Social Web Services Research Roadmap

Author(s):  
Zakaria Maamar ◽  
Jamal Bentahar ◽  
Noura Faci ◽  
Philippe Thiran

There is a growing interest in the research and industry communities to examine the possible weaving of social elements into Web services-based applications. This interest is backed by the widespread adoption of Web 2.0 technologies and tools developed using various online means such as social networks and blogs. Social Web services incorporate the result of this weaving and are concerned with establishing relationships with their peers like people do daily. This chapter reviews the recent developments in this new topic and identifies new research opportunities and directions that are still unexplored such as security, engineering, reputation, trust, and argumentation.

Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.


Author(s):  
Margherita Pagani ◽  
Charles F. Hofacker

Managers are increasingly interested in the social web, as it provides numerous opportunities for strengthening and expanding relationships with customers, but the network processes that lead to these user-based assets are poorly understood. In this paper, the authors explore factors influencing use and participation in virtual social networks. They also discuss unusual drivers and inhibitors present with virtual social networks—highlighted by the presence of positive network externalities and fears that the content will be misused. The authors offer hypotheses stemming from a model of how these factors work together, test the model with a dataset collected from two different virtual social networks, and discuss the implications of this work. The findings offer managers insights on how to nurture Web 2.0 processes.


Author(s):  
I.T. Hawryszkiewycz

The chapter provides a way for modeling large scale collaboration using an extension to social network diagrams called enterprise social networks (ESNs). The chapter uses the ESN diagrams to describe activities in policy planning and uses these to define the services to be provided by cloud technologies to support large scale collaboration. This chapter describes collaboration by an architecture made up of communities each with a role to ensure that collaboration is sustainable. The architecture is based on the idea of an ensemble of communities all working to a common vision supported by services provided by the collaboration cloud using Web 2.0 technologies.


2012 ◽  
Vol 5 (4) ◽  
pp. 295 ◽  
Author(s):  
Ephraim A. Okoro ◽  
Angela Hausman ◽  
Melvin C. Washington

Digital communication increases students learning outcomes in higher education. Web 2.0 technologies encourages students active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids students who are expected to be facile in these technologies upon graduation (Benson, Filippaios, and Morgan, 2010). Faculty members become coaches, monitoring and providing feedback to students rather than directing activities. While Web 2.0 technologies, including social networks, may act as a distraction in a teaching environment, our findings suggest that effective social networking in learning environments sustain quality instruction and skills-development in business education.


2021 ◽  
Vol 5 (4) ◽  
pp. 30-40
Author(s):  
E. S. Zinovieva ◽  
V. I. Bulva

The development of information and communication technologies and formation of the global information society actualizes the study of new directions in the evolution of diplomatic practice in the digital environment, including in the context of intercultural communication. The modern information revolution is characterized by the widespread and ever-growing use of social networks, blogs, wiki resources and other media platforms (labelled under the common term of Web 2.0 technologies). At the same time, the widespread use of Web 2.0 technologies and the increasing amount of time people all over the world spend there has a wide and profound impact on political and intercultural communication and diplomatic practice. A new phenomenon of digital diplomacy is gaining prominence among foreign policy tools of states and international organizations. Digital diplomacy can be defined as the use of social networks and Web 2.0 technologies in public diplomacy and international interaction by states and international organizations to achieve foreign policy goals and reach foreign audiences. According to the traditional view of digital diplomacy, which has developed in the academic literature, and is reflected in the works of authors such as M. Castells and J. Nye, it helps to strengthen network ties at the level of civil societies in different countries and thus reduces international conflicts. However, cultural differences and digital polarization can impede the potential of digital diplomacy. Today, almost all states and international organizations in the global arena are involved in the practice of digital diplomacy, and Russia is no exception. Russia actively participates in the digital diplomacy practice, by using social media and Web 2.0 tools as soft power instruments to introduce and explain foreign policy initiatives and reach foreign and domestic audiences, as stated in the Doctrine of the Information Security of Russian Federation of 2016. For Russia's foreign policy, relations with the EU countries and EU institutions are of particular importance, including in the digital sphere. However, even though both Russia and the EU countries make extensive use of digital diplomacy tools, the practice of horizontal network interaction mediated by digital technologies does not contribute to strengthening trust between countries and reducing conflicts. The authors consider incidents and allegations in the sphere of digital interaction and, based on the theory of digital polarization, conclude that the use of digital tools in horizontal interactions within digital diplomacy exacerbates intercultural differences between countries and increases conflict instead of improving mutual understanding.


2011 ◽  
pp. 3-20
Author(s):  
Anteneh Ayanso ◽  
Tejaswini Herath ◽  
Kaveepan Lertwachara

Author(s):  
Isidoros Perikos ◽  
Foteini Grivokostopoulou ◽  
Konstantinos Kovas ◽  
Ioannis Hatzilygeroudis

2017 ◽  
Vol 118 (11/12) ◽  
pp. 596-617 ◽  
Author(s):  
Shima Moradi ◽  
Delbar Tayefeh Bagher ◽  
Zohreh Mirhosseini

Purpose This study aims to investigate the application of Web 2.0 technologies in the libraries of the top 100 universities in the world to provide a model for Web 2.0 application in academic library websites. Design/methodology/approach Data were collected from the universities’ library websites for three months based on a Web 2.0 checklist. The list of universities was extracted from Webometrics Ranking of World Universities in 2015. Findings The research shows the priorities of these universities in their use of Web 2.0 tools include social networks and mashups at the most (94.5 per cent), followed by RSS (91.2 per cent) and social tagging (82.4 per cent) and other tools with lower priorities. Moreover, it revealed the most common applications of these tools in the mentioned websites followed by their objective evidences in different libraries. The results indicate that the total Web 2.0 application in the libraries of the top 100 universities was below average (40.23 per cent). Finally, the model for Web 2.0 application in academic library websites was designed. Originality/value The focus of this study is on the value and application of each tool in the websites and demonstrate a clear model to apply in other library websites. The model for Web 2.0 technologies application in academic library websites has not been designed and pictured before.


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