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Dirk Ifenthaler, J. Spector, D. Sampson, P. Isaías (2014)
Advances in cognitive psychology, educational technology and computing: An introduction to the special issueComput. Hum. Behav., 32
Raising awareness about issues around IP ownership and the risks of allowing confidential data to be ‘mined’ by advertisers when using commercial platforms
(2012)
Disrupting traditional teaching practices with social media: The case for medicine
The KINSHIP platform was unknown to or seldom used by some of the students participating in this pilot. Promotion and advertisement were recommended to gain a critical mass of users for success
S. Hatzipanagos (2006)
HOT and Flaming Spirals: Learning and Empathic Interfaces in Discussion Forum Text-based DialoguesThe European Journal of Open, Distance and E-Learning, 9
Improved accessibility and redeveloping the social network as a mobile application
Would it help your learning if the collaborative functionality of the platform was integrated with: 1. Moodle (KEATS) 2. Outlook 3
Simple authentication process and full integration mainly with the institutional virtual learning environment (VLE) and other institutional learning technologies
Embed privacy in the design to avoid concerns about potential monitoring by staff/ institution
(2013)
Digital identities and social media
J. Lave, E. Wenger (1991)
Situated Learning: Legitimate Peripheral Participation
G. Conole, Martin Dyke (2004)
What are the affordances of information and communication technologiesResearch in Learning Technology, 12
B. John (2013)
Kinship--king's social harmonisation project. Pilot phase of a social network for use in higher education (HE).Bulletin du Groupement international pour la recherche scientifique en stomatologie & odontologie, 51 3
G. Conole, Panagiota Alevizou (2010)
A literature review of the use of Web 2.0 tools in Higher Education
Students favoured Facebook over KINSHIP in interface design, including popularity, ease of access, functionality and searchability, i.e. search facility to find
Development and evolution of functionality in step with commercial platforms to achieve a ‘smooth’ experience for the users
Virtual Campus (Medicine)
Do you feel there is merit in offering this platform as a space to practice and establish your professional digital voice?
(2009)
Social software and developing community ontologies
S. Hatzipanagos, S. Warburton (2009)
Handbook of Research on Social Software and Developing Community Ontologies
G. Conole, Martin Dyke (2004)
What are the affordances of information and communication technologies ?
Do Institutional Social Networks Work? Fostering a Sense of…
S Hatzipanagos (2012)
E-education and E-science
In this paper we report on the evaluation of an institutional social network (KINSHIP) whose aims were to foster an improved sense of community, enhance communication and serve as a space to model digital professionalism for students at King’s College London, UK. Our evaluation focused on a pilot where students’ needs with regard to the provision of a cross-institution platform and perceptions were examined. Empirical findings in this study project an advantage of KINSHIP compared to commercial social networks, as it is exclusively accessible by students and staff from the institution and mainly being used for academic purposes. Ongoing development and evolution of functionality in step with commercial platforms, improved accessibility via redeveloping the platform as a mobile application and addressing privacy concerns raised by the students about potential monitoring by staff or the institution would also be essential if such an institutional platform were to be a success.
"Technology, Knowledge and Learning" – Springer Journals
Published: Feb 9, 2017
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