Using the World Wide Web to revolutionise technology transfer and training in the water and wastewater industries

2001 ◽  
Vol 44 (2-3) ◽  
pp. 127-134
Author(s):  
P. A. Lant ◽  
D. Emmett
Keyword(s):  
Technology Transfer ◽  
World Wide Web ◽  
World Wide ◽  
New Technologies ◽  
The World ◽  
Training Courses ◽  
Water And Wastewater ◽  
Access To Knowledge ◽  
Industry Professionals ◽  
And Training

Industry professionals of the near future will be supported by an IT infrastructure that enables them to complete a task by drawing on resources and people with expertise anywhere in the world, and access to knowledge through specific training programs that address the task requirements. The increasing uptake of new technologies enables information to reach a diverse population and to provide flexible learning environments 24 hours a day, 7 days a week. This paper examines one of the key areas where the World Wide Web will impact on the water and wastewater industries, namely technology transfer and training. The authors will present their experiences of developing online training courses for wastewater industry professionals over the last two years. The perspective is that of two people working at the “coalface”.

The World Wide Web and Cross-Cultural Teaching in Online Education

2009 ◽  
pp. 1020-1042
Author(s):  
Tatjana Takševa Chorney
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
New Technologies ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
The World ◽  
Interactive Nature

Computer-mediated communication (CMC) and the properties of the online environment in general are inherently suited to help educators reconceptualize their role and engage in constructive cross-cultural communication. This is due to the new technologies’ potential to enable collaborative teaching in an environment of diverse users and to support multiple learning styles. At the same time, the presence of collaborative technology itself does not guarantee that successful cross-cultural communication and learning will take place. The disembodied nature of online communication can sometimes add to the inherent challenges that accompany face-to-face cross-cultural communication. Instructors who teach in cross-cultural contexts online will need to engage with the new technologies in a more purposeful way and apply that engagement to program design and teaching practice. They will need to devote some time to designing for interaction and collaboration in order to overcome common challenges in cross-cultural communication. A more systematic study of the open-ended and interaction- enabling properties of the World Wide Web would help those who design for diversity in online educational environment. The open-ended and interactive nature of the World Wide Web, as the main platform for online crosscultural teaching, can serve as a conceptual model to help teachers overcome common challenges in cross-cultural communication.

Synchronous Collaboration and Instruction

2011 ◽  
pp. 1597-1604
Author(s):  
Hélder Fanha Martins
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
Interactive Communication ◽  
Synchronous Collaboration ◽  
Instructional Content ◽  
The World ◽  
Live Environment ◽  
E Mail ◽  
And Training ◽  
Collaboration Technologies

Some of the very first Internet technologies to be used for learning or distance education and training were the World Wide Web and e-mail. The World Wide Web allowed multimedia or hypermedia-based instructional content to be loaded on a Web server and browsed using HTML-based browsers, and Internet-based e-mail systems allowed learners and facilitators to correspond asynchronously—anytime, anyplace. However, one of the most significant contributions of Internet-based technologies toward training and collaboration in the last few years has been the introduction of synchronous collaboration technologies. Synchronous collaboration technologies truly create a new medium that brings facilitators and participants together in a dynamic and live environment through which highly interactive communication can occur—closing down the barriers for communication and learning.

scholarly journals The world wide web of research and access to knowledge

2009 ◽  
Vol 7 (3) ◽  
pp. 218-233 ◽  
Author(s):  
Eric T Meyer ◽  
Ralph Schroeder
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
The World ◽  
Access To Knowledge

scholarly journals Use of Distance Education by Religions of the World to Train, Edify, and Educate Adherents

2004 ◽  
Vol 5 (3) ◽  
Author(s):  
P. Clint Rogers ◽  
Scott L. Howell
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
World Wide Web ◽  
Religious Education ◽  
World Wide ◽  
Religious Institutions ◽  
Political Factors ◽  
The World ◽  
Virtual Services ◽  
And Training

<P>Islamic, Hindu, Buddhist, Baha'i, Jewish, and Christian organizations are all experimenting with distance education for various reasons and to different extents, due to religious, economic, and political factors. Religious institutions worldwide are not only turning to the World Wide Web (WWW) to place information concerning religious beliefs and provide virtual services for their constituents but are also getting more involved in formally educating their members at a distance. This paper will document some of these educational efforts and the reasons behind the expanding use of distance education by several of the major religious institutions for training, edifying, and educating their religious adherents.</P> <P><B>Keywords:</B> distance education; distance learning; religion; religious education and training; religious institutions; theology</P>

Australian visual arts: libraries and the new technologies

1996 ◽  
Vol 21 (1) ◽  
pp. 4-7 ◽  
Author(s):  
John Thomson ◽  
Joye Volker
Keyword(s):  
World Wide Web ◽  
Visual Arts ◽  
World Wide ◽  
New Technologies ◽  
New Technology ◽  
Bibliographic Databases ◽  
The Internet ◽  
The World ◽  
Electronic Networking ◽  
Multimedia Resource

Electronic networking has been welcomed in Australia not least because of its potential to help solve problems of distances within Australia and of the isolation of Australia. In the world as a whole, the Internet, and the World Wide Web in particular, is transforming the communication of art information and access to art images. Three Australian Web servers focus on the visual arts: Art Serve, Diva, and AusArts. A number of initiatives intended to provide online bibliographic databases devoted to Australian art were launched in the 1980s. More recently a number of CD-ROMs have been published. As elsewhere, art librarians in Australia need new skills to integrate these products of new technology into the art library, and to transform the latter into a multimedia resource centre.

Key differences between Web 1.0 and Web 2.0

First Monday ◽  
2008 ◽  
Author(s):  
Graham Cormode ◽  
Balachander Krishnamurthy
Keyword(s):  
Social Networks ◽  
Critical Thinking ◽  
World Wide Web ◽  
Web 2.0 ◽  
World Wide ◽  
New Technologies ◽  
User Interaction ◽  
Past Work ◽  
Technical Work ◽  
The World

Web 2.0 is a buzzword introduced in 2003-04 which is commonly used to encompass various novel phenomena on the World Wide Web. Although largely a marketing term, some of the key attributes associated with Web 2.0 include the growth of social networks, bi-directional communication, various 'glue' technologies, and significant diversity in content types. We are not aware of a technical comparison between Web 1.0 and 2.0. While most of Web 2.0 runs on the same substrate as 1.0, there are some key differences. We capture those differences and their implications for technical work in this paper. Our goal is to identify the primary differences leading to the properties of interest in 2.0 to be characterized. We identify novel challenges due to the different structures of Web 2.0 sites, richer methods of user interaction, new technologies, and fundamentally different philosophy. Although a significant amount of past work can be reapplied, some critical thinking is needed for the networking community to analyze the challenges of this new and rapidly evolving environment.

Wired for Learning—Web 2.0 for Teaching and Learning

2010 ◽  
pp. 1696-1708
Author(s):  
Irene Chen ◽  
Terry T. Kidd
Keyword(s):  
World Wide Web ◽  
Web 2.0 ◽  
Current Literature ◽  
Teaching And Learning ◽  
World Wide ◽  
New Technologies ◽  
Educational Practice ◽  
Present Discussion ◽  
The World ◽  
Introductory Discussion

This is an introductory discussion into Web 2.0 technologiesfor teaching and learning. It is based on a review of the current literature and thinking around Web 2.0 and its potential in education. There has been a surge in internet services that attract the label “Web 2.0”. Wide acceptance of this term implies that together these services identify a change in the nature of the World Wide Web. This report seeks to define Web 2.0 and how it can used. Consideration is also given to how these new technologies create opportunities for educational practice. Because these opportunities are not yet being widely taken up, the present discussion focuses on identifying challenges that may be impeding adoption of Web 2.0 ideas in teachingand learning.

The World Wide Web and Cross-Cultural Teaching in Online Education

2011 ◽  
pp. 4146-4154
Author(s):  
Tatjana Takševa Chorney
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
New Technologies ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
The World ◽  
Interactive Nature

Computer-mediated communication (CMC) and the properties of the online environment in general are inherently suited to help educators reconceptualize their role and engage in constructive cross-cultural communication. This is due to the new technologies’ potential to enable collaborative teaching in an environment of diverse users and to support multiple learning styles. At the same time, the presence of collaborative technology itself does not guarantee that successful cross-cultural communication and learning will take place. The disembodied nature of online communication can sometimes add to the inherent challenges that accompany face-to-face cross-cultural communication. Instructors who teach in cross-cultural contexts online will need to engage with the new technologies in a more purposeful way and apply that engagement to program design and teaching practice. They will need to devote some time to designing for interaction and collaboration in order to overcome common challenges in cross-cultural communication. A more systematic study of the open-ended and interaction- enabling properties of the World Wide Web would help those who design for diversity in online educational environment. The open-ended and interactive nature of the World Wide Web, as the main platform for online crosscultural teaching, can serve as a conceptual model to help teachers overcome common challenges in cross-cultural communication.

scholarly journals Harnessing the world-wide-web in Eye Emergency education and training

2015 ◽  
Vol 5 (4) ◽  
Author(s):  
Christolyn Raj ◽  
Michael Augello ◽  
Andrew Dent
Keyword(s):  
Emergency Department ◽  
World Wide Web ◽  
World Wide ◽  
Education And Training ◽  
Junior Doctors ◽  
Valuable Resource ◽  
Emergency Education ◽  
The World ◽  
And Training

“I-Aid” is an intranet based website designed for use by medical officers working in the Emergency Department (ED). Since its introduction this year, ” I-Aid” has been addressing the long overdue need for education in ocular healthcare for junior doctors whilst proving to be a valuable resource for the advanced clinician.

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