TY - JOUR T1 - Does a Formal Wiki Event contribute to the Formation of a Network of Practice? A Social Capital Perspective on the Potential for Informal Learning JF - Interactive Learning Environments Y1 - 2017 A1 - Martin Rehm A1 - Allison Littlejohn A1 - Bart Rienties KW - Informal Learning KW - Network of Practice KW - social capital KW - Social Network Analysis KW - wikipedia UR - http://www.tandfonline.com/eprint/5SACaZ4tCTqPGFB7GnaX/full ER - TY - CONF T1 - Seeing the Invisible: Editing Wikipedia for the Public Good T2 - EARLI Y1 - 2017 A1 - Allison Littlejohn A1 - Nina Hood A1 - Bart Rienties A1 - Martin Rehm KW - Network of Practice KW - Social Network Analysis KW - wikipedia JF - EARLI CY - Tampere, Finland ER - TY - CONF T1 - Learning to Develop Open Knowledge: the Edinburgh Editathon T2 - OER16 Y1 - 2016 A1 - Melissa Highton A1 - Allison Littlejohn A1 - Martin Rehm A1 - Nina Hood A1 - Bart Rienties A1 - Lou McGill KW - Informal Learning KW - multimethod approach KW - open education KW - social capital KW - wikipedia JF - OER16 UR - https://oer16.oerconf.org/ ER - TY - CONF T1 - What are the Driving Forces behind Informal Learning in Social Media? T2 - Computational Social Science Winter Symposium Y1 - 2015 A1 - Martin Rehm A1 - Allison Littlejohn A1 - Bart Rienties KW - Informal Learning KW - Self-Regulated Learning KW - social capital KW - Social Media KW - Twitter KW - Wiki AB - 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. JF - Computational Social Science Winter Symposium PB - GESIS CY - Cologne UR - http://www.gesis.org/css-wintersymposium/home/ ER - TY - CONF T1 - A social network perspective on learning and professional development T2 - EARLI - SIG 14 (Learning and Professional Development) Y1 - 2014 A1 - Martin Rehm A1 - Markus Hirschmann A1 - Hans Gruber A1 - Bart Rienties A1 - Simon Beausaert A1 - Dominik Fröhlich A1 - Mien Segers A1 - Sara Van Waes A1 - Piet van den Bossche A1 - Nienke Moolenaar A1 - Peter Van Petegem A1 - Anoush Margaryan KW - Network of Practice KW - Social Network Analysis JF - EARLI - SIG 14 (Learning and Professional Development) CY - Oslo, Norway ER -