Comments on Greenhow, Robelia, and Hughes: Toward a Creative Social Web for Learners and Teachers

2009 ◽  
Vol 38 (4) ◽  
pp. 274-279 ◽  
Author(s):  
Jianwei Zhang
Keyword(s):  
Web 2.0 ◽  
Teacher Learning ◽  
Knowledge Creation ◽  
Social Web ◽  
Community Knowledge ◽  
Design Based Research ◽  
Innovation Research ◽  
Collaborative Creativity ◽  
Research Questions ◽  
The Web

This article commenting on Greenhow, Robelia, and Hughes (2009) examines the potential strengths and weaknesses of Web 2.0 in supporting student collaborative creativity in light of sociocultural conditions of knowledge creation. Weaknesses and challenges are identified related to the embedded and dispersed representation of community knowledge, weak commitment and support to sustained progress, judging of contributions on the basis of popularity instead of advancement, and the conflict between the chaotic emergent Web and rigidly organized schooling. Discussion is extended to the use of the Web for supporting teacher learning and innovation. Research questions are identified calling for design-based research to advance both pedagogy and technology design.

Establishing the Credibility of Social Web Applications

2011 ◽  
pp. 1432-1437
Author(s):  
Pankaj Kamthan
Keyword(s):  
Web 2.0 ◽  
Web Applications ◽  
Future Research ◽  
Social Web ◽  
The People ◽  
Different Types ◽  
Set Up ◽  
The Web

In recent years, there has been a steady shift in the nature of Web applications. The vehicle of this transition of Web applications is us, the people. The ability to post photographs or videos, exchange music snippets with peers, and annotate a piece of information, are but a few exemplars of this phenomenon. Indeed, the pseudonym Web 2.0 (O’Reilly, 2005) has been used to describe the apparent “socialization” of the Web. In spite of the significant prospects offered by humancentric Web applications, the mere fact that virtually anyone can set up such applications claiming to sell products and services or upload/post unscrutinized information on a topic as being “definitive,” raises the issues of credibility from a consumers’ viewpoint. Therefore, establishing credibility is essential for an organization’s reputation and for building consumers’ trust. The rest of the article is organized as follows. We first provide the background necessary for later discussion. This is followed by the introduction of a framework within which different types of credibility in the context of human-centric Web applications can be systematically addressed and thereby improved. Next, challenges and directions for future research are outlined. Finally, concluding remarks are given.

Society on the Web

2013 ◽  
Author(s):  
Michael Thelwall
Keyword(s):  
Web 2.0 ◽  
Search Engines ◽  
Personal Information ◽  
Link Analysis ◽  
Social Web ◽  
Government Information ◽  
News Websites ◽  
The Social ◽  
Web Use ◽  
The Web

This chapter, which argues that the structure of the Web reflects the offline world, making it a valuable lens for exploring society, introduces the theories and issues which make general observations about the Web and then provides examples of investigations into particular topics, such as academic web use. The Web offers unique entrée to free information from Wikipedia to news websites and from government information portals to search engines. Moreover, the two broad approaches to investigating society on the Web are reported, which are based around link analysis and Web 2.0 investigations. Web 2.0 has spawned broad research to probe its effect on several aspects of society. The publishing of personal information on the Web, particularly on the social web, appears likely to continue and expand.

Establishing the Credibility of Social Web Applications

2010 ◽  
pp. 105-112
Author(s):  
Pankaj Kamthan
Keyword(s):  
Web 2.0 ◽  
Web Applications ◽  
Future Research ◽  
Social Web ◽  
The People ◽  
Different Types ◽  
Set Up ◽  
The Web

In recent years, there has been a steady shift in the nature of Web applications. The vehicle of this transition of Web applications is us, the people. The ability to post photographs or videos, exchange music snippets with peers, and annotate a piece of information, are but a few exemplars of this phenomenon. Indeed, the pseudonym Web 2.0 (O’Reilly, 2005) has been used to describe the apparent “socialization” of the Web. In spite of the significant prospects offered by human-centric Web applications, the mere fact that virtually anyone can set up such applications claiming to sell products and services or upload/ post unscrutinized information on a topic as being “definitive,” raises the issues of credibility from a consumers’ viewpoint. Therefore, establishing credibility is essential for an organization’s reputation and for building consumers’ trust. The rest of the article is organized as follows. We first provide the background necessary for later discussion. This is followed by the introduction of a framework within which different types of credibility in the context of human-centric Web applications can be systematically addressed and thereby improved. Next, challenges and directions for future research are outlined. Finally, concluding remarks are given.

Rethinking Expertise in the Web 2.0 Era

2012 ◽  
pp. 330-353
Author(s):  
Ilias Karasavvidis
Keyword(s):  
Data Analysis ◽  
Web 2.0 ◽  
Knowledge Creation ◽  
Social Software ◽  
Knowledge Gap ◽  
Disciplinary Boundaries ◽  
New Knowledge ◽  
The Web ◽  
Important Constituent

Social software facilitates the linking of people in unprecedented ways and leads to new knowledge creation and application practices. Even though expertise remains an important constituent of these practices, there is a knowledge gap in the literature regarding its role. This chapter was written with the aim of filling this gap by using Project Durian as a case study. Project Durian presented a unique opportunity to study expertise as mediated by social software because it involved both social software and various layers, forms, and configurations of expertise. In this chapter, data from Project Durian are used to examine the outsourcing of tasks and the role that social software played in that outsourcing. Data analysis indicated that, in the hybrid practice that was established, expertise was spatio-temporally distributed, involved individuals with a broad range of skills, facilitated the crossing of disciplinary boundaries, and was renegotiated. The implications of these findings for expertise in the Web 2.0 era are discussed.

Exploring the Impact of Web 2.0 on Knowledge Management

2013 ◽  
pp. 17-43
Author(s):  
Thomas Bebensee ◽  
Remko Helms ◽  
Marco Spruit
Keyword(s):  
Knowledge Management ◽  
Web 2.0 ◽  
Case Studies ◽  
Asset Management ◽  
Knowledge Creation ◽  
User Generated Content ◽  
The Impact ◽  
Exploratory Case Studies ◽  
The Web

Web 2.0 and Knowledge Management (KM) have a considerable overlap. It appears promising to apply Web 2.0 applications for supporting and improving sharing and creation of knowledge. Yet, little research examining the impact of Web 2.0 on KM has been conducted. This chapter presents research examining the suitability and impact of Web 2.0 applications on KM in organizations. Two extensive exploratory case studies were conducted involving 11 interviews with key personnel of two student-run organizations. It is demonstrated how Web 2.0 applications can be used for a number of KM practices mostly related to the areas of asset management and knowledge creation and innovation. Moreover, they suggest that among all the Web 2.0 principles, User-Generated Content and Unbounded Collaboration exert the biggest influence on creating and sharing of knowledge within organizations. The study contributes to the general understanding of how Web 2.0 and KM practices can be interlinked with each other.

Rethinking Expertise in the Web 2.0 Era

2015 ◽  
pp. 1988-2011
Author(s):  
Ilias Karasavvidis
Keyword(s):  
Data Analysis ◽  
Web 2.0 ◽  
Knowledge Creation ◽  
Social Software ◽  
Knowledge Gap ◽  
Disciplinary Boundaries ◽  
New Knowledge ◽  
The Web ◽  
Important Constituent

Social software facilitates the linking of people in unprecedented ways and leads to new knowledge creation and application practices. Even though expertise remains an important constituent of these practices, there is a knowledge gap in the literature regarding its role. This chapter was written with the aim of filling this gap by using Project Durian as a case study. Project Durian presented a unique opportunity to study expertise as mediated by social software because it involved both social software and various layers, forms, and configurations of expertise. In this chapter, data from Project Durian are used to examine the outsourcing of tasks and the role that social software played in that outsourcing. Data analysis indicated that, in the hybrid practice that was established, expertise was spatio-temporally distributed, involved individuals with a broad range of skills, facilitated the crossing of disciplinary boundaries, and was renegotiated. The implications of these findings for expertise in the Web 2.0 era are discussed.

Learning, Teaching, and Scholarship in a Digital Age

2009 ◽  
Vol 38 (4) ◽  
pp. 246-259 ◽  
Author(s):  
Christine Greenhow ◽  
Beth Robelia ◽  
Joan E. Hughes
Keyword(s):  
Web 2.0 ◽  
Identity Formation ◽  
Future Research ◽  
New Wave ◽  
Learning And Teaching ◽  
Learner Participation ◽  
Research Questions ◽  
Educational Scholarship ◽  
The Web ◽  
Learning And Instruction

Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction, and paths for future research. This article discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s, describes the contextual conditions in which students use the Web today, and examines how Web 2.0’s unique capabilities and youth’s proclivities in using it influence learning and teaching. Two important themes, learner participation and creativity and online identity formation, emerged from this analysis and support a new wave of research questions. A stronger research focus on students’ everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed. Finally, insights on how educational scholarship might be transformed with Web 2.0 in light of these themes are discussed.

scholarly journals Comments on Greenhow, Robelia, and Hughes: Digital Immersion, Teacher Learning, and Games

2009 ◽  
Vol 38 (4) ◽  
pp. 270-273 ◽  
Author(s):  
Ronald D. Owston
Keyword(s):  
Teacher Learning ◽  
Professional Learning ◽  
Social Skill ◽  
Digital Games ◽  
Social Skill Development ◽  
Digital World ◽  
Games For Learning ◽  
Research Questions ◽  
The Impact ◽  
The Web

In this comment article, the author elaborates on three significant issues that Greenhow, Robelia, and Hughes (2009) identified but did not explore. First, the author discusses the need for research on the impact that youth’s immersion in a digital world may have on meta-cognitive and social skill development. Then teacher learning with the Web is considered, and the author identifies research questions related to improving the design of professional learning experiences. The author concludes with a discussion of digital games for learning and points to several key areas that need further research.

scholarly journals Segmenting The Web 2.0 Market: Behavioural And Usage Patterns Of Social Web Consumers

2011 ◽  
Vol 6 (7) ◽  
Author(s):  
Carlota Lorenzo-Romero ◽  
Efthymios Constantinides ◽  
Maria-del-Carmen Alarcon-del-Amo
Keyword(s):  
Web 2.0 ◽  
Web Sites ◽  
Social Networking Sites ◽  
Information Exchange ◽  
Virtual Communities ◽  
Research Area ◽  
Current Phase ◽  
The Internet ◽  
Social Web ◽  
The Web

The evolution of the commercial Internet to the current phase, commonly called Web 2.0 (or Social Web) has firmly positioned the web not only as a commercial but also as a social communication platform: an online environment facilitating peer-to-peer interaction, socialization, co-operation and information exchange. Internet users are not any more passive consumers of information but are actively involved in online creation, editing, and dissemination of content. They form virtual communities and interact with each other making use of a variety of interactive applications like social-networking sites, online forums, blogs, and wikis. This new social environment entails new challenges and opportunities for marketers, practitioners and behavioural researchers encompassing an appealing and untapped research area. In this empirical study we develop a classification of Web 2.0 users.  Segments are identified on the basis of socio-demographic features, involvement, usage of the Internet, online purchase behaviour, personality characteristics, and the degree of use of Social Web sites. We analyze the differences between user segments, their trust levels and satisfaction and conclude that the degree of online experience is one of the most important antecedents of trust and satisfaction with Web 2.0 applications. The study identifies issues of further research and ways that can help field marketers to better map and understand their online markets in order to utilize effectively the Internet and particularly of the Web 2.0 domain as part of their marketing strategy.

scholarly journals An empirical study of professional translators’ attitudes, use and awareness of Web 2.0 technologies, and implications for the adoption of emerging technologies and trends

2021 ◽  
Vol 10 ◽  
Author(s):  
Joanna Gough
Keyword(s):  
Empirical Study ◽  
Web 2.0 ◽  
New Technologies ◽  
Social Web ◽  
Web 2.0 Technologies ◽  
Underlying Factor ◽  
Collaborative Tools ◽  
Collaborative Processes ◽  
The Social ◽  
The Web

This questionnaire-based study was conducted as a part of an MA Dissertation in the summer of 2010 (Gough, 2010a). It examines the trends within the translation industry which have developed in response to the evolution of the Web from Web 1.0 (the information web) to Web 2.0 (the social web) and places professional translators against the backdrop of these trends. The developments based on the principles of sharing, openness and collaboration associated with Web 2.0 can be seen as affecting the tools used by translators and the processes in which they engage. This study examines professional translators’ awareness and perception of the new open, collaborative tools and processes and the degree of tools usage and process participation. The key findings of this study highlight translators’ vague awareness and insufficient understanding of these trends, marginal use of the open tools and little engagement in the collaborative processes. The underlying factor determining translators’ awareness, perception and the use of these tools and processes is their attitude towards adopting new technologies, with an indication that professionals with innovative attitudes are more inclined to embrace the new trends and developments.

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