of teachers. Social capital theory can aid in the analysis of communication processes on Twitter. Yet, previous research has largely neglected teachers and the role of social capital on Twitter. The present study addresses this shortcoming by analysing a hashtag conversation among German speaking teachers. Using bibliometrics and semantic network analysis, we are able to show the relevance of the cognitive dimension of social captial. }, keywords = {cognitive dimension, Informal Learning, professional development, semantic network analysis, social capital, social networking sites, Teacher Education, Twitter}, url = {http://www.aect.org/Events/ConvHotel/}, author = {Martin Rehm and Ad Notten} } @conference {3917, title = {Community of Learning for Africa (CoLA) {\textendash} Connecting Young Researchers from Africa and Europe}, booktitle = {APPAM Spring Conferences}, year = {2014}, month = {04/2014}, address = {Washington, D.C., USA}, keywords = {Community of Learning, Doctoral Education, Online Learning}, author = {Martin Rehm and Mindel van de Laar} } @article {3811, title = {De invloed van Hi{\"e}rarchische Posities op Communities of Learning}, journal = {Tijdschrift voor Hoger Onderwijs}, year = {2014}, abstract = {

Communities of Learning (CoL) can facilitate the learning process among participants of online learning modules. Yet, previous studies often neglected hierarchical positions as a hurdle to collaborative learning processes. The present article addresses this shortcoming by providing empirical evidence from 25 CoL, organized as part of postacademic education, for 249 staff members of a global organization from different hierarchical positions. They engaged into collaborative learning via discussion forums. We provide the results from four different studies, namely (1) a descriptive case study, (2) an exploratory study investigating the overall impact of hierarchical positions on CoL, (3) a social network study on the influence of participants\’ hierarchical positions on their network behaviour, and (4) a content analysis determining the cognitive level of communication. Our results clearly indicate that the higher participants\’ hierarchical position, the higher their amount of social and cognitive communication, which in turn was also positively related to their centrality within CoL. However, we also identified a sub-group of \“Stars\”, who outperformed their colleagues and were at the centre of CoL, irrespective of their hierarchical positions. Based on these findings, we propose a number of strategies that can foster the learning processes and learning outcomes of all participants.

}, keywords = {Collaborative Learning, Community of Learning, Hierarchical Positions}, author = {Martin Rehm and Dani{\"e}lle Verstegen and Simon Beausaert and Wim Gijselaers and Mien Segers} } @conference {3579, title = {Edutags {\textendash} Social Bookmarking for Teachers: A German Case Study}, booktitle = {Educational Innovation in Economics and Business (EDiNEB)}, year = {2014}, address = {Limerick, Ireland}, keywords = {OER, Social Bookmarking, Social Media}, author = {Martin Rehm and Heinen, Richard and Scharnberg, Gianna} } @article {3723, title = {Effects of Hierarchical Levels on Social Network Structures within Communities of Learning}, journal = {Frontline Learning Research}, volume = {Learning through Networks}, year = {2014}, abstract = {Facilitating an interpersonal knowledge transfer among employees constitutes a key building block in setting up organizational training initiatives. With practitioners and researchers looking for innovative training methods, online Communities of Learning (CoL) have been promoted as a promising methodology to foster this kind of transfer. However, past research has only provided limited data from actual organizations and largely neglected characteristics that constitute a major obstacle to such collaborative processes, namely participants{\textquoteright} hierarchical levels. The current study addresses these shortcomings by providing empirical evidence from 25 CoL of an online training program, provided for 249 staff members of a global organization. Using social network analysis, we are able to show significant differences in participants{\textquoteright} network behaviour and position based on their hierarchical rank. This translates into higher in- and out-degree network ties, as well as centrality scores among participants from higher up the hierarchical ladder. Finally, based on a longitudinal analysis of all indicated network measures, our results indicate that the main trend develops predominately during the first half of the training program. By incorporating these insights into the implementation of future CoL, it is not only possible to anticipate participants{\textquoteright} behaviour. Our findings also allow to draw conclusions about how collaborative activities within CoL should be designed and facilitated, in order to provide employees with a valuable learning experience.}, keywords = {Centrality, Community of Learning, Hierarchical Positions, Longitudinal Analysis, Social Network Analysis}, url = {http://journals.sfu.ca/flr/index.php/journal/article/view/85}, author = {Martin Rehm and Wim Gijselaers and Mien Segers} } @conference {3715, title = {Pebble-in-the-Pond?! Does a Hashtag Conversation on Twitter connect Teachers?}, booktitle = {EARLI - SIG 14 (Learning and Professional Development)}, year = {2014}, address = {Oslo, Norway}, keywords = {Informal Learning, Social Media, Teacher Education, Twitter}, author = {Martin Rehm and Preussler, Annabell and Michael Kerres and Ad Notten} } @conference {3721, title = {Preparing in Isolation?! Sharing \& Tagging Educational Resources Among Teachers}, booktitle = {Association for Educational Communications and Technology (AECT)}, year = {2014}, address = {Jacksonville, USA}, keywords = {Network of Practice, Social Bookmarking, Social Network Analysis, Teacher Education}, author = {Martin Rehm and Tobias H{\"o}lterhof and Heinen, Richard and Scharnberg, Gianna and Michael Kerres} } @conference {3717, title = {A social network perspective on learning and professional development}, booktitle = {EARLI - SIG 14 (Learning and Professional Development)}, year = {2014}, address = {Oslo, Norway}, keywords = {Network of Practice, Social Network Analysis}, author = {Martin Rehm and Markus Hirschmann and Hans Gruber and Bart Rienties and Simon Beausaert and Dominik Fr{\"o}hlich and Mien Segers and Sara Van Waes and Piet van den Bossche and Nienke Moolenaar and Peter Van Petegem and Anoush Margaryan} } @conference {3979, title = {Soziales Kapital als M{\"o}glichkeit zur Analyse von Twitter-Konversationen und {\quotedblbase}entgrenztem Lernen{\textquotedblleft}}, booktitle = {Tagung der Sektion Medienp{\"a}dagogik der Deutschen Gesellschaft f{\"u}r Erziehungswissenschaften (DGFE14)}, year = {2014}, month = {11/2014}, address = {Augsburg, Germany}, keywords = {social capital, social networking sites, Twitter}, author = {Martin Rehm} } @proceedings {3713, title = {Unified Yet Separated - Empirical Study on the Impact of Hierarchical Positions within Communities of Learning}, year = {2014}, address = {Tampere, Finland}, abstract = {

The arcticle has receiced an Outstanding Paper Award at the EdMedia World Conference on Educational Media and Technology\ 

Communities of Learning (CoL) are suggested to facilitate the co-construction of knowledge among participants of online trainings. Yet, previous studies often detached participants from the social context in which learning took place. The manuscript addresses this shortcoming by providing empirical evidence from 30 CoL of a global organization, where 337 staff members from different hierarchical positions collaboratively enhanced their knowledge via asynchronous discussion forums. The results from four dedicated studies clearly indicate that the higher participants\’ hierarchical position, the higher their amount of social and cognitive messages, and the more central their network position within CoL. However, we also identified a group of \“Stars\” that outperformed their colleagues and who were at the centre of CoL networks, irrespective of their hierarchical positions. Based on these findings, HRD practitioners can better design and facilitate future collaborative learning activities that build upon the strength and weaknesses of all participants.

}, keywords = {Community of Learning, Content Analysis, Hierarchical Position, Social Network Analysis}, author = {Martin Rehm} } @conference {3719, title = {$\#$WhatsTheDifference? Comparing Hashtag Conversation on Twitter among Teachers}, booktitle = {Association for Educational Communications and Technology (AECT)}, year = {2014}, address = {Jacksonville, USA}, keywords = {Network of Practice, Social Network Analysis, Teacher Education, Twitter}, author = {Martin Rehm and Preussler, Annabell and Michael Kerres and Katerina Bohle-Carbonell and Ad Notten} } @inbook {3471, title = {Open Education Case Studies {\textendash} A Variety of Shades and Formats}, booktitle = {Openness and Education}, volume = {1}, number = {Advances in Digital Education and Lifelong Learning}, year = {2013}, publisher = {Emerald Group Publishing Limited}, organization = {Emerald Group Publishing Limited}, chapter = {3}, address = {Bingley, United Kingdom}, keywords = {OER}, author = {Martin Rehm and Ad Notten and Ruediger Glott and Petra Hagemann and Balthas Seibold and Lex Bijlsma and Ioannis Stamelos and Pantelis M. Papadopoulos} }