scholarly journals Fearless, playful and connected

2021 ◽  
Author(s):  
Jennifer L. Branch ◽  
Joanne De Groot
Keyword(s):  
Professional Development ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Professional Life ◽  
The Internet ◽  
Graduate Level ◽  
Rich Description ◽  
Technology Leaders ◽  
Teacher Librarians ◽  
The Web

This paper presents findings from a graduate-level required class for teacher-librarians in Web 2.0. It provides a rich description of how teachers and teacher-librarians are using Web 2.0 technologies in their personal, teaching and learning, and professional development. No longer are they consumers of Web 2.0 but they are creators and sharers of new content on the Internet. There was a much more balanced use of Web 2.0 after the class – many of the teachers and teacher-librarians had never used a Web 2.0 tool in their personal, teaching or professional life before the class. Teachers and teacher-librarians who completed the Web 2.0 class saw themselves as technology leaders in their schools and districts.

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

scholarly journals Creative Networks of Practice Using Web 2.0 Tools

2011 ◽  
Vol 2 (1) ◽  
pp. 37-53
Author(s):  
Jukka Orava ◽  
Pete Worrall
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Tools ◽  
Interdisciplinary Approaches ◽  
The Media ◽  
Media Learning ◽  
Networks Of Practice ◽  
Learning Event

This paper examines the professional implications for teachers and managers in new and evolving forms of professional development using Web 2.0 tools in a European context. Research findings are presented from the “Creative Use of Media” learning event developed through a European eTwinning Learning Lab initiative in spring of 2009. The Creative use of the Media online learning event supported a series of initiatives celebrating the European Year of Creativity and Innovation and involved 135 participants from 27 countries. The key objective was to introduce a range of learning themes constructed around a phenomenon-based inquiry model, which supported interdisciplinary approaches and collaborative online learning methodologies to stimulate new teaching and learning rationales. Digital Web 2.0 technology was used as an independent creative medium and as a powerful facilitating tool to enhance and blend with the more traditional forms of visual, audiovisual and multimedia inquiry. In developing models encapsulating risk taking and experimentation this online learning project supported a general principle that future education models and professional development would be based on social learning and “customer-driven collaborative knowledge building” in relation to open source materials.

Gaining a Past, Losing a Future: Web 2.0 and Internet Historicity

2012 ◽  
Vol 143 (1) ◽  
pp. 99-109 ◽  
Author(s):  
Matthew Allen
Keyword(s):  
Popular Culture ◽  
Web 2.0 ◽  
First Century ◽  
The Internet ◽  
Historical Interpretation ◽  
Web 3.0 ◽  
The Past ◽  
The Future ◽  
Or Practice ◽  
The Web

This article explore how, in the first decade of the twenty-first century, the internet became historicised, meaning that its public existence is now explicitly framed through a narrative that locates the current internet in relation to a past internet. Up until this time, in popular culture, the internet had been understood mainly as the future-in-the-present, as if it had no past. The internet might have had a history, but it had no historicity. That has changed because of Web 2.0, and the effects of Tim O'Reilly's creative marketing of that label. Web 2.0, in this sense not a technology or practice but the marker of a discourse of historical interpretation dependent on versions, created for us a second version of the web, different from (and yet connected to) that of the 1990s. This historicising moment aligned the past and future in ways suitable to those who might control or manage the present. And while Web 3.0, implied or real, suggests the ‘future’, it also marks out a loss of other times, or the possibility of alterity understood through temporality.

Mix, Match, Rediscovery

2010 ◽  
pp. 2298-2309
Author(s):  
Justin Meza ◽  
Qin Zhu
Keyword(s):  
Best Practices ◽  
Web 2.0 ◽  
Web Site ◽  
Web Application ◽  
Knowledge Organization ◽  
The Internet ◽  
The Future ◽  
Enterprise Mashups ◽  
The Web

Knowledge is the fact or knowing something from experience or via association. Knowledge organization is the systematic management and organization of knowledge (Hodge, 2000). With the advent of Web 2.0, Mashups have become a hot new thing on the Web. A mashup is a Web site or a Web application that combines content from more than one source and delivers it in an integrated way (Fichter, 2006). In this article, we will first explore the concept of mashups and look at the components of a mashup. We will provide an overview of various mashups on the Internet. We will look at literature about knowledge and the knowledge organization. Then, we will elaborate on our experiment of a mashup in an enterprise environment. We will describe how we mixed the content from two sets of sources and created a new source: a novel way of organizing and displaying HP Labs Technical Reports. The findings from our project will be included and some best practices for creating enterprise mashups will be given. The future of enterprise mashups will be discussed as well.

Sharing Bites on Global Screens

2011 ◽  
pp. 37-49
Author(s):  
Hudson Moura
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Virtual Communities ◽  
Equal Access ◽  
The Internet ◽  
Professional Skills ◽  
Cultural Products ◽  
Social Content ◽  
The Web

Snack culture is the new phenomenon that shrinks media cultural products and can be easily shared on social networks of the Internet. Thus, it can be consumed in a reduced amount of time circulating instantly all over the globe. These tiny and snappy materials are changing people’s habits, transforming passive viewers into active users, and promoting equal access to all, and requiring no professional skills. Viewers now can also produce cultural and social content in widespread virtual communities (based on the Web 2.0) that are increasingly interactive. This chapter presents and analyses a variety of media snacks that form and circulate as snack culture; it also elucidates some of those current changes that are shaping today’s relationship between society and media.

Dancing with Postmodernity

2010 ◽  
pp. 343-364 ◽  
Author(s):  
Henk Eijkman
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Knowledge System ◽  
The Internet ◽  
Learning Space ◽  
And Performance ◽  
Control Knowledge ◽  
And Control ◽  
Oriented Approach ◽  
The Web

This chapter addresses a significant theoretical gap in the Web 2.0 (or “Web 2.0+,” as it is referred to by the author) literature by analyzing the educational implications of the “seismic shift in epistemology” (Dede, 2008, p. 80) that is occurring. As already identified in Chapter 2, there needs to be a consistency between our own epistemic assumptions and those embedded in Web 2.0. Hence the underlying premise of this chapter is that the adoption of social media in education implies the assumption of a very different epistemology—a distinctly different way of understanding the nature of knowledge and the process of how we come to know. The argument is that this shift toward a radically altered, “postmodernist,” epistemic architecture of participation will transform the way in which educators and their students create and manage the production, dissemination, and validation of knowledge. In future, the new “postmodern” Web will increasingly privilege what we may usefully think of as a socially focused and performance-oriented approach to knowledge production. The expected subversion and disruption of our traditional or modernist power-knowledge system, as already evident in the Wikipedia phenomenon, will reframe educational practices and promote a new power-knowledge system, made up of new, social ways in which to construct and control knowledge across the Internet. The chapter concludes by advocating strategies for critical engagement with this new epistemic learning space, and posing a number of critical questions to guide ongoing practice.

A place to stand: Digital sociology and the Archimedean effect

2017 ◽  
Vol 53 (4) ◽  
pp. 865-884 ◽  
Author(s):  
Alphia Possamai-Inesedy ◽  
Alan Nixon
Keyword(s):  
Web 2.0 ◽  
Power Relations ◽  
Public Sociology ◽  
Unintended Consequences ◽  
The Internet ◽  
Defining Moment ◽  
The Face ◽  
The Web

With the advent of the internet, particularly Web 2.0, sociologists have been called to take up the challenges and the promises of the web. In the face of this, sociologists are caught up in debates and practices concerned with how to ethically approach and develop appropriate methods/methodologies for the field. While these are important endeavours, more robust debate needs to take place on the unintended consequences of the promises of the internet, as well as the power relations that are at play in what we term the ‘digital social’. Employing the metaphor of the Archimedean screw and Archimedean point, this article argues that the space we now find ourselves in is unprecedented; it is one which simultaneously demands the empowerment of research and yet results in the stripping away of its foundation. The Archimedean effect demonstrates that the promises of the internet have not been fulfilled resulting in the evolution and de-evolution of the digital social framed by the reinforcement of existing power relations. Yet, rather than viewing this as a time of crisis, we should see it as a defining moment for our discipline, one where the demands of public sociology need to be adopted broadly.

scholarly journals Understanding Web 2.0 service models, applications, reflections, perspectives, and beyond

2017 ◽  
Author(s):  
Yi Liu ◽  
Kwangjo Kim
Keyword(s):  
World Wide Web ◽  
Web 2.0 ◽  
World Wide ◽  
The Internet ◽  
Web Technologies ◽  
The World ◽  
Service Models ◽  
Spatial Decision Making ◽  
New Ideas ◽  
The Web

Since 2004 the term “Web 2.0” has generated a revolution on the World Wide Web and it has developed new ideas, services, application to improve and facilitate communications through the web. Technologies associated with the second-generation of the World Wide Web enable virtually anyone to share their data, documents, observations, and opinions on the Internet. The serious applications of Web 2.0 are sparse and this paper assesses its use in the context of applications, reflections, and collaborative spatial decision-making based on Web generations and in a particular Web 2.0.

scholarly journals Professional Development for the Online Teacher

2006 ◽  
pp. 283-295 ◽  
Author(s):  
Jan Herrington ◽  
Ron Oliver
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
The Internet ◽  
University Teachers ◽  
Professional Development Needs ◽  
Online Teacher ◽  
Graduate Certificate ◽  
The Impact

While telecommunications and telematics have been available in schools and universities for decades, the speed of adoption of the Internet into general use has been unprecedented. This has placed a great deal of pressure on university teachers to re-evaluate their roles in the light of new teaching and learning opportunities. The Internet has opened up possibilities beyond the simple acquisition of information, and has created teaching and learning challenges that many teachers feel ill-equipped to meet. This chapter examines the impact of the Internet on the teacher’s role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The professional development needs for the new role of online teacher will be discussed within the context of a Graduate Certificate in Online Teaching and Learning designed to encapsulate authentic approaches to learning.

Reconceptualising Information Literacy for the Web 2.0 Environment?

2010 ◽  
pp. 137-155
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Information Storage ◽  
Information Skills ◽  
Sequential Models ◽  
Nature Of Teaching ◽  
The Web

This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social networking environments, requires significant changes in how students interact with information when they are studying within a formal learning environment. It explores the origins and growth of the idea of information skills development, the translation of this work into frameworks and sequential models and the adaptation of these models to take account of changes in information storage and transmission brought about by the Internet. The chapter then examines the changing contexts and changes in learning being brought about by the Web 2.0 environment and questions whether adjustment of existing information literacy models is a sufficient response to deal with these changes. We conclude that although Web 2.0 developments are not fundamentally undermining the nature of teaching and learning they do provide important possibilities for more effective information literacy development work. A non-sequential framework is offered as a contribution to supporting HE students when seeking to obtain, store and exploit information simultaneously in the informal social world of Web 2.0 and in their formal academic discipline.

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