Application of the Web 2.0 Technologies Podcast and Vidcast for Formation and Development of Listening Comprehension Skill in an Extended Englishtraining Course in Eighth Grade

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Rumen Hristov
Keyword(s):  
Web 2.0 ◽  
Listening Comprehension ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Specific Method ◽  
Web 2.0 Technologies ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Low Levels ◽  
The Web

Low levels of listening comprehension skills in English is observed in many students. As a specific method, which can both cover mobile technologies and combine them with training, is the application of technology for podcasting and vidcasting/vodkasting. Podcasts and podcasts can provide authentic, up-to-date and easily accessible material, making them extremely useful when learning foreign languages. Their application makes learning freer and independent by introducing more interesting elements; gives greater freedom and independence to participants in the lesson. Students can listen to the material on the bus or while going to the gym.

scholarly journals MOBILE AUDIOBOOKS, LISTENING COMPREHENSION AND EFL COLLEGE STUDENTS

2021 ◽  
Vol 9 (4) ◽  
pp. 410-423
Author(s):  
Reima Al-Jarf
Keyword(s):  
College Students ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Listening Instruction ◽  
Skill Improvement ◽  
Efl College Students ◽  
Effective Use ◽  
Evaluation And Assessment

This article proposes the integration of mobile () to develop EFL college students' listening comprehension skills. It aims to show the following: (i) The advantages of integrating in listening instruction; (ii) sources of ; (iii) how to search for ; (iv) criteria for selecting ; (v) examples of ; (vi) listening comprehension skills and literary appreciation skills that can be developed through supplementary ; (vii) phases of teaching and learning with and types of tasks that can be used with MAB; (viii) evaluation and assessment; (ix) the effect of on listening comprehension skill improvement and attitudes as perceived by the students; and (x) recommendations for the effective use of .

Could Web 2.0 Technologies Support Knowledge Management in Organizations?

2010 ◽  
pp. 197-210
Author(s):  
Luiz Fernando de Barros Campos
Keyword(s):  
Information Technology ◽  
Knowledge Management ◽  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Work Processes ◽  
Privacy And Security ◽  
Technology Tools ◽  
Challenges And Opportunities ◽  
Knowledge Intensive ◽  
The Web

This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations. An investigation on the Web is conducted and the appropriate literature examined. The information technology tools employed in organizations nowadays are discussed with the help of three guidelines which each present two opposing ideas: knowledge creation versus knowledge sharing, tacit knowledge versus explicit knowledge and hierarchical KM versus organic KM. It is argued that these tools reveal an innate contradiction: they are based on a centralized conception and production but aim to deal with informal, fluid processes, which resist structuring. The term Enterprise 2.0 is defined and examined, since it brings out a critical view of traditional KM technology. In this context, the prevailing technologies on the Web are described as well as the associated use practices. The technologies and practices highlighted are those that enhance the collective creation of information and knowledge-intensive products and the active, rich user participation which influences the development of own technologies. Subsequently, many Web 2.0 tools and services that are, or could be, used in KM practices are described and the sites that provide them are indicated. It is noted that these new technologies are inducing cooperative and decentralized work processes that lead to emerging products of high quality and complexity. Furthermore, they are characterized by net effects, simplicity, ease of use, low cost and rastreability. Nevertheless, there are some difficulties in the application of Web 2.0 technologies, among them, the attainment of performance requisites, privacy and security, the possible emergence of counterproductive results and the need to motivate people to create content. The challenges and opportunities in the organizational use of Web 2.0 technologies are remarked. Finally, the managerial interventions appropriate to enable the success of KM projects based on Web 2.0 technologies are discussed.

scholarly journals MLC Libraries – a school library’s journey with students, staff and Web 2.0 technologies

2021 ◽  
Author(s):  
Jane Viner ◽  
Amanda Lucas ◽  
Tracey Ricchini ◽  
Regina Ri
Keyword(s):  
Professional Development ◽  
Web 2.0 ◽  
School Library ◽  
Development Program ◽  
Professional Development Program ◽  
Web 2.0 Technologies ◽  
Daily Work ◽  
Technological Skills ◽  
Teacher Librarians ◽  
The Web

This workshop paper explores the Web 2.0 journey of the MLC Libraries’ teacher-librarians, librarian, library and audio visual technicians. Our journey was initially inspired by Will Richardson and supported by the School Library Association of Victoria (SLAV) Web 2.0 professional development program. The 12 week technological skills program ‘23 things’ assisted in motivating the MLC Libraries’ team to adopt Web 2.0 technologies into their daily work with students and staff

Communicative Networking and Linguistic Mashups on Web 2.0

2009 ◽  
pp. 20-41 ◽  
Author(s):  
Mark Pegrum
Keyword(s):  
Web 2.0 ◽  
Community Building ◽  
Identity Negotiation ◽  
Language Education ◽  
Social Constructivist ◽  
Language And Literacy ◽  
Web 2.0 Technologies ◽  
Pedagogical Approach ◽  
The Web ◽  
Messy Reality

This chapter discusses the application of a range of Web 2.0 technologies to language education. It argues that Web 2.0 is fundamentally about networking, community building, and identity negotiation. Given the textual nature of the Web, all of this is made possible primarily through the medium of language. Consequently, Web 2.0 is ideally suited to the teaching of language and literacy. To be most effective, this requires a broadly social constructivist pedagogical approach as well as a willingness to work with the messy reality of linguistic “mashups,” the hybrid uses of languages, codes, and media which inform Web 2.0.

Communicative Networking and Linguistic Mashups on Web 2.0

2011 ◽  
pp. 1105-1126
Author(s):  
Mark Pegrum
Keyword(s):  
Web 2.0 ◽  
Community Building ◽  
Identity Negotiation ◽  
Language Education ◽  
Social Constructivist ◽  
Language And Literacy ◽  
Web 2.0 Technologies ◽  
Pedagogical Approach ◽  
The Web ◽  
Messy Reality

This chapter discusses the application of a range of Web 2.0 technologies to language education. It argues that Web 2.0 is fundamentally about networking, community building, and identity negotiation. Given the textual nature of the Web, all of this is made possible primarily through the medium of language. Consequently, Web 2.0 is ideally suited to the teaching of language and literacy. To be most effective, this requires a broadly social constructivist pedagogical approach as well as a willingness to work with the messy reality of linguistic “mashups,” the hybrid uses of languages, codes, and media which inform Web 2.0.

E-Learning 2.0

2011 ◽  
pp. 213-231 ◽  
Author(s):  
Luisa M. Regueras ◽  
Elena Verdú ◽  
María A. Pérez ◽  
Juan Pablo de Castro ◽  
María J. Verdú
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
The Internet ◽  
Future Trends ◽  
Web 2.0 Technologies ◽  
Good Practices ◽  
The Future ◽  
E Learning ◽  
The Web

Nowadays, most of electronic applications, including e-learning, are based on the Internet and the Web. As the Web advances, applications should progress in accordance with it. People in the Internet world have started to talk about Web 2.0. This chapter discusses how the concepts of Web 2.0 can be transferred to e-learning. First, the new trends of the Web (Web 2.0) are introduced and the Web 2.0 technologies are reviewed. Then, it is analysed how Web 2.0 can be transferred and applied to the learning process, in terms of methodologies and tools, and taking into account different scenarios and roles. Next, some good practices and recommendations for E-Learning 2.0 are described. Finally, we present our opinion, conclusions, and proposals about the future trends driving the market.

Managing Expectations

2013 ◽  
pp. 1-17 ◽  
Author(s):  
Jo Coldwell-Neilson
Keyword(s):  
Web 2.0 ◽  
First Century ◽  
Drivers Of Change ◽  
Web 2.0 Technologies ◽  
Student Expectations ◽  
Tertiary Student ◽  
The Future ◽  
Key Drivers ◽  
The Impact ◽  
The Web

Expectations of, and by, students and staff in the classroom have been well researched. Yet, still there is a gap between the expectations of students and what they experience in their studies. The classroom itself is changing with the introduction of Web 2.0 technologies into the mix. Further changes are being driven by the changing profile of a tertiary student in the twenty first century. Education will not fulfill its goal if the gap in expectations is not addressed. The discrepancy in expectations is explored from the perspective of students and staff and strategies for bridging the gap and enhancing eLearning in the Web 2.0 environment are offered. The chapter begins with a scenario that demonstrates the issues and concludes with suggestions to avoid them in the future. In doing so, the key drivers of change in the learning landscape in Australia are identified and the impact these may have on staff and student expectations is explored.

Web 2.0 Technologies for Business Solutions

2011 ◽  
pp. 152-162
Author(s):  
Shah Jahan Miah
Keyword(s):  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Web Resources ◽  
Security Issues ◽  
Web Community ◽  
Emerging Issues ◽  
The Web

Web 2.0 is a new way of using existing Web resources interactively, and has attracted growing interest from the Web community, and more recently from businesses. However, there are emerging issues associated with security with the use of Web 2.0. This chapter provides an overview of Web 2.0 and outlines the security issues with Mashups and other applications within the Web 2.0 environment.

Could Web 2.0 Technologies Support Knowledge Management in Organizations?

2010 ◽  
pp. 2434-2447
Author(s):  
Luiz Fernando de Barros Campos
Keyword(s):  
Information Technology ◽  
Knowledge Management ◽  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Work Processes ◽  
Privacy And Security ◽  
Technology Tools ◽  
Challenges And Opportunities ◽  
Knowledge Intensive ◽  
The Web

This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations. An investigation on the Web is conducted and the appropriate literature examined. The information technology tools employed in organizations nowadays are discussed with the help of three guidelines which each present two opposing ideas: knowledge creation versus knowledge sharing, tacit knowledge versus explicit knowledge and hierarchical KM versus organic KM. It is argued that these tools reveal an innate contradiction: they are based on a centralized conception and production but aim to deal with informal, fluid processes, which resist structuring. The term Enterprise 2.0 is defined and examined, since it brings out a critical view of traditional KM technology. In this context, the prevailing technologies on the Web are described as well as the associated use practices. The technologies and practices highlighted are those that enhance the collective creation of information and knowledge-intensive products and the active, rich user participation which influences the development of own technologies. Subsequently, many Web 2.0 tools and services that are, or could be, used in KM practices are described and the sites that provide them are indicated. It is noted that these new technologies are inducing cooperative and decentralized work processes that lead to emerging products of high quality and complexity. Furthermore, they are characterized by net effects, simplicity, ease of use, low cost and rastreability. Nevertheless, there are some difficulties in the application of Web 2.0 technologies, among them, the attainment of performance requisites, privacy and security, the possible emergence of counterproductive results and the need to motivate people to create content. The challenges and opportunities in the organizational use of Web 2.0 technologies are remarked. Finally, the managerial interventions appropriate to enable the success of KM projects based on Web 2.0 technologies are discussed.

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