Advances in New Technologies, Interactive Interfaces and Communicability: Design, E-Commerce, E-Learning, E-Health, E-Tourism, Web 2.0 and Web 3.0

2011 ◽  
pp. 1-7
Author(s):  
Francisco V. Cipolla Ficarra
Keyword(s):  
Web 2.0 ◽  
New Technologies ◽  
Web 3.0 ◽  
E Learning ◽  
Interactive Interfaces

Dispatches from the Graduate Classroom

2010 ◽  
pp. 351-366
Author(s):  
F. R. Nordengren ◽  
Ann M. York
Keyword(s):  
Web 2.0 ◽  
Popular Literature ◽  
Future Research ◽  
Evidence Based ◽  
Web 3.0 ◽  
E Learning ◽  
Theoretical Evidence ◽  
Concept Of Information ◽  
Concurrent Analysis ◽  
The Web

This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of faculty who work daily in online and blended learning communities. This approach combines best practices with theoretical aspects of delivering and facilitating education with diverse adult learners. Issues and trends in E-learning are presented with specific examples for implementation and suggestions for future research. Using an evidence-based approach, the authors will explore and summarize recent research with a concurrent analysis of the anecdotal popular literature. The authors explore the concept of information literacy and other skills necessary to succeed in the Web 2.0 world. Their discussion takes us away from the traditional “sage on stage” versus “guide on side” dichotomy towards both a new understanding of Web 2.0’s role in education as well as a preface to what may become Web 3.0 and beyond.

Dispatches from the Graduate Classroom

2010 ◽  
pp. 179-194
Author(s):  
F.R. Fritz Nordengren ◽  
Ann M. York
Keyword(s):  
Web 2.0 ◽  
Popular Literature ◽  
Future Research ◽  
Evidence Based ◽  
Web 3.0 ◽  
E Learning ◽  
Theoretical Evidence ◽  
Concept Of Information ◽  
Concurrent Analysis ◽  
The Web

This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of faculty who work daily in online and blended learning communities. This approach combines best practices with theoretical aspects of delivering and facilitating education with diverse adult learners. Issues and trends in E-learning are presented with specific examples for implementation and suggestions for future research. Using an evidence-based approach, theauthors will explore and summarize recent research with a concurrent analysis of the anecdotal popular literature. Theauthors explore the concept of information literacy andother skills necessary to succeed in the Web 2.0 world.Their discussion takes us away from the traditional “sage on stage” versus “guide on side” dichotomy towards both a new understanding of Web 2.0’s role in education as well as a preface to what may become Web 3.0 and beyond.

Web 2.0 Technologies in E-Learning

2011 ◽  
pp. 1-23
Author(s):  
Utku Köse
Keyword(s):  
Web 2.0 ◽  
Open Source ◽  
Dynamic Environment ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Web 3.0 ◽  
Web Contents ◽  
The Future ◽  
E Learning ◽  
New Generation

Web 2.0 is the second face of World Wide Web with its revolutionary features and technologies. Web 2.0 takes users to a dynamic environment, where they can build or control more personal, social and flexible web contents. These functions attract educators’ attention and enable them to use Web 2.0 technologies in E-Learning activities. As a result of using Web 2.0 technologies, a new generation learning form: E-Learning 2.0 comes to life. This chapter will discuss the roles of Web 2.0 in E-Learning, analyze free and open source E-Learning 2.0 applications, and discuss the future of the Web. The features of Web 2.0 and its popular technologies will be explained first. Later, the roles of Web 2.0 technologies in E-Learning activities and E-Learning 2.0 will be discussed. Following that, free and open source E-Learning 2.0 applications will be analyzed. At last, new generations within the future, Web 3.0 and Web 4.0 will be discussed.

A Proposed Model for Using Cloud Computing and Web2.0 in Deploying E-Learning Ecosystem (ELES)

2013 ◽  
Vol 3 (4) ◽  
pp. 51-80 ◽  
Author(s):  
Yehia Helmy ◽  
Mona Nasr ◽  
Shimaa Ouf
Keyword(s):  
Cloud Computing ◽  
Web 2.0 ◽  
New Technologies ◽  
Cost Effective ◽  
Growth Requirements ◽  
Proposed Model ◽  
E Learning ◽  
Paper Work ◽  
Learning Ecosystem ◽  
New Instruments

Research community has believed that an e-learning ecosystem is the next generation of e-learning but has faced challenges in optimizing resource allocations, dealing with dynamic demands on getting information and knowledge anywhere and anytime, handling rapid storage growth requirements, cost controlling and greater flexibility. So, flourish, growing, scalable, available, up to date and strong infrastructure e-learning ecosystems in a productive and cost effective way will be needed to face challenges and rapidly changing in learning environment. This paper work focused on an e-learning ecosystem (ELES) which supports new technologies is introduced and implemented. An integration between cloud computing and Web 2.0 technologies and services used to support the development of e-learning ecosystems. Cloud computing an adaptable technology for many of the universities with its dynamic scalability and usage of virtualized resources as a service through the Internet and Web 2.0 brings new instruments help building dynamic e-learning ecosystem on the web.

Web 2.0 and social software: the medical student way of e-learning

2010 ◽  
pp. 100618101207066-5 ◽  
Author(s):  
John Sandars ◽  
Matthew Homer ◽  
Godfrey Pell ◽  
Tom Crocker
Keyword(s):  
Medical Student ◽  
Web 2.0 ◽  
Social Software ◽  
E Learning

The Unbearable Lightness of the Image

2017 ◽  
Vol 10 (2-3) ◽  
pp. 109-132 ◽  
Author(s):  
Donatella Della Ratta
Keyword(s):  
Web 2.0 ◽  
Real Time ◽  
New Technologies ◽  
Political Commitment ◽  
Life Activity ◽  
Bearing Witness ◽  
Ethical Discourse ◽  
The Aesthetic ◽  
The Moment ◽  
The Web

In this essay, I reflect on the aesthetic, political and material implications of filming as a continuous life activity since the beginning of the 2011 uprising in Syria. I argue that the blurry, shaky and pixelated aesthetics of Syrian user-generated videos serve to construct an ethical discourse (Ranciére 2009a; 2013) to address the genesis and the goal of the images produced, and to shape a political commitment to the evidence-image (Didi-Huberman 2008). However, while the unstable visuals of the handheld camera powerfully reconnect, both at a symbolic and aesthetic level, to the truthfulness of the moment of crisis in which they are generated, they fail to produce a clearer understanding of the situation and a counter-hegemonic narrative. In this article, I explore how new technologies have impacted this process of bearing witness and documenting events in real time, and how they have shaped a new understanding of the image as a networked, multiple object connected with the living archive of history, in a permanent dialogue with the seemingly endless flow of data nurtured by the web 2.0.

scholarly journals NEW TRAINING TECHNOLOGIES AND THEIR USE IN TRAINING AND DEVELOPMENT ACTIVITIES: SURVEY EVIDENCE FROM LITHUANIA

2008 ◽  
Vol 9 (2) ◽  
pp. 155-159 ◽  
Author(s):  
Vilmantė Kumpikaitė ◽  
Ramunė Čiarnienė
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
New Technologies ◽  
Resistance To Change ◽  
New Technology ◽  
Mediating Effects ◽  
Management And Development ◽  
E Learning ◽  
Development Processes ◽  
The Relationship

There is emerging evidence that new technologies are related to improvements in productivity. Nevertheless, in considering the relationship between new technology and productivity, it is vital to consider human resource management and development issues due to their mediating effects on the relationship between new technology and productivity. This paper focuses on training technologies, especially e‐learning. The increasing use of new technologies to deliver training and to store and communicate knowledge means that trainers must be technologically literate. That is, they must understand the strengths and weaknesses of new technologies and implementation issues such as overcoming users’ resistance to change. The paper reports the findings of a study of 724 Lithuanian employees, which revealed relatively weak usage of new technologies and e‐learning in human resource development processes.

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