=Paper=
{{Paper
|id=Vol-2604/paper44
|storemode=property
|title=Enhancement of Conception and Embedding the Enterprise Social Network in Academy Information Space
|pdfUrl=https://ceur-ws.org/Vol-2604/paper44.pdf
|volume=Vol-2604
|authors=Roman Ivaskiv,Tetyana Neroda
|dblpUrl=https://dblp.org/rec/conf/colins/IvaskivN20
}}
==Enhancement of Conception and Embedding the Enterprise Social Network in Academy Information Space==
https://ceur-ws.org/Vol-2604/paper44.pdf
Enhancement of Conception and Embedding
the Enterprise Social Network in Academy
Information Space
Roman Ivaskiv 1[0000-0001-8035-4404] and Tetyana Neroda 2[0000-0002-5728-7060]
1,2
Ukrainian Academy of Printing, Pid Holoskom str., 19, 79020, Lviv, Ukraine
ivaskivroman1024@gmail.com1
netava@i.ua2
Abstract. Application possibilities and toolkit modern social networks are con-
sidered in view of the established criteria for the deployment of cross-academy
online media platform. The necessity of original enterprise social networking
with mechanisms of introduction into ramified academic information environ-
ment with educational department involvement and full coverage of provided
educational services is substantiated. Factors for the organization of an educa-
tional community platform have been proposed, for which the existing informa-
tion flows have been structured and adapted to meet the needs of key academic
hyper-entities. This made it possible to construct personalized notification con-
tent tuples for the predetermined categories of individual profiles as a basis
for toolkit of targeted messages routed by addressing mechanism. Thus, a hier-
archical community isolation toolkit was introduced, and a mechanism
for distributing the weight of communities was configured, based on which
a mathematical model of targeting messages priority for identified user was
concluded. A conceptual scheme of the academic community platform func-
tioning was developed, which covers and analyzes the data flows of main de-
partments of educational institution and solves the problems of organization and
information support for the learning process.
Keywords: academy community platform, enterprise social network, online
service, targeted message, educational information space.
1 Introduction
The scientific and educational space of a modern academic institution is designed to
provide quality pedagogical services in the training of qualified specialists. It is advis-
able to establish social relations between subjects of educational process with use of a
unified online platform with common but profiled access to learning means adopted
by academic establishment and entities of study stages.
Copyright © 2020 for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
The concept of social media focuses primarily on the sharing of knowledge and
ideas, delivering to separate communities the communication facilities with online
access through personal mobile gadgets. The functionality of prevalent social net-
working is focused primarily on information dissemination, communication and shar-
ing, thus representing a variety typological clusters without targeting the content of-
fered and data availability scripts.
Much attention, which is paid to modern commercial networks, their intense adver-
tising, the hype surrounding the rollout of new technologies and other, not always
moral, factors support young people's high interest in the ever-changing functionality
of such web services. The desire to explore the innovations involved, improve with
the help of them own status in network community and capture a more third-party
accounts leads to a permanent increase in the amount of time spent in online envi-
ronments [1]. In this case, the user haphazardly consumes unnecessary and sometimes
harmful information, which prevents him to focus on a significant part of his interests
and carry out constructive creative work.
In addition to these negative trends, the absolute advantage of social media is their
ease of use, prevailing interface friendliness, provided mechanisms for creating a
customized environment, flexible coexistence of communities of various topics and
nomenclature. It is also necessary to note the services of receiving the subscription
content, saving it, commenting and distributing it. Acquiring experience of formulat-
ing one's own opinion and expressing it in writing, and thus spreading the author's
works in other informational form, promotes personal affirmation, satisfaction of
creative ambitions and cooperation between like-minded people.
The typical mechanisms of modern social networks allow to support professional
interest in the speciality by senior colleagues, graduates, potential employers and
other key stakeholders, adjust the directions of scientific work and make optimal deci-
sions on further learning, provide the opportunity to participate in constructive discus-
sions on campus issues and develop networking issues.
2 Experience of World Scientists
Attempts to identify of pedagogical toolkit in of social networks landscape have been
reflected in the research of many scientists. So, measures to maximized of used pro-
file potential of the corporate process entities in social networks and influence on
social values [2] are highlighted by David McConnell, Vivien Hodgson and Lone
Dirckinck-Holmfeld. Practical experience in using popular among students and teach-
ers of social media for promote library holdings is discussed in [3, 4]: Nina Verisha-
gen and Molly Flaspohler showcased new approaches from higher education institu-
tions to increase user engagement and expanding connections with the campus com-
munity through students who are active visitors to the academic library.
Considering commercial social media as an integral component of higher school
teaching and learning, Stefania Manca, Maria Ranieri and Gökçe Akçayır acknowl-
edge the negative nuances of accepting them in teaching because of cultural resis-
tance, pedagogical problems, and institutional constraints [5-7]. University of Ken-
tucky and North Central College staffs note that students use their social media ac-
counts for lack because of the lack of an appropriate toolkit in current learning man-
agement systems [8]. Practice individual moments of self-regulated online learning in
non-formal learning spaces of disseminated enterprise networks is reflected in the-
matic analysis of Northwestern [9] and Binghamton [10] Universities scientists.
Alexander Yong Su Pohl and François Bry from Munich [11], Kristine Ludvigsen
and Ingunn Johanne Ness from Bergen [12, 13] spread the idea of social media plat-
forms in the form of public screens or feedback wallpapers for interactive visual
communication of large lecture classroom, however, emphasizing the compulsory
blend of such innovative ideas with traditional educational courses used by learning
management systems. The direct and rigid dependence of media effectiveness in the
search for scientific resources as socio-technical capital from the orientation of editors
on a key subject area [14] is evidenced by Daniel Suthers. Nada Dabbagh, Anastasia
Kitsantas, Orven Llantos and Maria Estuar they seek to conceptualize the connection
between the personal learning environment and social media and distinguish between
the technological and pedagogical foundations for developing self-regulated learning
skills [15, 16].
In general, this presented analysis of existing sources of the last decade and per-
formed by authors researching show that every public decentralized social platform
has its limitations in realizing educational potential, focusing on the social needs
of segregated users. These publicly available online media environment offer a vari-
ety of functionality with either common or exclusive technical specifications and in
today's world of high technology, they are mostly used to communicate privately
or promote ideas and businesses to attract attention a wide users range.
However, none of the common web services, generally poorly structured, does not
provide a comprehensive solution for the full organization and contextual support of
classroom activities, hierarchical profiled access to confidential faculties fonds and
professional-oriented editions of the academic library collection, automated analysis
of acquired competences based on the results of operational knowledge control and
appropriate target and situational informed of the subjects of the educational process.
Therefore, designing the original enterprise social network with its further organic
integration into the academic information space for full coverage of educational ser-
vices was timely and relevant to the effective dissemination of contexted methodical
support, to operational document flow and resolving issues of evaluating the activity
results of authorized entity in learning process.
3 Structuring and Personalization of Academic
Information Flows
To design a self-targeted social networks with optimal use of resources of academic
information space must first specify system requirements of determination of effec-
tive relationships between entities of the educational process. The prevalence of mo-
bile gadgets allows you to quickly use them to process information flows by recipi-
ents, who authorized in academic space [17]. As a result of authorization, such recipi-
ents are identified as one of the academic hyper-entities: teacher (T) or student (S).
The main data exchange in the academic community platform is centered around such
a unit of pedagogical process as a academic discipline. The basic criterion for organi-
zation of enterprise social network in higher education institution is the structure of
information flows, among which it is decided to single out the educational content,
educational documentation and instructions for implementation or corrections.
Thus, a teacher at the distribution of educational content Cn providing links to the
library Lib or collection of faculties funds FF, pre-indexed in the academic knowl-
edge base [18] and marked for the discipline and the specific forms of educational
process. Having received the links in the profile of the enterprise social network that
make up the meaningful part of the educational and methodical support [19], the stu-
dent as a listener of the discipline can view personally selected targeted content,
which is automatically displayed on the terminal of the academic educational space.
Educational content prepared by the student ScP in the form of scientific creativity,
coursework and diploma design, after having passed the check for the content of pla-
giarism, is placed on the closed academic cloud storage, the link from which comes to
the teacher (1):
Cn={T {Lib, FF}, S {ScP}} (1)
After analyzing the completed work, the teacher makes a decision on the evaluation
of the author's contribution and gives permission to attach it to the academic reposi-
tory of student's works, or sends a notification of revision. In this case, the student
automatically switches to his work on the cloud with the edits and remarks of the
teacher for further processing.
A cumulative score obtained from a scientific work, current activity, control meas-
ure, etc. according to the rating distribution of points accepted in a higher education
institution, is recorded in the student rating table in the academic database [19, 20],
and is displayed in the progress register PrR as a fact of fixing the performance of the
benchmark academic load of the current discipline. In addition to this credentials
logbook, the teacher's LDoc learning documentation includes PrSh information as a
summary of overall performance. On changes in the documents of strict accountabil-
ity, as well as in individual student curriculum enterprise network sends the message
to the appropriate profiles involved. On the part of the student, the educational docu-
mentation includes various reports on the implementation of the unit of load accord-
ing StR to the accepted in the institution template (2):
LDoc={T {PrR, PrSh}, S {StR}} (2)
Information streams from the instruction category Inst are sent to the social network
by the teacher directly via text arrays in the form of instructions for the implementa-
tion of training exercises Ts and targeted consultation Adv in the chat mode, where the
student raises constructive questions Qs, having difficulty in solving problems inde-
pendently. Also, chatting between students engages in business communication Is, as
between members of one community (3):
Inst={T {Ts, Adv}, S {Qs, Is }} (3)
Thus, the projected academic social network provides a toolkit for sending targeted
structured messages that are automatically displayed in the profile of a specific end
user in the form of links to relevant content, change cumulative score, closing training
information. The original mechanism of addressing the academic profile is routing
messages and targeted delivery of them to the entities of the educational process,
centered around the discipline. Depending on the curriculum, schedule, regulations
and other factors, the relevant profiles are automatically alerted to the postponement,
cancellation, replacement of classes, reminders of control measures. Students in
doubtful academic records receive confidential announcements about the retake of
academic units: the teacher only determines the date, and the routing mechanism ac-
cording to the student rating table provided by the analytical apparatus of the aca-
demic space determines the final subscriber. Other members of the social network
will not see this notification.
4 Target Priority Message Modeling
Another original criterion for organizing a projected enterprise social network in a
higher education institution is the ability to flexibly distribute existing students to
target communities: academic groups, interest societies, student fraternities, covey to
pay off academic debt, etc. Unlike the widespread commercial social networks, the
academic social network should provide the most automated toolkit for hierarchical
isolation of such communities based on classroom training.
For example, individual members of a fixed community, such as an academic
group of a particular educational and professional program, provide laboratory docu-
mentation or seminars with separate teaching assistants, with a single lecturer. Also,
some students study a separate foreign language, forming separate societies with
some members of other established communities, in which the structure of informa-
tion flows is further supported by the models (1) - (3) routing targeted private or pub-
lic messages by the described addressing mechanism. As a result, users of the aca-
demic community platform connect with other users in the workspace, forming a new
spontaneous community.
Thus, using the social network database management system user identifier, the
addressing mechanism provides the analytics apparatus with a list of user communi-
ties involved. This list is sorted by a number of key parameters processed in millisec-
onds, taking into account the maximum date Tgmax given by Unix Time. This takes
into account the date of creation of the current community Grcrt and the date of publi-
cation of the last unread message Tlm in the community. Separate criteria Tadlm decided
to allocate to indicate the date of publication of the last message did not see anyone
from the community administrator. It should be noted here that, for academic com-
munity groups, the hierarchical administrator is the group supervisor or group leader;
for disciplinary communities teacher-lecturer and lower in the hierarchy teachers-
assistants. For other types of communities, community initiators are administrators; it
also provides a toolkit for assigning a hierarchical priority to administrators. The im-
portance of messaging gk increases depending on the importance of the fixed commu-
nity in the academic process, ranging from covey debt repayment and disciplinary
community across academic group communities and ending with diverse interest
societies. Thus, the sorting priority of the message Skoef for the community profile,
taking into account the detail factor kz, provides a calculation of the weight of the
current community (4):
Grcrt
× k z + 1 − lm × k z + 1 − adlm × k z × g k (4)
T T
S koef = 1 −
Tg max Tg max Tg max
If the student-selected community is a disciplinary community, the resulting array of
message objects is structured into priority subarray of messages from the discipline's
teachers (3) in the form of a list of tasks Ts and consultations Adv. Also special atten-
tion to the organization of self-regulated learning in individual-oriented informal stu-
dent cyberspace attracts an array of constructive messages Is to other students - mem-
bers of the disciplinary community; in particular, brigade communities can be distin-
guished as a subset of students from an academic group working together on a single
learning project. Inside each sub-array, messages are sorted by date of writing in as-
cending order. The result is a new two-dimensional array of message objects that are
transmitted to the user's end-terminal to display [18, 20].
When with the disciplinary community work a teacher-assistant, in his profile most
priority is a sub array of consulting requests of students Qs and their messages with
links to file StR, that are reports of laboratory or practical tasks, that was loaded in a
closed academic desktop. As noted, such files form the rigorous reporting of training
records and are stored for a long time in accordance with the archiving requirements
of the learning outcomes accepted by the educational establishment. Therefore, after
the evaluation, they are automatically transferred to the digital archive of the Acad-
emy and after the storage time end the analytical unit of the designed social network
will send the administrator a form for their destruction.
Teacher-lecturer, given expanded powers, in addition to the information category
of teacher assistant also receives high priority links to files of student scientific design
ScP, the authors temporarily located on the virtual desktop.
For other types of communities, grouping is done by the importance of the message
gk specified by the administrator (4). The sorting of the message group is performed in
ascending order of the message creation date.
5 Conceptual Model of Functioning of the Academic
Community Platform
The developed mathematical models (1) - (4) are the basis of the projected academic
community platform, which focuses on the administration of messages in the organi-
zation of inter-entity communication and interaction with the educational information
space of the institution. Subject area learning process created and supported data
flows between key nodes of the educational process, concordant application program
interface means.
An authenticated user in the end terminal of his profile is provided with toolkit for
the implementation of educational services (Fig. 1). Using connection between com-
munity identifier and user identifier, the server initiates a request to MESSAGE
BASE to retrieve a list of messages from the current community. Therefore, the
automatic authentication of messages from USER API profiles performs the described
addressing mechanism, determining the user identificators that are associated with the
received messages.
Fig. 1. Conceptual scheme of the academic community platform functioning
The COMMUNITY BASE component contains a list of communities associated with
a cross-academy online media platform participant. Using available tooltip, a member
of the current community detects notifications from other communities. STUDENT
BASE and TEACHER BASE contain members of all fixed communities, including
disciplines identified by roles in the script of the educational process according to the
conditioned hyper entities.
The main information flows are circulating in the STUDY API cluster of academic
cyberspace. The rules for structuring units by topic are compiled in the
CURRICULUM component. Situational message about informing the content of the
next lesson for the entities student of the current disciplinary community will auto-
matically deliver a collection of links to the relevant topic from the files of LIBRARY
COLLECTION or CONFIDENTIAL FACULTIES FONDS. Selected fragments of
structured methodical support are displayed at the user's end terminal. Also, the pro-
file of the teacher education process specific form automatically TEACHER BASE
send a message directly to the objectives and consistency of execution.
A situational software engine deliveries in most academic community is a compo-
nent LESSONS SCHEDULE. It contains a list of classes as a form of educational
process with reference to the date and time of their implementation in accordance
with the regulations of classes taken in an institution of higher education. If the
teacher or classroom needs to be replaced, the described situation analysis mechanism
generates an appropriate notification that the addressing mechanism later delivers to
the target profiles.
As mentioned, when performing a task on a specific topic, the student profile pro-
vides toolkit to obtain additional information from the teacher of the support of ap-
propriate form of the educational process. In this case, from the MESSAGE BASE
component comes targeted messages for the TEACHER BASE profile, identified in
COMMUNITY BASE. Extensive consultation provides toolkit for mass discussion of
the problem with the involvement of other teachers of the current community, as well
as teachers of related specialties.
Also described is the possibility of business communication within a subcommu-
nity, isolated in a fixed community, allows a constructive with maximum efficiency
to conduct a study of a separate laboratory stand. In doing so, STUDENT BASE iden-
tifies subcommunity members using the connective of a community identifier and
a user identifier initiated by a network server.
After completing the benchmark training load of the current discipline, the student-
prepared reports are temporarily housed in the academic cloud repository represented
by the DESKTOP component, with the simultaneous automatic targeted informing
of the relevant teacher of laboratory or practical lesson [19]. If the report is perform-
ance fully protected, the BENCHMARK component controlled by the STUDY API
cluster receives a cumulative score from the teacher as the weight of the task com-
pleted, provided by CURRICULUM. At the same time, the prepared materials
are automatically moved from DESKTOP to the ARCHIVE component of the same
cluster.
Written works prepared by students, which require active creative activity and
demonstration of technical and technological proficiency and skills [21, 22], inde-
pendent expansion of the scientific worldview [17], as well as large-scale course pro-
jects require more detailed examination and evaluation. After going through all the
stages, review and defenses, the verified work is moved to a permanent cloud reposi-
tory, represented by the REPOSITORY component, and joins the academy
KNOWLEDGE BASE in FILE BASE API cluster. It should be noted that, like library
collection and confidential faculties, as a methodical provision, the content of the
repository is structured for further indexing, parsing, and convenient processing by
academy community platform recipients, while enhancing the professional intellectual
capital of a higher education establishment.
6 Conclusions
Thus, the designed enterprise social network, which is organically integrated into
the academic information space, is suitable for capturing and analyzing the data flows
of the main departments of the educational institution and promptly solves the infor-
mal tasks of information support of the educational process. Dedicated entity classes
of academy space have become decisive in creating a hierarchy of key community
platform profiles and have set the structure and mechanisms for personalized toolkit
interaction.
The concept of circulating in cyberspace not bulky files of pedagogical content, but
only messages with links to relevant parts of the methodical support or the results
of student scientific creativity from the academic repository, will significantly reduce
the load on the computational resources of academic servers and realize unambiguous
targeted access to volumetric arrays of structured data. An effective mechanism
for hierarchical distribution and dynamic separation of social groups within the cross-
academic community provides the computation of the targeted messages priority
for the identified user in order to provide timely and quality educational services in
the training of qualified professionals. The proposed conceptual scheme for the uni-
fied academic community platform functioning supports automated document
flow with coverage of typical scripts and forms of educational process adopted
in higher education institutions, making optimal use of educational information space
resources.
Further research into the development of the enterprise social network of a higher
education institution it is advisable to concentrate on the allocation of a separate hy-
per-entity of the administrative staff of main departments to serve the predefined data
flows taking into account the performance and then expanding of nested profiles.
The refinement and expansion of the developed web-based toolkit will allow such
profiles to accelerate the primary stages of administrative activity in the analysis of
reporting and planning of educational and educative activities for the student of the
classroom form of training, and for the distance form it will facilitate situational in-
forming and purposeful delivery of learning-support documentation.
The authors also thank the regional account managers of public social networks
for providing advice on the functionality of deploying pedagogical toolkit, and direc-
torate of the scientific and technical library in the Ukrainian Academy of Printing for
unimpeded access to web-server computing resources and digitized library collections
when testing the designed enterprise social network.
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