Teaching practice can take advantage of the unique characteristics of social services in the following ways: Use of open, free and free electronic resources. Independent creation of online educational content. Mastering information concepts, knowledge and skills. Observe the activities of members of the community of practice.

What is Web 2.0 Just two years ago this term did not exist in nature; now the Google search engine produces 871 million links to documents where the concept of Web 2.0 is mentioned. Summing up, it is recognized as the main word of 2006. The main problem with it, even the inventors of this term are not able to explain what it really means

Differences between Web and Web 2.0 WebWeb 2.0 Content is created and controlled by the owners of servers and sites Content is created by users Accepted hierarchy, taxonomy Changing, folk classification, folksonomy Leadership = ownership of a resource Collective intelligence = changeable but stable

Delicious is a website that provides registered users with the free service of storing and publishing bookmarks on World Wide Web pages. Delicio Differences: Links can be added and viewed from any computer connected to the Internet; Each bookmark should be marked with one or more tags or category labels; A private online collection of web page links is part of a group collection. When placing a bookmark, you can specify: Internet address; Bookmark name; Brief description Label (tag)

BobrDobr Storing bookmarks on BobrDobr Storing bookmarks in a search engine The Delicio website was launched on September 24, 2003 by Joshua Schachter. Initially, it was intended to organize the creator’s gigantic collection of bookmarks. Easy link placement using the beaver toolbar

Website addresses – BobrDobr (Russian interface) – Delicious (English interface) – Rumark (Russian interface) – Colored stripes (Russian interface)

Blog (Web-log) A blog (web-log) is a public diary with comments. The blog is open for reading, readers can leave their comments on the entries. Blog Differences: The blog is personal. It has a human author (or authors) The blog is social. First, the blog itself is, in a sense, a community. Secondly, from the very beginning of the existence of blogs, their authors began to unite into communities by publishing blogroll lists of read blogs. The blog exists at the time the entries appear in chronological order. A blog is a conversation. People usually talk about things that interest them and that they have a personal connection to.

Blog (Web-log) According to the author's composition, blogs can be: Personal Group (corporate, club...) Public (open). By content: Thematic General Founder of blogs Tim Berners-Lee (first blog in 1992). Blogging has been on the rise since 1996.

Basic concepts of the blogosphere: Blog is a diary of one or more users posted on the Internet. Technically speaking, a blog is a type of website where new posts are displayed before older ones. A synonym is the concept of a network diary. Post or Posting is a single blog post. Typically includes title, content, date added, and permalink. May contain links to comments and tags. Comments – opinions of blog readers about an entry, entries added through the form provided for this. Comments may accompany the entry. The blogosphere is a single information space formed by blogs. A blogger is the author of blog posts.

How to use it in teaching practice: A platform for pedagogical discussions. Opportunity for consultations and additional knowledge. A platform for organizing training for schoolchildren in basic and additional courses. A platform for organizing a distance learning course. Working and not-so-working notes from school principals and teachers. School diaries of the 21st century. An environment for organizing network research activities for students.

Website addresses – LiveJournal LJ – Live Internet – Blogs on Mail.ru

A Wiki is a website whose structure and content can be modified by users together using tools provided by the site itself. WikiWiki (Wiki) A wiki is characterized by the following features: The ability to edit text multiple times A special markup language - which allows you to easily and quickly mark up structural elements and hyperlinks in the text; format and design individual elements. Accounting for changes (versions) of pages: the ability to compare editions and restore earlier ones. Manifestation of changes immediately after they are made. Dividing content into named pages. Hypertext: connection of pages and subsections of a site through contextual hyperlinks. Many authors.

The largest and most famous wiki site is Wikipedia - a multilingual, publicly available, freely distributed encyclopedia published on the Internet. Contains global information. Letopisi.ru is an educational wiki project in the genre of a guide for schoolchildren, students and teachers. TolVIKI is an open Internet platform to support the creativity of teachers, methodologists, students and schoolchildren of the Tolyatti city district (city Wiki) Technical basis: To create a wiki environment, you need special software, the wiki engine (the work of many sites is based on the MediaWiki engine) This is a private a type of content management system that is simple in its design and functionality. All actions for structuring and processing content are done manually by users. WikiWiki (Wiki) The first wiki network was created by Ward Cunningham on March 25, 1995 (the word “wiki-wiki”, borrowed from the Hawaiian language, means “quickly, quickly.”

How to use in teaching practice: Presenting, expanding and annotating teaching materials. Joint creation of virtual local history and environmental excursions by schoolchildren and students. Collective creation of creative works - fairy tales, poems, essays. Collective creation of teacher, student and school encyclopedias. A tool for conducting local and online seminars. Networking in the absence of the Internet.

Site addresses All-Russian educational project Letopisi.ru - World WikiPedia - A project of an open world encyclopedia, in the construction of which volunteers from many countries of the world participate. WikiPedia in Russian - WikiWikiWeb - The first WikiWiki, existing since 1995, serves as an archive of templates and the main platform where technology is discussed Wiki WikiBooks Project of open teaching aids and teaching materials (English) EvoWiki - Open encyclopedia of materials on the evolution and origin of species. (English) CommunityWiki - A community within which the problems of building communities and networking are discussed. (English) CourseForum An example of converting a Wiki into a commercial product - an educational forum for various training courses (English)

Flickr Flickr is a service designed for the storage and further use by the user of his digital photographs. Features: A registered user of the system can place his photos on a remote server. The free service allows you to upload 100 megabytes of photos monthly. For each photo, its owner can add a title, a short description and keywords (tag) for further search. You can also take notes on the photos themselves. If the photo shows several objects (for example, several buildings), then you can select any of the objects and add a description to it.

Flickr Flickr was acquired by Yahoo! in March 2005. Additional features: The photo can have the status of personal, family, group or public. The service allows all users to share photos and tags on photos. Possibility of correspondence between users forming interest groups Cat (656 photos) Russian analogues: Fotodia, Flamber, Gallery.ru, 35 Photo

Photo service website addresses: – Flickr (English interface) – Flamber (Russian interface) – Panoramio (multilingual interface) – Pikasa (multilingual interface) – Photo archive on Mail.ru (Russian interface) – Fotodia (Russian interface) – KalyaMalya (Russian interface)

YouTube YouTube is a social service designed for storing, viewing and discussing digital videos. What users of the YouTube service do: Upload to the server, tag and exchange video clips Watch video clips of other community members Find, create and unite users in thematic interest groups Subscribe to video clip updates, create playlists and “video channels” Integrate video clips from YouTube into their own websites The service was founded in February 2005 Russian analogues: RUTube;

Website addresses: video services: – YouTube (English interface) -Rutube (Russian interface) - (Russian interface) - Rambler Vision (Russian interface)

Slideshare is a social service that allows you to convert PowerPoint presentations to Flash format and is intended for storage and further personal or sharing. SlideShare Any Internet user can find presentations on the Slideshare service using keywords for searching. Presentations can be viewed in full screen mode. The site does not import effects and does not allow you to edit the imported presentation. It is possible to create groups and collect presentations on topics in them. In order to use the Slideshare service, you only need access to the Internet and any browser.

Website addresses: audio services: other services: – Scribd (English interface) – for storing text files in any language – SlideShara (English interface) – for storing presentations – Spresent (English interface) for creating online presentations

Skype (Skype) A tool for communicating people in real time (text, sound, video) Chat of several users with the ability to transfer files Multi-user voice communication Video call and video conferencing Calls can be divided into 3 types: Calls within the Skype network SkypeOut calls to landline and mobile numbers SkypeIn incoming calls from any phone to your virtual number

“It is no coincidence that Time magazine named people of the year precisely people who use Web 2.0 services and actively add new content to the network. If Web 1.0 opened up the opportunity to look, copy, drag, save and then show a piece of one’s own successes, then Web 2.0 is the opportunity for routine, constant activity within the online community. Not just - I thought about it, did it, and then put it down, but did it right here...” E. Patarakin

It is pleasant to communicate with the interlocutor looking eye to eye. Therefore, the rule of work and communication in Wiki Chuvashia is the representation of participants to each other. ? Answer - click Create an account In the forms that appear, you need to enter the Member Name - the name under which you will be displayed on the site, the password - a combination of characters that is required for each subsequent entry into the Chuvashia Wiki systems. Please also fill in the field Your real name. This will contribute to comfortable communication and make the work of Wiki Chuvashia participants more convenient. Then click Register New Member Cheers! Wiki Chuvashia knows you!

Rules for creating text: Separate paragraphs from each other with a blank line (press Enter again); to highlight words and phrases in the text, use bold and italic font. In this case, it is more convenient to use the corresponding buttons on the toolbar located at the top left of the editing window (B and I). If there is one or more spaces at the beginning of a line, then this line will be displayed in a blue dotted frame. If such a display was not part of your plans, remove extra spaces in the “Edit” mode; to create a heading, select the text and use the toolbar button (-A-) to create a second, third, etc. heading. levels, it is enough in the text editing mode to add one “=” sign to the title text at the beginning and at the end of the phrase. Each subsequent "=" sign increases the header level. Provided that the text does not fit on the screen page, the table of contents is automatically displayed. To form a numbered list, you must add a # sign at the beginning of each item. To form a bulleted list, you must add a * sign at the beginning of each item to create links. its final recording (the “Preview” button at the bottom of the editing window) changes are recorded only if you clicked on the “Record” button located at the bottom of the editing window, pay attention to the “Discussion” page for your article, it may contain comments left by others users who wanted to help you (you can get to the discussion page by clicking on the Discussion tab located at the top of the window with your article) use the “History” page that belongs to your article. Using it, you can track the changes that have occurred with the edited text (you can get to the history page by clicking on the History tab located at the top of the window with your article) Geographic information systems (geographic information system, GIS) systems designed for collecting, storing, analyzing and graphical visualization of geographic data and related information about the presented objects. In simpler terms, GIS are tools that allow users to search, analyze and edit digital maps, as well as additional information about objects, such as building height, address, number of occupants. GIS includes the capabilities of databases, graphic editors and analytical tools and is used in cartography, geology, meteorology, land management, ecology, municipal administration, transport, economics, defense. cartography geology meteorology land management ecology municipal management transport economics defense

How to use in pedagogical practice: As a source of maps and images of the area in the study of geography, history, local history, foreign languages ​​As a platform for solving research problems in various subjects related to calculating distances, choosing the shortest path, comparing the features of different areas, etc. As a platform for creative activities in modeling a new look of areas with drawing their own images of buildings, landscape objects. As a platform for conducting network projects (webquests) related to guessing and searching for various geographical points of the Earth

Site addresses - (Google maps) Google Maps - (Wikimapia) Google Maps + WikiWiki - (Googleers) Volumetric model of the Earth Google - (Panoramio) photo service with the ability to link to digital maps

International Google Maps Russia America Canada Germany Italy Netherlands France Britain Japan Australia Spain China

The concepts of "Network and virtual community"

The emergence of the phenomenon of network communities is due to the transition from an industrial society to a post-industrial one. One of the key criteria for this transition is the transition from bureaucratic relations as the dominant form to social networks. The network structure, in contrast to its bureaucratic prototype, is often a system with a decentralized hierarchy, a wide range of responsibilities, in which formal relations fade into the background.

The Internet space includes not only computer networks and information integration, but, first of all, people who are interconnected and actively functioning in this space, along with the information products of their activity, often formed under the influence of requests, needs and interests in virtual interaction. In the network space, a certain social reality of a new order is being constructed, which includes in its sphere not only formally existing groups, but also the interaction of socio-professional norms and values, the reproduction of the organizational structure of Internet communities (including the organizational production of professional communities, the determination of professional statuses, the development of processes intragroup mega- and microstructuring).

Network formations play the role of a kind of superstructure over objective realities, act as a qualitatively different form of organizing communication between various socio-economic institutions, creating a different, parallel space. The psychological explanation of the network community phenomenon is that network structures satisfy people’s needs for social security, personal, informal relationships, and a sense of group identity. On their basis, a new type of socio-professional groups is being formed.

A social network is defined as any group of people interacting and sharing social connections. This kind of interaction necessarily requires the unity of the space in which the interaction takes place, including cyberspace, therefore (“social network”), in relation to the Internet environment, the concepts “online community” and “social network” can be perceived as synonyms.

The term “Virtual Community” arose during the development of the Internet and means:

A new type of communities that arise and function in the electronic space.

Uniting network users into groups with common interests to work in the electronic space.

The definition, in my opinion, is quite accurate. However, “there are two fundamentally different interpretations of the virtual community. Proponents of the first of them believe that a community is everyone who uses the Internet to communicate. Although only a small part of its members ever intersect on the Internet, and, therefore, they do not enter into interpersonal interaction, but they assimilate a common discourse and are carriers of a common virtual culture. That's why they are united in a community.

According to another point of view, a virtual community is a local network of people actually interacting on the Internet, using one or another means of communication that is common to the entire group. They are united in a community on the principle of more or less constant contacts, which are a consequence of their common interest. This understanding of a virtual community is consistent with the classical definition of a social network (or online community), in which the network is represented as a finite set of actors and relationships between them. From this position, in the virtual space there is not one, but many virtual communities; they arise spontaneously, exist for some time and die if the resources feeding them are exhausted.

I believe that the second point of view is more justified, if only because the general population of Internet users communicating via the network cannot be separated into a community based on any common interest. Otherwise, the line between the concepts of community and society, as a common set of individuals without dividing them by interests, is erased.

Thus, a virtual community is a number of people who regularly communicate via a network (for example, the Internet) on topics that interest them using certain means of virtual communication. A virtual community can only exist if the participants in communication have common interests, as well as if there are lively and interesting topics for discussion.

1

The issues of creating online communities of teachers and students on the Internet are considered. The characteristics of the network community are described as a structural unit of the social environment of the Internet, a collective subject of social, information and educational activities in the global computer network. The concept of a network educational community is defined as a network community of students and teachers, whose activities are aimed at the implementation of pedagogical tasks. From the perspective of a subjective approach, the levels of development of the network community of students and teachers are described (potential, nominal and real network community). These levels are determined by giving subjective value to interactions in a computer network (pre-subjective, subject-object and subject-subject interactions) and allow us to describe the stages of the formation of a network community as an increase in the level of subjectivity of the network group. In relation to communities of students and teachers, such an increase in subjectivity is associated with the implementation of pedagogical technologies - educational projects in online communities on the Internet.

network educational project.

online training

collective subject

online educational community

online community

Internet

1. Bondarenko S.V. Social structure of virtual network communities: Dis. ... Doctor of Sociol. Sci. – Rostov n/d., 2004. – 396 p.

2. Vachkov I.V. Polysubjective interaction between teachers and students // Personality Development. – 2002. – No. 3. – P. 147–162.

3. Gainutdinov T. R. Community and event in the space of modern social and philosophical knowledge: Dis. ...cand. Philosopher Sci. – Yaroslavl, 2006. – 191 p.

4. Zhuravlev A. L. Psychological features of the collective subject // The problem of the subject in psychological science / Ed. A. V. Brushlinsky, M. I. Volovikova, V. N. Druzhinin. – M.: Publishing house “Academic Project”, 2000. – P. 133–150.

5. Sakharchuk E.I. Collective subject of the educational process // Higher education in Russia. – 2003. – No. 4. – P. 154–157.

6. Sergeev A. N. Training in online communities of the Internet as a direction of informatization of education // News of the Volgograd State Pedagogical University. Series “Pedagogical Sciences”: scientific journal. – 2011. – No. 8 (62). – pp. 73–77.

7. Sergeev A. N. Education in online communities of the Internet as a new resource for informatization of education // School of the Future: scientific and methodological journal. – 2010. – No. 4. – P. 79–86.

8. Sergeev A. N. Network educational communities in the context of new approaches to the implementation of pedagogical technologies // Bulletin of the Adygea State University. Series “Pedagogy and Psychology”. – Maykop: ASU publishing house. – Vol. 2. – 2009. – pp. 158–165.

9. Tennis F. Community and society. – M.: University Foundation, 2002. – 456 p.

10. Robin B. Hamman. Computer Networks Linking Network Communities: A Study of the Effects of Computer Network Use Upon Pre-existing Communities. 1999. URL: http://cybersoc.blogs.com/mphil.html (accessed 10/28/2012).

The Internet is widely used in education. Much attention to this network is determined by the possibilities of information access and organization of interaction between subjects of educational activities in the global information environment. At the same time, a computer network is considered not only as a network of computers where information and services are presented, but also as a “network of people,” a global sociocultural environment in which individual users and network communities are represented.

It is the social aspect that sets the vector of development of the modern Internet, allows us to determine the motivational basis of people’s activities in the telecommunications system, and serves as a guideline in the construction of modern services and technologies for working with information on the Internet. These provisions have an impact on the use of the Internet in the field of education, where more and more attention is being paid not only to the issues of posting educational information on the Internet and technologies for remotely conducting educational classes, but also to the creation of online communities of students and teachers, in the structure of which the educational process is implemented.

How to create an online community? This question turns out to be key in the design and implementation of Internet-based learning technologies as a social environment. Creating an online community does not come down to developing some technical Internet resource, posting some information, or organizing mutual communications of potential community members on a computer network. A genuine online community is associated with the special motivation of Internet users, their activity in relation to the value-shared resource, each other and general activities in the information environment. Therefore, before answering the question posed, we need to clearly understand what an online community itself is? What determines the integrity of a group of people as their community in a computer network? The answers to these questions lie, from our point of view, in the plane of philosophical and socio-psychological knowledge.

The history of the study of communities originates in Western philosophy and goes back more than two centuries. During this time, the concept of “community” underwent significant changes, the term itself was used in a large number of meanings, as a result of which this concept turned out to be very ambiguous, although it is usually used to describe a particular group of people.

As T. R. Gainutdinov notes, this situation is largely explained by the fact that the social construct itself, described as a community, was constantly changing and developing. The term “community” in its first understanding was closely related to the concept of society and served to designate people living in the same geographical location. However, as we find in F. Tönnies, there are currently two trends in changing the concept of “community”: firstly, increased attention to the integrative nature of social interaction within the community and the category of “interest”; secondly, the increasingly distant concept of “community” from the concept “society”, which is similar in meaning.

Spatial relationships do not play a decisive role in defining communities. The characteristics of online communities such as common goals, interests, values ​​and needs are of decisive importance; shared resources that community members have access to; the general context and language of communication in which members of the community are immersed. R. Hamman, analyzing various definitions of communities, concludes that most of them agree that the essence of a community is determined by social interaction, environment and common connections. The author comes to the conclusion that in the context of socio-philosophical issues, the term “community” should be understood in the meaning of “(1) a group of people, (2) participating in social interaction (3) and any common connections between themselves and other members of the group, (4) in one space-time interval."

This definition allows us to understand the methodological basis for the functioning of social communities on the Internet, based not on personal direct relationships, but on the basis of regular exchange of information by means of computer technology communications. Such communities arise on the basis of network interaction, common goals, values ​​and interests between people.

An in-depth analysis of online communities as elements of the social structure of the Internet is presented in the doctoral research of S. V. Bondarenko. The author uses the term “virtual network communities,” which he classifies as self-regulating and self-transforming social systems in cyberspace. Speaking about the methodology for studying the social structure of virtual network communities, S. V. Bondarenko identifies three methodological principles applicable in this area of ​​sociological knowledge. These are the principle of activity, the principle of development (the principle of change) and the principle of consistency.

In accordance with the principle of activity, an important position for us is expressed that the network community should be understood from the point of view of the indispensable implementation of joint activities of community members to create, transmit and process information in a computer network. This approach allows us to highlight the forms in which the online community functions, the levels and structure of interaction, and determine such community attributes as: collective attitudes, group needs, motives and ethical standards of behavior, interaction with other online communities. These attributes serve to identify the integral characteristics of the processes of joint information activity and allow us to talk about the network community as a collective subject of social and information activity on the Internet.

The interpretation of an online community as a collective subject of social and informational activity on the Internet makes it possible to determine the psychological characteristics of interpersonal and intergroup relations in online communities, to highlight commonalities in the subjective properties of an individual and a group, to identify criteria and mechanisms for the formation of a group of Internet users as an online community.

Within the scientific areas of social psychology, we find many approaches to the study of special communities that have the properties of subjectivity. Various authors in their studies talk about such communities, denoting them with the following terms: “aggregate subject” (B.F. Lomov, I.A. Zimnyaya, etc.), “group subject” (A.V. Brushlinsky, K.M. . Gaidar, etc.), “subject of joint activity” (A. V. Brushlinsky, V. V. Rubtsov, etc.), “collective subject” (A. L. Zhuravlev, I. V. Vachkov, K. M. Gaidar, etc.), “polysubject” (V.I. Panov, I.V. Vachkov, etc.), etc.

The phenomenon of subjectivity at the group level is most fully revealed in the works of A. L. Zhuravlev through the analysis of the concept of “collective subject”. Summarizing existing approaches to determining the properties of a collective subject, A. L. Zhuravlev identifies three properties of a group that are “necessary and actually criterial” in the description of a collective subject.

1. Interconnectedness and interdependence of individuals in a group, which contributes to the formation of a group state as a state of preactivity - the most important prerequisite for any activity. The criterion of this quality is that only if it is present, the group becomes a collective subject. Important in this regard are the specific characteristics of interconnectedness and interdependence, which can be divided into two classes: a) dynamic (intensity or closeness of mutual connections and dependencies between individuals in a group); b) substantive (content or subject of mutual connections and dependencies).

2. The ability of a group to exhibit joint forms of activity, that is, to be a single whole in relation to other social objects or in relation to itself. Joint forms of activity include communication within the group and with other groups, group actions, joint activities, group attitude, group behavior, intergroup interaction, etc.

3. The group’s ability for self-reflection, as a result of which the feelings of “We” are formed (as the experience of belonging to a group and unity with its group) and the image-We (as a group idea of ​​one’s group).

As we see, in social psychology, from the point of view of the subjective approach, the essence of the special relationships that arise in groups of people is deeply revealed. The subjective approach allows us to deeply reveal the essence of the phenomenon of online communities, because we can fully understand an online community as a group of people united by special connections and relationships as a collective subject of social and information activity on the Internet. It is the characteristics of the collective subject in the description of certain groups of global network users that make it possible to talk about their special states, which should be called network communities.

Thus, based on the concept of a collective subject, we can give the following definition to an online community: an online community is a group of people interacting on the basis of Internet communications, having common connections with each other, and capable of demonstrating joint forms of activity and self-reflection.

Common connections between members of online communities are formed on the basis of common goals, values ​​and interests, common Internet resources shared and created by members of the online community. What online communities have in common forms the context of communication, general rules and norms of behavior. At the same time, network communities themselves are a structural unit of the social community of the Internet, and their existence is of an activity nature, which is associated with the development of the Internet information base and intensive processes of information exchange in the social environment.

Considering that the activities of online communities of students and teachers will be associated with solving pedagogical problems, we can clearly describe such communities as educational, the existence and activities of which are determined by both pedagogical technologies and Internet technologies. Network educational communities are Internet communities whose activities are aimed at implementing pedagogical tasks in relation to students and teachers as members of the community. Such network communities act as a collective subject of not only social and informational, but also educational activities on the Internet.

The interpretation of the network community as a collective subject of social, information and educational activities on the Internet allows us to turn to the definition of the stages of formation and levels of development of the network community of students and teachers, which will further serve as the basis for the design and implementation of pedagogical technologies based on the logic of the deployment of joint educational network computer environment.

A description of the stages of formation and levels of development of a collective subject is presented in a number of fundamental studies of psychology and pedagogy (I. V. Vachkov, A. L. Zhuravlev, E. I. Sakharchuk, etc.). So A.L. Zhuravlev in this context distinguishes potential subjectivity (as the interconnectedness and interdependence of a collection of individuals), real subjectivity (as joint activity) and subjectivity as group self-reflexivity. The author convincingly substantiates that these states of a collective subject can be considered as different levels of its subjectivity: from elementary forms of interconnectedness to the most complex forms of group self-reflection.

E. I. Sakharchuk, considering the collective subject in the context of managing the quality of training of specialists in a pedagogical university, an integrative criterion for highlighting the stages of formation of a collective subject of the educational process determines the dynamics of awareness of the value-semantic context of professional training of specialists. From this point of view, the author distinguishes: normative, value and semantic stages. At each of these stages, the collective subject is represented at its own specific level.

A productive model for describing the stages of formation and levels of development of a network community as a collective subject of social, informational and educational activities on the Internet is the model of typology of a collective subject proposed by I. V. Vachkov. Defining the typological levels of a collective subject and the most important characteristics of a polysubject, the author examines possible specific types of interactions between people with each other, differing in the criterion of imparting subjective value. I. V. Vachkov in this context points out that the interaction of people in such communities at different stages of their development can be characterized as pre-subjective, subject-object and subject-subject. By transferring these ideas to the description of special communities of people in the social environment of the Internet, we have the opportunity to determine the levels of development of the online community.

Thus, pre-subjective interactions in a computer network allow us to talk about a certain potential level of the network community. Such interactions are characterized by alienation, when the participants in the interaction are not connected by anything in common and do not attach any value to joint discussions. From our point of view, such relationships arise between individuals as disparate users of some common information environment, which nevertheless allows them to exchange messages and conduct joint discussions. Pre-subjective interaction may reflect the state of the network community at the pre-activity stage, when the prerequisites for starting discussions and joint activities have been created, but the activity of potential community members has not been initiated, and there are no motives and needs for joint activities.

It is fair to associate subject-object interactions in a network community with the nominal level of a network community, when each of its members can already act as an active subject of some activity and turn to other members of the community to implement it. However, the specificity of such interaction lies in the fact that the selected partners are considered as objects that have only certain resources to carry out their activities. Such interaction is asymmetrical and reflects the needs for the implementation of activities of only one of its participants, acting as a subject.

The nominal level of the network community is represented, from our point of view, in those situations when the network activity of individual users is set from the outside, determined by conditions external to the network community. For example, at a similar level, a network community of a group of students can be represented who, on the instructions of the teacher, write messages in the forum and exchange the information they have to carry out their educational activities.

The emergence of a real network community should be associated with the emergence of subject-subject interactions in the network environment. Such interactions are characterized by the fact that each participant reflects himself and his partner as a subject, sees value in himself and in the other. The main characteristic of subject-subject interactions in an online community is that they are not only the result of the activity of individual subjects of the online community, but also the source of such activity, which in this case lies “within” the community.

It should also be noted that according to I.V. Vachkov, subject-subject interaction is not a homogeneous process that has a qualitatively uniform character. At this level, there are two types of interaction that have specific features: 1) the first level of subject-subject interaction, at which the value of the partner is mediated by joint activity (activity-value interaction); 2) the second level of subject-subject interaction, characterized by the giving of value by each participant in the interaction to each in itself, i.e. giving it intrinsic value, which is described by the author as polysubjective interaction. The identification of the second level of subject-subject interaction is consistent, from our point of view, with the opinion of A.L. Zhuravlev that the most developed form of a collective subject is subjectivity as group self-reflexivity, as a result of which ideas about the group and feelings of “We” are formed. The real network communities of the above two levels themselves are in many ways rightly classified as network communities of common interests and network communities of common values.

Thus, the levels of development of the network community are determined on the basis of the nature of the presented subjective properties, the nature of the relationships that develop between participants. From this point of view, the stages of formation of a network community become obvious, which can be represented as stages of increasing the subjectivity of a certain network group from a potential level to the level of a real network community. This means that the creation of online communities is associated with the implementation of Internet-based pedagogical technologies aimed at strengthening subjective relations between participants in the network group and increasing the level of subjectivity of each of them. Such technologies can be described as project-based learning technologies in online communities on the Internet. Various aspects of the implementation of educational projects in online communities on the Internet are presented by us in publications.

Reviewers:

Sakharchuk Elena Ivanovna, Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy of the Federal State Budgetary Educational Institution of Higher Professional Education "Volgograd State Social Pedagogical University", Volgograd.

Smykovskaya Tatyana Konstantinovna, Doctor of Pedagogical Sciences, Professor, Professor of the Department of Theory and Methods of Teaching Mathematics and Informatics, Volgograd State Social and Pedagogical University, Volgograd.

Bibliographic link

Sergeev A.N. NETWORK COMMUNITY AS A SUBJECT OF EDUCATIONAL ACTIVITY ON THE INTERNET // Modern problems of science and education. – 2012. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=7475 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

The spread of social networks, along with the virtually universal replacement of television with the Internet, became one of the twenty-two main trends of the first decade of the twenty-first century according to Forbes magazine. The audience of the most popular social network in 2010 was about 500 million people. At the same time, less than ten percent of the world’s population is registered on Facebook, and in China the social network is completely blocked.

Definition of “social network”

A social network is (the dictionary of sociological concepts defines it this way) a structure consisting of an array of nodes that are represented by social objects (people, groups or organizations) and the relationships between them. The term, which later became widespread in many humanities fields of knowledge, was coined by John Barnes in 1954. The study of society as a close interweaving of social connections and configurations (that is, from the side of sociology and psychology) began in the thirties of the twentieth century.

Modern interpretation of the term

With the advent of the Internet, the concept has expanded significantly. Now a social network is a resource created with the goal of introducing and providing communication to people with similar interests or social connections. There are several types of sites of this kind, many of which differ in their characteristic features. So, a social network is (we discussed the definition above) a website designed to organize and reflect social relationships between people.

Technologies that made it possible to realize the idea of ​​social networks

The history of the development of social networks is by no means limited to modern giants who confidently hold leading positions. The first social network (a web resource that at that time was based on email technology) appeared back in 1971. The then ARPA Net was used exclusively by the military.

Seventeen years later, a Japanese student named Jarko Oikarinen invented chat technology (Internet Relay Chat), which allows real-time communication. A landmark event in the history of the emergence and development of social networks was the invention of the Internet as such and its further opening to the broad masses of the population.

History of the emergence and distribution of Internet resources

The first social network in the modern sense, Classmates.com, was created by Randy Conrad in 1995. The concept of searching for your classmates on the Internet turned out to be very popular, so from that moment the active spread of such projects began. The Classmates.com resource itself remains very popular to this day. More than fifty million users are registered on the site.

The ubiquity of social networking began with the advent of Facebook in 2004. Within a few years, the site was confidently breaking records in terms of traffic and the number of active users. The starting point of the modern stage of Internet development, where social networks occupy an extremely important niche, can be considered the publication of the article Tim O’Reilly - What Is Web 2.0 (Web 2.0, 2005), which describes the information space that has developed in today’s realities.

Subtypes and classification of social networks

Today's social network is a very, very broad concept, and therefore attempts have been made repeatedly to systematize this kind of resources. At the moment there is no single classification, but the most common one includes the systematization of social networks according to the following criteria:

By type: personal and business communication, photo, audio and video content, entertainment, shopping, geolocation, cross-platform, desktop or mobile social network, blogging and publishing text materials, news, question and answer services, virtual worlds, joint bookmarks or thematic social networks.

By accessibility: there are open and closed social networks, as well as resources with mixed access. In the latter, implementing paid private access to some materials is quite problematic, since users are simply not accustomed to the restrictions.

By coverage: there are both websites covering the whole world, as well as intranational or resources not tied to a specific region; Separately, you can highlight the sites of corporations or political parties.

Popular social networks

Facebook. Users are primarily concentrated in North America and Europe, but the audience is actively expanding to other countries, where Facebook is becoming more and more popular every year. “My page” (the social network is developing rapidly, introducing new ideas) is available to everyone registered.

Twitter. The service has gained popularity due to a fresh rethinking of the old idea of ​​blogs. The developers only artificially limited the permissible message length, which fits perfectly into the modern concept of “fast” life.

In the Russian-language segment of the Internet, VKontakte and Odnoklassniki are common. The social network (which is easy to log into - all resources are open) VKontakte largely replicates Facebook, which in no way interferes with the positive dynamics of user activity. Odnoklassniki (analogous to Classmates.com) has been losing ground lately.

Features of the development of social networks in different regions

The United States of America and Western Europe are the most developed in terms of economy and IT technologies, and, accordingly, those receiving greater coverage by social networks. The market in these regions is already crowded with such general platforms, so thematic resources are becoming in demand.

Asian countries are a very closed region, which at the same time is characterized by a large potential audience. Many projects are trying to enter this market, but it is very difficult to do so. The only exception is India, where many resources that originated in America or Europe are actively developing.

Eastern Europe is currently considered a promising region for the development of social networks, but lags behind global trends by several years. Here, mostly popular web resources are simply copied; there are very few innovative projects.

Social Media Advertising and Marketing

Any active social network is an effective marketing tool. The volume of the advertising market in such projects is steadily growing. By 2007, the figures reached 1.2 billion US dollars. As for social networks' advertising revenues, in 2011 the amounts exceeded five billion dollars.

Dangers of Social Networks

• open dissemination of confidential information;
• the possibility of encountering inappropriate content (violence, 18+ materials, insults, etc.);
• the likelihood of personal information being used by third parties for profit;
• stress from unmet social needs in the real world;
• dependence on social networks and the Internet in general;
• deliberate creation of a negative image of a certain person by other community members (bullying, intimidation, threats, etc.);
• computer pedophilia, sexual harassment;
• cybercrime and cyberterrorism;
• redundancy of communication and information;
• propaganda of suicide (it is enough to mention the so-called death groups on the social network VKontakte or the game “Blue Whale”).

Leaders of movements to close social networks consider such web resources to be a very dangerous product. In fact, with the right approach to using such tools, most of the dangers are eliminated. Social media is a major information and cultural breakthrough, but caution should be exercised when using any platform.

So, social networks have firmly entered modern life and continue to gain popularity, becoming a real instrument of power and significant influence on society. We can safely say that in the near future the trend towards the active spread of this kind of projects will only grow.