scholarly journals Hospital-Based Nurses’ Perceptions of the Adoption of Web 2.0 Tools for Knowledge Sharing, Learning, Social Interaction and the Production of Collective Intelligence

2011 ◽  
Vol 13 (4) ◽  
pp. e92 ◽  
Author(s):  
Adela S.M Lau
Keyword(s):  
Social Interaction ◽  
Web 2.0 ◽  
Knowledge Sharing ◽  
Collective Intelligence ◽  
Web 2.0 Tools ◽  
Nurses Perceptions

Smart Planning

2018 ◽  
pp. 601-632
Author(s):  
Ari-Veikko Anttiroiko
Keyword(s):  
Urban Planning ◽  
Web 2.0 ◽  
Empirical Evidence ◽  
New Technologies ◽  
Collective Intelligence ◽  
Web 2.0 Tools ◽  
Application Field ◽  
Planning Culture ◽  
Technology Trend ◽  
Characteristic Process

This chapter discusses the ability of new technologies to support collective intelligence. The technology trend brought into the spotlight is Web 2.0 because it has a great potential to contribute to the refined understanding of planning issues. Such an application field can be called Collective Intelligence 2.0 with crowdsourcing as its characteristic process. This chapter discusses how such an intelligence and crowd-sourced knowledge can be utilized in smartening up urban planning. Crowdsourcing has been experimented in urban planning since the late 2000s, most notably in the forms of wikiplanning, participatory sensing, and co-creation. By combining theoretical insights and empirical evidence, this chapter concludes that Web 2.0 tools can be used to increase various forms of social and collective intelligence and, especially when the precondition of citizen-centered open planning culture is met, have undeniable potential to smarten up urban planning.

Knowledge Sharing in the Age of Web 2.0

2013 ◽  
pp. 122-141
Author(s):  
François Deltour ◽  
Loïc Plé ◽  
Caroline Sargis Roussel
Keyword(s):  
Social Sciences ◽  
Social Capital ◽  
Web 2.0 ◽  
Knowledge Sharing ◽  
Secondary Data ◽  
Organizational Life ◽  
Web 2.0 Tools ◽  
Interactive Tools ◽  
The Social ◽  
Forms Of Knowledge

Web 2.0 tools are more and more prevalent in organizational life, and this chapter identifies their multiple influences on knowledge sharing practices, as well as the main challenges of the social turn in knowledge sharing. Indeed, it is argued that social capital, a key concept from social sciences that recognizes the benefits practice derived from connections between people, also plays a role in the context of renewed knowledge sharing practices (i.e. based on Web 2.0 technologies). Therefore, this chapter provides an analysis of the influence of social capital in leveraging knowledge sharing in a Web 2.0 context. Finally, using secondary data, this research details a specific case to illustrate how employees can benefit from new forms of knowledge sharing that rely on interactive tools and their social capital.

Knowledge Sharing Using Web 2.0: Preferences, Benefits and Barriers in Brunei Darussalam's Tertiary Education

2020 ◽  
pp. 623-641
Author(s):  
Nurul Afiqah Hj Nor Amin ◽  
Amy Suliza Hasnan ◽  
Nurul Nazirah Besar ◽  
Mohammad Nabil Almunawar
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Knowledge Sharing ◽  
Research Method ◽  
Current Knowledge ◽  
Tertiary Education ◽  
Web 2.0 Tools ◽  
Descriptive Research ◽  
Brunei Darussalam ◽  
Privacy Issues

The purpose of this paper is to assess the current knowledge sharing processes in tertiary education in Brunei Darussalam and identify the preferred knowledge sharing activities as well as preferred online applications for the purpose. This study also examined the benefits and barriers of using Web 2.0 as a knowledge sharing platform in tertiary education. A descriptive research method is employed, in which quantitative approach was selected to collect data on the use of Web 2.0 tools for knowledge sharing in tertiary education. This study revealed that respondents highly utilize emails and Web 2.0 applications for knowledge sharing, which are normally provided by their host universities as information and knowledge sharing platforms. Web 2.0 applications, especially social networks, are considered good platforms for sharing knowledge. However, there are some concerns in using Web 2.0 applications for knowledge sharing, mainly in term of privacy issues and reliability of information and knowledge shared due to its high risk of collaborators.

Mode Neutral

2012 ◽  
pp. 803-824
Author(s):  
Brian Smith ◽  
Peter Reed
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Collective Intelligence ◽  
Virtual Learning Environment ◽  
Evidence Based ◽  
Learning Space ◽  
Pedagogical Model ◽  
Web 2.0 Tools ◽  
Contemporary Education

This chapter details the authors’ evidence-based pedagogical model – Mode Neutral – showing how contemporary education can promote the use of Web 2.0 tools to harness collective intelligence. They will outline our case study of using (arguably) a Web 1.0 technology, the Virtual Learning Environment (VLE) as the single learning space, with Web 2.0 tools integrated to encourage collaborative learning.

Preferences, Benefits, and Barriers of Web 2.0 Tools for Knowledge Sharing in Brunei Darussalam's Tertiary Education

2018 ◽  
pp. 253-276
Author(s):  
Nurul Afiqah Hj Nor Amin ◽  
Mohammad Nabil Almunawar ◽  
Amy Suliza Hasnan ◽  
Nurul Nazirah Besar
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Knowledge Sharing ◽  
Research Method ◽  
Current Knowledge ◽  
Tertiary Education ◽  
Web 2.0 Tools ◽  
Descriptive Research ◽  
Brunei Darussalam ◽  
Privacy Issues

This paper is aimed to assess the current knowledge sharing processes in tertiary education in Brunei Darussalam. It identifies and examines the preferences, benefits and barriers of knowledge sharing and knowledge sharing platforms utilized in tertiary education. A descriptive research method is employed, in which quantitative approach was selected to collect data on the use of Web 2.0 tools, especially social media, for knowledge sharing in tertiary education in Brunei Darussalam. This study revealed that respondents highly utilize emails and Web 2.0 tools for knowledge sharing, which are normally provided by their host universities as information and knowledge sharing platforms. Web 2.0 tools, especially social media, are considered suitable platforms for sharing knowledge. However, there are some concerns in using Web 2.0 tools for knowledge sharing, mainly in term of privacy issues and reliability of information and knowledge shared due to its high risk of collaborators.

Web 2.0 Tools and Application

2017 ◽  
pp. 218-234
Author(s):  
Yogita Ahuja ◽  
Praveen Kumar
Keyword(s):  
Social Media ◽  
Knowledge Management ◽  
Web 2.0 ◽  
Knowledge Sharing ◽  
Research Paper ◽  
Research Community ◽  
Drastic Change ◽  
Library Services ◽  
Web 2.0 Tools ◽  
The Social

Web 2.0 or can say the social media is the buzzword for LIS professionals. Recently the trend of web 2.0 is increasing its importance not in the field of knowledge sharing but also in knowledge managing. The main aim of this research paper is to highlight the features of web 2.0 tools which are useful for knowledge sharing and as well as in knowledge managing. This paper also highlights how web 2.0 has brought drastic change in library services or library operation, how the research community can get information in fraction of seconds, how library professional can adopt and maintain their prompt approach to answer the user's queries by using web 2.0 tools. This paper provides a contrast between the knowledge management, sharing and web 2.0 tools.

Knowledge Sharing in the Age of Web 2.0

2014 ◽  
pp. 19-38
Author(s):  
François Deltour ◽  
Loïc Plé ◽  
Caroline Sargis Roussel
Keyword(s):  
Social Sciences ◽  
Social Capital ◽  
Web 2.0 ◽  
Knowledge Sharing ◽  
Secondary Data ◽  
Organizational Life ◽  
Web 2.0 Tools ◽  
Interactive Tools ◽  
The Social ◽  
Forms Of Knowledge

Web 2.0 tools are more and more prevalent in organizational life, and this chapter identifies their multiple influences on knowledge sharing practices, as well as the main challenges of the social turn in knowledge sharing. Indeed, it is argued that social capital, a key concept from social sciences that recognizes the benefits practice derived from connections between people, also plays a role in the context of renewed knowledge sharing practices (i.e. based on Web 2.0 technologies). Therefore, this chapter provides an analysis of the influence of social capital in leveraging knowledge sharing in a Web 2.0 context. Finally, using secondary data, this research details a specific case to illustrate how employees can benefit from new forms of knowledge sharing that rely on interactive tools and their social capital.

Mode Neutral

2010 ◽  
pp. 329-350 ◽  
Author(s):  
Brian Smith ◽  
Peter Reed
Keyword(s):  
Web 2.0 ◽  
Social Networking Sites ◽  
Information Exchange ◽  
Collective Intelligence ◽  
Virtual Learning Environment ◽  
Learning Space ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
E Learning ◽  
Research Findings

The excitement of Web 2.0 and E-learning 2.0 is upon us. As the use of social networking sites and other Web 2.0 tools continue to increase, pedagogues are considering their place within education. Some passionately share their research findings or experiments of blogging, wikiing, podcasting and other tools, to empower a new wave in learning and teaching. The authors feel part of this new culture and have undertaken their own research with seventy health care students, harnessing collective intelligence to scaffold their learning in anaesthesia. In this chapter, the authors too share our excitement about the 2.0 era with some notes of caution. From an educational perspective, they believe there is a void between Web 2.0 and E-learning 2.0 - in the shape of pedagogy. What academics have traditionally delivered in a classroom setting has been framed around a sound set of principles – the pedagogy. As for e-learning, many of us have adopted classroom pedagogies within the ever-evolving online world and have noted their incompatibilities. Nevertheless, the common aim of using technology in education is intended to support the learner in their studies. Integrating any (new or old) technologies into education requires a pedagogy that is effective in information exchange, yet flexible enough to respond to the various demands placed upon learning and teaching by both the learner, and the technology. This chapter details the authors’ evidence-based pedagogical model – Mode Neutral – showing how contemporary education can promote the use of Web 2.0 tools to harness collective intelligence. They will outline our case study of using (arguably) a Web 1.0 technology, the Virtual Learning Environment (VLE) as the single learning space, with Web 2.0 tools integrated to encourage collaborative learning.

scholarly journals Web 2.0 Tools In Retailing: Benefits Of Their Use And Reasons For Not Using Them

2012 ◽  
Vol 11 (13) ◽  
pp. 1463
Author(s):  
Maria-del-Carmen Alarcon-del-Amo ◽  
Carlota Lorenzo-Romero ◽  
Miguel-Angel Gomez-Borja ◽  
Juan-Antonio Mondejar-Jimenez
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Collective Intelligence ◽  
Field Studies ◽  
Web 2.0 Tools ◽  
The Social ◽  
Software Release ◽  
Internet Environment ◽  
Main Components ◽  
The Web

The term Web 2.0 was introduced by OReilly (2005) as the new stage in the Internet evolution referring to a collection of online applications sharing a number of common characteristics: The Web as a platform, Harnessing of the Collective Intelligence, Data is the Next Intel Inside, End of the Software Release Cycle, Lightweight Programming Models, Rich User Experiences. The term Web 2.0 or Social Media refers to applications enabling the creation, editing and dissemination of user-generated content. These applications are one of the main components of the current Internet environment commonly called Web 2.0. The importance and popularity of the Social Media as marketing tools and communication channels is growing and field studies provide evidence that these can strongly affect consumer behavior. An increasing number of studies suggest that corporate interest on the Web 2.0 domain keeps growing and more and more firms are introducing different social media tools into their daily business routines as well as into their marketing strategies. Despite the fact that thousands of corporations are already seriously engaged or experimenting with the Social Media as marketing tools there is also a high amount of retailers that do not use them. The objective of this study is to analyze the reasons why retailers do not use Web 2.0 tools and the main barriers that they consider to not adopt them, comparing with the retailers that use these tools.

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