scholarly journals The learning ecology of Web 2.0 tool use by teacher librarian candidates

2021 ◽  
Author(s):  
Cynthia R. Houston
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Tool Use ◽  
Web 2.0 Tools ◽  
Personal Lives ◽  
Limited Bandwidth ◽  
Video Sharing ◽  
Social Gaming ◽  
Acceptable Use Policies ◽  
Learning Ecology

The learning ecology captured by this survey of Web 2.0 tool usage among teacher librarian candidates at Western Kentucky University paints a narrow landscape of Social networking and communication tools used for personal activities, which are used to a lesser degree in the professional and academic spheres. Results indicate that the Top five Web 2.0 tools (Social Networking, Communication, Photo/Video Sharing, Blogs, and Productivity Tools) are being used more often in professional settings than previously reported in other national and state studies. Age does not appear to be significant in the learning ecology of teacher librarian candidates' Web 2.0 tool use, indicating that an overall enthusiasm for technology among teacher librarian candidates putthem in a special category of user. Suggestions for further study include exploring how ―gateway‖ Web 2.0 tools such as collaboration and networking tools used by teacher librarian candidates in their personal lives could transfer to the professional and academic spheres, and spur motivation to use other less commonly used Web 2.0 tools such as social gaming, pod-casting or virtual environments. This study confirms that the potential for educators to integrate Web 2.0 tools into all aspects of their lives are currently hampered by limited bandwidth at home, and the use of restrictive acceptable use policies and filters in schools.

Intellectual Property in an Age of Open Source and Anonymity

2011 ◽  
pp. 39-57
Keyword(s):  
Intellectual Property ◽  
Web 2.0 ◽  
Social Networking ◽  
Open Source ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Systems ◽  
Global Community ◽  
Web 2.0 Tools

Current intellectual property (IP) laws are under scrutiny. The increased connectivity and sharing capabilities afforded by social networking Web 2.0 tools have added new dimensions and challenges to different sectors of society, including businesses and educational systems alike. This chapter explores why current laws do not meet the needs of a changing global community and probes into options afforded by Open Educational Resources (OER).

scholarly journals Comments on Greenhow, Robelia, and Hughes: Technologies That Facilitate Generating Knowledge and Possibly Wisdom

2009 ◽  
Vol 38 (4) ◽  
pp. 260-263 ◽  
Author(s):  
Chris Dede
Keyword(s):  
Web 2.0 ◽  
Social Supports ◽  
Research Infrastructure ◽  
Quality Of Education ◽  
Web 2.0 Tools ◽  
Video Sharing ◽  
Community Norms ◽  
Different Types ◽  
Virtual Setting

Greenhow, Robelia, and Hughes (2009) argue that Web 2.0 media are well suited to enhancing the education research community’s purpose of generating and sharing knowledge. The author of this comment article first articulates how a research infrastructure with capabilities for communal bookmarking, photo and video sharing, social networking, wikis, and mash-ups could enhance both the pace and quality of education scholarship, complementing federal investments in cyberinfrastructure. He then argues for a second, more provocative and controversial usage of this research infrastructure: an experimental attempt to generate “wisdom.” An interconnected suite of Web 2.0 tools customized for research would provide three capabilities important for wise advice: (a) a virtual setting in which stakeholders of many different types could dialogue (b) about rich artifacts grounded in practice and policy (c) with a set of social supports to encourage community norms that respect not only theoretical rigor and empirical evidence but also interpersonal, experiential, and moral–ethical understandings.

Teaching a YouTube™ Course Online

2013 ◽  
pp. 323-344
Author(s):  
Chareen Snelson
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Best Practice ◽  
Graduate Program ◽  
Video Production ◽  
Online Course ◽  
Online Video ◽  
Web 2.0 Tools ◽  
Video Sharing

This chapter presents a case study of the author’s work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

Practising Language Interaction via Social Networking Sites

2013 ◽  
pp. 40-53 ◽  
Author(s):  
Marina Orsini-Jones ◽  
Billy Brick ◽  
Laura Pibworth
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Social Networking ◽  
Language Learning ◽  
Social Networking Sites ◽  
Learning Potential ◽  
Web 2.0 Tools

This chapter reports on the evaluation of language learning SNSs carried out by “expert students” who are training to become Teachers of English as a Foreign Language (TEFL) at both undergraduate and postgraduate levels. While stressing the positive features available on these sites and novel ways in which they can enable personalised language learning, this study also focuses on some troublesome aspects that occur when learners engage with Web 2.0 tools. It discusses how initial motivation towards these tools can turn into frustration, mirroring the results of a previous autoethnographic study carried out on SNSs. It also illustrates how these global ubiquitous platforms pose a dilemma for language practitioners who work within institutional teaching settings. Teachers recognize the language learning potential of these tools, but are also worried by the ethical threat they can pose, which can normally be avoided, or at least moderated, within institutional proprietary and “less exciting” platforms.

Teaching a YouTube™ Course Online

2015 ◽  
pp. 364-380
Author(s):  
Chareen Snelson
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Best Practice ◽  
Graduate Program ◽  
Video Production ◽  
Online Course ◽  
Online Video ◽  
Web 2.0 Tools ◽  
Video Sharing

This chapter presents a case study of the author's work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

Effective Virtual Learning Environment through the Use of Web 2.0 Tools

2014 ◽  
pp. 143-153
Author(s):  
Huseyin Bicen
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Social Networking ◽  
Social Networking Sites ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Web 2.0 Tools ◽  
Effective Learning ◽  
Positive Effects ◽  
The Web

The use of social networking sites and Web 2.0 tools is increasing. Research shows that education via Web 2.0 tools increases students' motivation and their interest in the learning. Therefore, a teaching environment can be created using social networking sites in which Web 2.0 tools allow effective learning. In this chapter, some of the Web 2.0 tools available for effective virtual learning environment creation are examined. Suggestions are provided regarding possible uses of tools such as Classmint, Pinterest, Voki, Screenleap, Pageflip-flap, Youtube, Prezi, Secondlife, Animoto, Sketchfu, and Quizrevolution, and their positive effects on students.

The Use of Web 2.0 Technologies in Formal and Informal Learning Settings

2016 ◽  
pp. 1150-1172
Author(s):  
Lisa A. Best ◽  
Diane N. Buhay ◽  
Katherine McGuire ◽  
Signe Gurholt ◽  
Shari Foley
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Informal Learning ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Community Sample ◽  
Specific Class ◽  
Personal Lives ◽  
Face To Face ◽  
Formal And Informal Learning

It is often assumed that because the current generation of students is more technologically competent than previous generations, they would prefer to use technology for both formal and informal learning. The results of a series of empirical studies indicated that students in formal settings preferred face-to-face contact with their instructors and used Web 2.0 tools for communication and to complete specific class assignments; in their personal lives, these technologies were used for communication, music and video downloads, and online gaming. Although students did not use social networking in their classes, the use of these tools may provide educators with an alternative to course management systems. Results from a community sample indicated a preference towards using the Internet for information gathering, and even though respondents reported that the incorporation of social networking sites in informal education settings would be nice, it was not expected. Overall, both student and community participants utilized technology that was familiar to them. Thus, assuming technological competence in our students and implementing various technological applications in the classroom may be counterproductive if guidance and training are not provided.

The Use of Web 2.0 Technologies in Formal and Informal Learning Settings

2015 ◽  
pp. 1123-1144
Author(s):  
Lisa A. Best ◽  
Diane N. Buhay ◽  
Katherine McGuire ◽  
Signe Gurholt ◽  
Shari Foley
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Informal Learning ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Community Sample ◽  
Specific Class ◽  
Personal Lives ◽  
Face To Face ◽  
Formal And Informal Learning

It is often assumed that because the current generation of students is more technologically competent than previous generations, they would prefer to use technology for both formal and informal learning. The results of a series of empirical studies indicated that students in formal settings preferred face-to-face contact with their instructors and used Web 2.0 tools for communication and to complete specific class assignments; in their personal lives, these technologies were used for communication, music and video downloads, and online gaming. Although students did not use social networking in their classes, the use of these tools may provide educators with an alternative to course management systems. Results from a community sample indicated a preference towards using the Internet for information gathering, and even though respondents reported that the incorporation of social networking sites in informal education settings would be nice, it was not expected. Overall, both student and community participants utilized technology that was familiar to them. Thus, assuming technological competence in our students and implementing various technological applications in the classroom may be counterproductive if guidance and training are not provided.

Different Perspectives on KM 2.0 New Practices and Web 2.0 Tools at Renault-Nissan Alliance Since 2000

2013 ◽  
Vol 4 (2) ◽  
pp. 1-20 ◽  
Author(s):  
Nabyla Daidj
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Strategic Alliance ◽  
Second Phase ◽  
Organizational Boundaries ◽  
Web 2.0 Tools ◽  
The Third ◽  
Collaborative Tools ◽  
Two Phases ◽  
New Phase

The objective of this chapter was to understand how a “hybrid organization” (two automobile manufacturers Renault and Nissan within a strategic alliance) uses social networking and Web 2.0 tools to collaborate not only inside traditional organizational boundaries and within the alliance structure but also across geographical frontiers. Nissan has gradually lost its historic status as keiretsu as a result of its strategic alliance with the Renault. This alliance has had numerous consequences for the organizational structure of Nissan, even though both companies have maintained their identity by maintaining the two brands internationally. KM practices have evolved since the beginning of the strategic alliance. Two phases can be considered. During the first three years of the alliance, the two car manufacturers relied mainly on their own specific KM practices and processes. The second phase started in 2004 with the development of KM 2.0 and web 2.0 tools. The adoption of these tools by Renault has led to increased collaboration between the two manufacturers. The third period (2011-2013) is characterised by the development of collaborative tools and practices during which the Renault-Nissan alliance may enter a new phase of maturity.

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