Stepping over the Edge

2013 ◽  
pp. 1609-1630
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
New Technologies ◽  
Meaning Making ◽  
Social Networking Site ◽  
Educational Institutions ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Making Sense ◽  
New Policies ◽  
The Impact

This chapter considers the impact of Web 2.0 technologies on education and, in particular, how these new technologies are changing learning and teaching practices. It considers their fundamental characteristics and looks at the implications for learners, teachers, and institutions. It argues that the impact on practice can be both positive and negative, and that as a consequence, educational institutions need to develop new policies and strategies. The chapter concludes with two approaches to making sense of and harnessing these new technologies. The first is an example of applying Web 2.0 approaches to facilitating greater dialogue and sharing of learning and teaching ideas, through a social networking site for design. The second argues for greater use of metaphors and other forms of meaning making as a mechanism for understanding Web 2.0 technologies in an educational context.

Stepping over the Edge

2010 ◽  
pp. 394-415 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
New Technologies ◽  
Meaning Making ◽  
Social Networking Site ◽  
Educational Institutions ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Making Sense ◽  
New Policies ◽  
The Impact

This chapter considers the impact of Web 2.0 technologies on education and, in particular, how these new technologies are changing learning and teaching practices. It considers their fundamental characteristics and looks at the implications for learners, teachers, and institutions. It argues that the impact on practice can be both positive and negative, and that as a consequence, educational institutions need to develop new policies and strategies. The chapter concludes with two approaches to making sense of and harnessing these new technologies. The first is an example of applying Web 2.0 approaches to facilitating greater dialogue and sharing of learning and teaching ideas, through a social networking site for design. The second argues for greater use of metaphors and other forms of meaning making as a mechanism for understanding Web 2.0 technologies in an educational context.

scholarly journals Listening to the learner voice: The ever changing landscape of technology use for language students

ReCALL ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
Technology Use ◽  
New Technologies ◽  
Learning Activities ◽  
Social Dimensions ◽  
Web 2.0 Technologies ◽  
Role Of Teachers ◽  
The Impact ◽  
Support Students

AbstractWhat does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social dimensions possible through Web 2.0 technologies impacting on the way students work and learn? And what does this mean for the role of teachers and institutions in terms of how they support students? This paper considers these questions and reports on findings from current research evaluating how students are actually using technologies and what this research tells us about the ways in which patterns of learning might be changing. It will consider the implications for individual teachers (in terms of designing and supporting learning activities for students) and institutions in terms of the impact on policy and the associated infrastructure needed to provide an appropriate environment that maximises the potential offered by new technologies.

scholarly journals Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice

2011 ◽  
Vol 12 (3) ◽  
pp. 119 ◽  
Author(s):  
Grainne Conole ◽  
Rebecca Galley ◽  
Juliette Culver
Keyword(s):  
Social Networking ◽  
New Technologies ◽  
Social Networking Site ◽  
Current Debate ◽  
User Interactions ◽  
Academic Practice ◽  
User Behaviour ◽  
Learning And Teaching ◽  
Changing Patterns ◽  
Teaching Ideas

This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and personalisation) within an educational context. One of the key challenges in the development of the site has been to understand the user interactions and the changing patterns of user behaviour as it evolves. The paper explores the extent to which four frameworks that have been used in researching networked learning contexts can provide insights into the patterns of user behaviour that we see in Cloudworks. The paper considers this within the current debate about the new types of interactions, networking, and community being observed as users adapt to and appropriate new technologies.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

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.

Implementing Web 2.0 tools in organisations

2014 ◽  
Vol 21 (1) ◽  
pp. 2-5 ◽  
Author(s):  
Gavin James Baxter
Keyword(s):  
Communities Of Practice ◽  
Web 2.0 ◽  
Empirical Studies ◽  
Work Place ◽  
Special Issue ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Content Type ◽  
Organisational Factors ◽  
The Impact

Purpose – This special issue aims to increase the awareness of the organisational factors that enterprises must reflect on and address when introducing Web 2.0 technologies into their organisations. In contrast to empirical studies that review the impact of Web 2.0 technologies in organisations in terms of how they might support knowledge sharing or communities of practice, this special issue intends to identify the salient criteria that management practitioners must address to assist in the implementation of Web 2.0 technologies in the work place. Design/methodology/approach – This special issue aims to increase the awareness of the organisational factors that enterprises must reflect on and address when introducing Web 2.0 technologies into their organisations. In contrast to empirical studies that review the impact of Web 2.0 technologies in organisations in terms of how they might support knowledge sharing or communities of practice, this special issue intends to identify the salient criteria that management practitioners must address to assist in the implementation of Web 2.0 technologies in the work place. Findings – One of the principal findings that have emerged from this special issue is that it indicates the importance of reviewing social and cultural factors in organisations when introducing Web 2.0 technologies in the work place. In addition to assessing technical issues that might impact on the implementation of Web 2.0 technologies in organisations this special issue also explores subject matters such as the dilemma of whether a top-down or a bottom-up approach is more effective towards engaging staff in the adoption of Web 2.0 tools at work. Originality/value – The research presented in this special issue provides an important academic contribution towards an area that is, at present, under researched namely, whether there is a structured approach that can be universally applied by organisations when internally implementing Web 2.0 technologies into their work place.

ICT and Web 2.0 Technologies as a Determinant of Business Performance

2013 ◽  
pp. 243-268
Author(s):  
Tanja Arh ◽  
Vlado Dimovski ◽  
Borka Jerman Blažic
Keyword(s):  
Organizational Learning ◽  
Web 2.0 ◽  
Business Performance ◽  
Structural Model ◽  
Technology Enhanced Learning ◽  
Strong Impact ◽  
Web 2.0 Technologies ◽  
Impact Of Technology ◽  
The Impact ◽  
Enhanced Learning

This chapter aims at presenting the results of an empirical study, linking the fields of technology-enhanced learning (TEL), Web 2.0 technologies and organizational learning, and their impact on the financial and non-financial business performance. The chapter focuses on the presentation of the conceptualization of a structural model that was developed to test the impact of technology-enhanced learning and Web 2.0 technologies on the organizational learning and business performance of companies with more than 50 employees. The paper provides detailed definitions of technology-enhanced learning, Web 2.0 technologies and technical terms related to it, its scope and the process of organisational learning, as well as a method for business performance assessment. Special attention is given to the findings related to the observed correlations between the aforementioned constructs. The results of the study indicate a strong impact of ICT and technology-enhanced learning on organizational learning and the non-financial business performance.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

Using Social Media Tools in Marketing

2017 ◽  
pp. 106-129
Author(s):  
Nozha Erragcha
Keyword(s):  
Social Networks ◽  
Social Media ◽  
Web 2.0 ◽  
New Technologies ◽  
Profound Impact ◽  
Social Media Tools ◽  
Consumer Lifestyles ◽  
Internet Development ◽  
The Impact ◽  
Fast Acting

Within the new economic and social environment, development of new technologies combined with Internet progress has had a profound impact on consumer lifestyles and, by extension, marketing concepts and practices. Understanding changes in marketing brought by a fast-acting development of digital social networks and Web 2.0 technology has become essential. The purpose of this chapter is to examine the impact of Web 2.0 on marketing and how marketers can use evolving technologies. Our contribution aligns changes in marketing techniques with Internet development and the changes introduced by the transition from Web 1.0 to Web 2.0. The chapter ends with a proposal of about potential implications for managers.

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