Analysis of Web 2.0 enabled e-clusters: A case study

Technovation ◽  
2010 ◽  
Vol 30 (4) ◽  
pp. 238-248 ◽  
Author(s):  
Dotun Adebanjo ◽  
Roula Michaelides
Keyword(s):  
Web 2.0

scholarly journals Social Media and Community Involvement in Museums. A case study of a local history wiki community

1970 ◽  
pp. 3 ◽  
Author(s):  
Dagny Stuedahl
Keyword(s):  
Social Media ◽  
Cultural Heritage ◽  
Web 2.0 ◽  
Community Involvement ◽  
Knowledge Creation ◽  
Digital Technologies ◽  
Local History ◽  
Historical Knowledge

The article focuses on a study of knowledge creation and organizing in a local history wiki. The background for this study was to understand how web 2.0 and social media might open new possibilities for museums to collaborate with communities and lay professionals in cultural heritage knowledge creation. Digital technologies provide tools that in many ways overcome challenges of physical collaboration between museums and amateurs. But technologies also bring in new aspects of ordering, categorizing and systematizing knowledge that illuminates the different institutional as well as professional frameworks that writing local historical knowledge into digital forms in fact represents. 

Users’ Involvement in the Innovation Process through Web 2.0

2012 ◽  
pp. 222-255
Author(s):  
Sergio Ricardo Mazini ◽  
José Alcides Gobbo
Keyword(s):  
Web 2.0 ◽  
New Product Development ◽  
Idea Generation ◽  
Innovation Process ◽  
Competitive Advantages ◽  
Sources Of Knowledge ◽  
External Sources ◽  
External Sources Of Knowledge ◽  
Development Participation

Organizations are inserted into a competitive environment in which innovation is an essential factor in gaining temporary competitive advantages. The search for external sources of knowledge, which can contribute to the innovation process, has become a constant among the organizations. One of the actors involved in this search is users, who often play an important role in the development of new products. This chapter develops a framework for the analysis of users’ involvement in the innovation process through Web 2.0. The research method used a unique case study conducted in a Brazilian automotive company that developed a project of a concept car involving users through Web 2.0. The presented study case was analyzed according to the framework. The obtained result shows that users can contribute not only with idea generation, but also with involvement in the innovation process, depending on which steps of the New Product Development (NPD) process they take part in. Moreover, increasingly users’ development, participation, and collaboration are essential factors in this process.

The Conceptualization of a Research Model for the Measurement of e-Government 2.0 Readiness in the Developing Countries

2012 ◽  
pp. 61-75
Author(s):  
Yfantis Vasileios ◽  
Abel Usoro ◽  
Tseles Dimitrios
Keyword(s):  
Developing Countries ◽  
Web 2.0 ◽  
Technology Acceptance ◽  
Conceptual Model ◽  
Empirical Model ◽  
Future Research ◽  
Successful Implementation ◽  
Acceptance Model ◽  
The Web

This chapter explores the potential of Web 2.0 utilization in developing countries through the concept of e-government. Successful implementation of the Web 2.0 concept has to combine both technological and human factors. Thus, this chapter proposes a conceptual model that will measure e-government 2.0 readiness. The conceptual model is based on a combination of the Technology Acceptance Model, Theory of Planned Behavior, and indexes from the United Nation’s database. South Sudan is used at the end as a brief case study of the potential of e-Government 2.0. Future research should validate the empirical model. Meanwhile, the implications of the model are presented.

Rethinking Web 2.0 Learning via Third Space

2013 ◽  
pp. 93-107
Author(s):  
Kathy Jordan ◽  
Jennifer Elsden-Clifton
Keyword(s):  
Beginning Teachers ◽  
Web 2.0 ◽  
Professional Learning ◽  
Third Space ◽  
Learning Spaces ◽  
Learning Space ◽  
Third Space Theory ◽  
Study Approach ◽  
Interactive Tools

Web 2.0 technologies are frequently represented as collaborative and interactive tools, and these capacities are particularly attractive to education. This chapter analyses how 26 beginning teachers in Victoria, Australia, used Elluminate Live!® (Elluminate) to support their professional learning. Drawing on Third Space theory and a case study approach, this chapter explores issues around change and emerging technologies. In particular, how beginning teachers appropriate features of this tool to engage in both receptive and collaborative learning spaces, ultimately transforming their professional learning space. It raises numerous issues and challenges for eLearning in the Web 2.0 environment.

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