@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}
}
@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}
}
@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 {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}
}
@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}
}
@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 {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 {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}
}
