scholarly journals The Use of Digital Tools in Scholarly Activities. Empirical Findings on the State of Digitization of Science in Germany, Focusing on Saxony

2021 ◽  
pp. 49-65
Author(s):  
Steffen Albrecht ◽  
Claudia Minet ◽  
Sabrina Herbst ◽  
Daniela Pscheida ◽  
Thomas Köhler
Keyword(s):  
Web 2.0 ◽  
Tool Use ◽  
Qualitative Interviews ◽  
The State ◽  
Digital Tools ◽  
Broad Perspective ◽  
Web 2.0 Tools ◽  
Scholarly Practice

AbstractScholars are only beginning to understand what digitization means for their work, that is, the conduct of science. Taking a broad perspective on e-science, this paper provides empirical insights about two important aspects of the digitization of science, namely the use of digital tools in scholarly activities and scholars’ perceptions of the change such use entails. The results of a German-wide survey of scholars and supplementary qualitative interviews in the years 2012 and 2013 show that the majority of scholars have adopted digital tools and that scholarly practice is affected profoundly by the use of such tools. This does not apply to web 2.0 tools, which remain a niche medium for some scholars. Small but significant differences exist between disciplines, and decisions about individual tool use are utilitarian. Further research is needed to assess the changes from a longitudinal perspective.

Integration of Web 2.0 Tools into Non-Formal Learning Practices

2014 ◽  
Vol 5 (2) ◽  
pp. 12-31 ◽  
Author(s):  
Ayse Kok
Keyword(s):  
Web 2.0 ◽  
Meaning Making ◽  
Online Collaboration ◽  
Digital Tools ◽  
Formal Learning ◽  
Web 2.0 Tools ◽  
Learning Practices ◽  
Collaboration Tools

This research identified the specific benefits of online collaboration tools, and explored how their usage has been appropriated by employee volunteers for their practice of volunteering and how they influenced the process of their meaning-making. By doing so, it raised an awareness of the digital tools that provide collections of traits through which individuals can get involved in non-formal learning practices by having digital interactions with others.

Integration of Web 2.0 Tools for Non-Formal Learning Practices

2016 ◽  
pp. 309-326
Author(s):  
Ayse Kok
Keyword(s):  
Web 2.0 ◽  
Meaning Making ◽  
Online Collaboration ◽  
Digital Tools ◽  
Formal Learning ◽  
Web 2.0 Tools ◽  
Learning Practices ◽  
Collaboration Tools

This research tries to explore the specific benefits of online collaboration tools, and finds out how their use has been appropriated by employee volunteers for their practice of volunteering and how they influenced the process of their meaning-making. By doing so, it raised an awareness of the digital tools that provide collections of traits through which individuals can get involved in non-formal learning practices by having digital interactions with others.

scholarly journals INVESTIGATING THE USE OF WEB 2.0 TOOLS FOR TOEFL IBT SPEAKING PRACTICE TEST

Neofilolog ◽  
2018 ◽  
pp. 171-181
Author(s):  
Beata Bury
Keyword(s):  
Web 2.0 ◽  
Qualitative Interviews ◽  
Language Teachers ◽  
Survey Study ◽  
Web Based ◽  
Web 2.0 Tools ◽  
Practice Test ◽  
Test Taking ◽  
Toefl Ibt ◽  
Intensive Course

The use of independent and integrated speaking tasks represents a distinctive element of the TOEFL iBT speaking exam. Integrated tasks that involve synthesizing and summarizing information presented in reading and listening materials have the potential to generate new test preparation strategies. Language teachers, whether in schools or colleges, have started using Web 2.0. tools in order to prepare students for language exams. It is asserted that Web 2.0. tools support active and meaningful learning and help students to express themselves on a particular subject. This paper describes the use of Web 2.0. tools to simulate TOEFL iBT-style speaking exercises and improve the students’ test taking ability in speaking during a course for kindergarten teachers in Andychów. Web-based activities were also implemented to help students overcome their fear of speaking. Also discussed are the main problems encountered, both pedagogical and technical, and what was done to solve them. Student feedback from an end-of-the-semester survey and from qualitative interviews is shared. The survey study shows that the use of Web 2.0. tools was a key feature of exam preparation on this intensive course. It is agreed that speaking skills of students can be improved through careful implementation of Web 2.0. tools.

scholarly journals The learning ecology of Web 2.0 tool use by teacher librarian candidates

2021 ◽  
Author(s):  
Cynthia R. Houston
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Tool Use ◽  
Web 2.0 Tools ◽  
Personal Lives ◽  
Limited Bandwidth ◽  
Video Sharing ◽  
Social Gaming ◽  
Acceptable Use Policies ◽  
Learning Ecology

The learning ecology captured by this survey of Web 2.0 tool usage among teacher librarian candidates at Western Kentucky University paints a narrow landscape of Social networking and communication tools used for personal activities, which are used to a lesser degree in the professional and academic spheres. Results indicate that the Top five Web 2.0 tools (Social Networking, Communication, Photo/Video Sharing, Blogs, and Productivity Tools) are being used more often in professional settings than previously reported in other national and state studies. Age does not appear to be significant in the learning ecology of teacher librarian candidates' Web 2.0 tool use, indicating that an overall enthusiasm for technology among teacher librarian candidates putthem in a special category of user. Suggestions for further study include exploring how ―gateway‖ Web 2.0 tools such as collaboration and networking tools used by teacher librarian candidates in their personal lives could transfer to the professional and academic spheres, and spur motivation to use other less commonly used Web 2.0 tools such as social gaming, pod-casting or virtual environments. This study confirms that the potential for educators to integrate Web 2.0 tools into all aspects of their lives are currently hampered by limited bandwidth at home, and the use of restrictive acceptable use policies and filters in schools.

scholarly journals Script Towards Research 2.0: The Influence of Digital and Online Tools in Academic Research

2016 ◽  
Vol 8 (2) ◽  
pp. 132
Author(s):  
Gabriela Grosseck
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Academic Research ◽  
Digital Tools ◽  
Web Content ◽  
Web 2.0 Tools ◽  
University Departments ◽  
Academic Texts ◽  
Online Tools ◽  
Information And Communication

The new Internet technologies have infiltrated in a stunning way the academic environment, both at individual and at institutional level. Therefore, more and more teachers have started educational blogs, librarians are active on Twitter, other educational actors curate web content, students post on Instagram or Flickr, and university departments have Facebook pages and/or YouTube accounts etc.Today, the use of web technology has become “a legitimate activity in many areas of higher education” (Waycott, 2010) and a considerable shift to digital academic research has gradually occurred. Teachers are encouraging students to take up digital tools for research and writing, thus revealing new ways of using information and communication technologies for academic purposes and not just for socializing.The main objective of this paper is to investigate the effects of integrating diverse digital, Web 2.0 tools and resources and OERs/MOOCs in research and in the construction of students’ academic texts. We aim to stress the increasing influence of digital and online tools in academic research and writing.Teachers, specialists, and students alike are affected by this process. In order to show how, we explore the following issues: What is Research 2.0? Which digital/online tools have we used to assist our students? What are the challenges for academic research using digital / web 2.0 tools? And how do digital tools shape academic research?

Integration of Web 2.0 Tools into Non-Formal Learning Practices

2014 ◽  
Vol 4 (4) ◽  
pp. 47-68
Author(s):  
Ayse Kok
Keyword(s):  
Collaborative Learning ◽  
Qualitative Study ◽  
Web 2.0 ◽  
Meaning Making ◽  
Digital Tools ◽  
Formal Learning ◽  
Web 2.0 Tools ◽  
Learning Practices ◽  
Qualitative Evidence

This qualitative study examines how a group of employee volunteers in IBM used Web 2.0 tools for their collaborative learning practice and what assumptions they had for using the tools. It presents multiple approaches to using the tools and lists multiple assumptions participants had for such a practice. This research explores how their use has been appropriated by employee volunteers for their practice of volunteering and how they influenced the process of their meaning-making. By doing so, it raised an awareness of the digital tools that provide collections of traits through which individuals can get involved in non-formal learning practices by having digital interactions with others. The study generates new qualitative evidence of using Web 2.0 for collaborative learning.

CDC.Gov Features: The Use of Web 2.0 Tools to Repurpose Health Messages in Web 1.0 Format

2009 ◽  
Author(s):  
Maureen S. Marshall ◽  
Karen Morrione ◽  
Curtis Hendrickson ◽  
Sarah Logan Gregory ◽  
Joanne Stein ◽  
...  
Keyword(s):  
Web 2.0 ◽  
Health Messages ◽  
Web 2.0 Tools

EDUCATIONAL APPEAL OF WEB 2.0 TOOLS: ARE STUDENTS ENTHUSIASTIC?

2017 ◽  
Author(s):  
Gheorghe Macarie ◽  
Ana Voichita Tebeanu ◽  
Daniela Teodora Chicioreanu
Keyword(s):  
Web 2.0 ◽  
Web 2.0 Tools
Sign in / Sign up

Export Citation Format

Share Document