Online Anxiety

2013 ◽  
pp. 305-317
Author(s):  
David Mathew
Keyword(s):  
Web 2.0 ◽  
Educational Process ◽  
The Internet ◽  
Educational Materials ◽  
Developmental Learning ◽  
Educational Environments ◽  
The Future ◽  
Future Of Education

This chapter argues that as educators moving into a Web 2.0 world, we are likely to experience anxiety, which is an important part of the educational process (as it is for our learners). It is also a response to a perception of an older and worn out version of the internet. Anxiety has implications for the design of Web 2.0 educational materials. Web 2.0 is more than a tool for the beginnings of the future of education: it is also, in and of itself, the beginnings of the future of education. Web 2.0 is about learning from the learner, and this chapter asks: What role does the educator play in his/her own developmental learning of the tools of the trade? How does this inform his/her preparations for the learners’ experiences? The chapter also argues that in addition to online educational environments owning their own systems of localized logic and systems of internal rules, they are also sentient systems.

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.

Web 2.0

2011 ◽  
pp. 18-30 ◽  
Author(s):  
R. Todd Stephens
Keyword(s):  
Web 2.0 ◽  
Electronic Commerce ◽  
Business Model ◽  
The Internet ◽  
Web 2.0 Technology ◽  
The Future ◽  
Basic Technology ◽  
Viable Business

In this chapter, the author takes a look at how organizations can integrate Web 2.0 technology into their current electronic commerce environment. The success of the Internet can be seen within any organization, but customers are asking for more interaction with the enterprises they do business with. In a few years, having a standard electronic commerce site will be as passé as having an information only site today. Organizations must progress to the next level in order to have a viable business model in the future. Web 2.0 provides the basic technology for creating a network of customers who are passionate about the company’s product offering. This chapter reviews several different examples where organizations have added Web 2.0 to their environment and are succeeding in transforming themselves.

E-Learning 2.0

2011 ◽  
pp. 213-231 ◽  
Author(s):  
Luisa M. Regueras ◽  
Elena Verdú ◽  
María A. Pérez ◽  
Juan Pablo de Castro ◽  
María J. Verdú
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
The Internet ◽  
Future Trends ◽  
Web 2.0 Technologies ◽  
Good Practices ◽  
The Future ◽  
E Learning ◽  
The Web

Nowadays, most of electronic applications, including e-learning, are based on the Internet and the Web. As the Web advances, applications should progress in accordance with it. People in the Internet world have started to talk about Web 2.0. This chapter discusses how the concepts of Web 2.0 can be transferred to e-learning. First, the new trends of the Web (Web 2.0) are introduced and the Web 2.0 technologies are reviewed. Then, it is analysed how Web 2.0 can be transferred and applied to the learning process, in terms of methodologies and tools, and taking into account different scenarios and roles. Next, some good practices and recommendations for E-Learning 2.0 are described. Finally, we present our opinion, conclusions, and proposals about the future trends driving the market.

Grammar Advice in the Age of Web 2.0: Introducing the new (and keeping the old) language authorities

English Today ◽  
2016 ◽  
Vol 32 (2) ◽  
pp. 2-3 ◽  
Author(s):  
Morana Lukač
Keyword(s):  
Web 2.0 ◽  
Online Survey ◽  
The Internet ◽  
Advice Literature ◽  
Printed Books ◽  
Common Practices ◽  
The Future ◽  
Printed Sources

When I launched an online survey last December with the aim of learning about people's practices of looking up usage advice, I anticipated that searching for answers to grammar questions would not differ considerably from what are currently most common practices in searching for any kind of information. The answers are, as a rule, simply looked up online. From a group of 189 respondents, among whom the majority were university-educated language professionals such as linguists, editors, journalists and translators, more than half reported that they preferred consulting online rather than printed sources. The respondents below the age of 25 who reported looking up usage advice in printed books were few and far between (11%). The question that can be consequently raised is what implications this finding has for the future of the printed usage advice literature, which includes usage guides, all-in-one reference books we are researching in the context of the Bridging the Unbridgeable project. What is more, the number of sources that are available on the Internet is growing exponentially, and we need to probe more deeply into the matter to ask which of the available sources are in fact consulted.

BUILDING DIGITAL SKILLS IN FUTURE TEACHERS TO PREVENT CYBERBULLING

2020 ◽  
Vol 88 (3) ◽  
pp. 94-110
Author(s):  
Marina A. Nikolaeva ◽  
◽  
Alla E. Avdyukova ◽  
Keyword(s):  
Media Literacy ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Competencies ◽  
The Internet ◽  
Full Time ◽  
Future Teachers ◽  
Technical Literacy ◽  
Digital Skills ◽  
The Future

The article deals with the problem how to prevent cyberbullying in the educational environment, which is currently relevant due to the increasing influence of digital resources on our social life. The authors describe the specific characteristics and features of bullying, including economic, psychological, social, physical and cyberbullying. According to the statistics there is inaction in bullying situations in the educational environment. This is due to the insufficient level of digital skills of modern teachers. Digital skills is a cluster of above-professional competencies that includes media literacy, programming and artificial intelligence, modeling, design and robotics as well as technical literacy. In this regard the research problem is identified as finding the tools to form above-professional competencies of future teachers in the educational process. The authors analyze the causes, forms and features of cyberbullying which are determined by the specifics of the Internet environment. The article presents the results of content analysis of creative works of the future teachers under the topic "Recommendations for working with children exposed to cyberbullying". The analysis of the works showed that only 10% of the students include measures related to working in the Internet space in their recommendations. The authors also propose to discuss the results of a study aimed at development of digital skills of the future teachers, since their level of proficiency affects the quality of tools helping to prevent cyberbullying. The results of the study showed that students, both full-time and part-time, note high importance of media literacy and technical literacy of their work or study. At the same time they realize that the level of proficiency in digital skills is currently insufficient to prevent cyberbullying. As one of the tools for preventing cyberbullying the authors suggest using web quests. During the training sessions, future teachers learn not only to develop web quests, but also to model scenarios for getting out of situations related to bullying, thereby developing their professional competencies in the digital environment.

scholarly journals Web 2.0 Applications designed to integrate the Conceptual Maps into the Teaching Activity

2018 ◽  
Vol 3 (1) ◽  
pp. 137-154
Author(s):  
Teodora Daniela Chicioreanu
Keyword(s):  
Web 2.0 ◽  
Collaborative Work ◽  
Online Games ◽  
Educational Process ◽  
Net Generation ◽  
The Internet ◽  
Teaching Activity ◽  
Typical Representative ◽  
Conceptual Maps ◽  
Mind Maps

The typical representative of today's youth generation (NET Generation) spends over 20,000 hours on the internet and over 10,000 hours enjoying online games of all sorts before turning 20 years old. This is why a series of web 2.0 applications were and will continue being created greatly focusing on the visual and spatial performances, improving and developing collaborative work. In the educational process, the elaboration of conceptual/mind maps helps pupils/students organise and represent their concepts in a manner tailored to the understanding ability. By means of these maps, the pupils/students can correlate the concepts in a variety of ways valuing and stimulating the creativity and originality, thus integrating such concepts in their own individual notional systems. For the Teacher, this type of investigation is a means to periodically perform true "incursions" into the pupils /students' intellectual acquisitions, this being an overall reflection of how the specific concepts are understood and correlated. Knowing and using WEB 2.0 applications which facilitate this (the elaboration of conceptual maps) and integrating them into the teaching activity is essential for any teacher willing to stay up-to-date with the latest novelties and innovations in the field. In conclusion, several ideas will be provided concerning the use of such technologies in education, all of which are integrated by the article author in her teaching activity.

scholarly journals Web 2.0 Applications designed to integrate the Conceptual Maps into the Teaching Activity

2018 ◽  
Vol 3 (1) ◽  
pp. 137-154
Author(s):  
Teodora Daniela Chicioreanu
Keyword(s):  
Web 2.0 ◽  
Collaborative Work ◽  
Online Games ◽  
Educational Process ◽  
Net Generation ◽  
The Internet ◽  
Teaching Activity ◽  
Typical Representative ◽  
Conceptual Maps ◽  
Mind Maps

The typical representative of today's youth generation (NET Generation) spends over 20,000 hours on the internet and over 10,000 hours enjoying online games of all sorts before turning 20 years old. This is why a series of web 2.0 applications were and will continue being created greatly focusing on the visual and spatial performances, improving and developing collaborative work. In the educational process, the elaboration of conceptual/mind maps helps pupils/students organise and represent their concepts in a manner tailored to the understanding ability. By means of these maps, the pupils/students can correlate the concepts in a variety of ways valuing and stimulating the creativity and originality, thus integrating such concepts in their own individual notional systems. For the Teacher, this type of investigation is a means to periodically perform true "incursions" into the pupils /students' intellectual acquisitions, this being an overall reflection of how the specific concepts are understood and correlated. Knowing and using WEB 2.0 applications which facilitate this (the elaboration of conceptual maps) and integrating them into the teaching activity is essential for any teacher willing to stay up-to-date with the latest novelties and innovations in the field. In conclusion, several ideas will be provided concerning the use of such technologies in education, all of which are integrated by the article author in her teaching activity.

Language centres: are we holding the future in our hands?

2018 ◽  
Vol 8 (1) ◽  
pp. 207-216
Author(s):  
Ian Michael Robinson
Keyword(s):  
Web 2.0 ◽  
Ease Of Use ◽  
Academic Life ◽  
Clear Picture ◽  
The Internet ◽  
The South ◽  
Face To Face ◽  
Special Regard ◽  
The Future ◽  
Learning Scenarios

Abstract With the advent of web 2.0 and the ease of use of many hand-held devices, access to the internet has never been easier. This has been accompanied by a growing range of sites available for learning an L2. These sites offer lessons, explanations, exercises, corrections and feedback. It now becomes time once again to question whether physical bricks and mortar language centres are necessary any longer, or whether the language centre can now be held in the palm of our hands. With special regard to English, this paper reports on a survey carried out at a university language centre in the south of Italy, where students are regularly involved in face-to-face lessons, but whose courses also involve guided use of websites and independent use of websites outside of the confines of the language centre. The survey is designed to investigate how students react to these different EFL learning scenarios and what they feel the future holds in store for us concerning the use of language centres. Finally, by uniting the strands of the student’s perspective of one particular case and ideas from the literature, this paper attempts to give a clear picture of what a language centre contributes to academic life, with the aim of contributing to the discussion of what the future holds for these centres.

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