Enterprise 2.0 in a Digital Library

2013 ◽  
pp. 205-226
Author(s):  
Adam Sofronijevic
Keyword(s):  
Web 2.0 ◽  
Digital Library ◽  
European Study ◽  
Enterprise 2.0 ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Research Results ◽  
The Relationship

The chapter presents the concept of Enterprise 2.0 in a library environment. This concept describes the use of Web 2.0 tools and approaches by organizations in order to foster internal functions, e.g. communication, collaboration, innovativeness. Various aspects of this concept are tackled including implementation of Web 2.0 technologies for business purposes in a library. Importance of intrapreneurship for implementation of Enterprise 2.0 is suggested. Short theoretical reviews on both intrapreneusrhip and Enterprise 2.0 are followed by some general conclusions on the relationship between these two concepts based on the research results gathered in libraries in Serbia. Results from the ongoing European study on awareness and implementation of Enterprise 2.0 are also presented. The chapter is a valuable companion for anyone interested in the practical aspects of Enterprise 2.0 implementation in a library and presents an addition to librarianship theory by introducing a new idea on the relation between Enterprise 2.0 implementation and intrapreneurship.

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.

Educating Pre-Service and Novice Teachers on the Best Practices for Curriculum Integration of Web 2.0 Tools and Instructional Technology

2016 ◽  
pp. 123-142
Author(s):  
Thomas Robert Conway
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Novice Teachers ◽  
Teacher Preparation Programs ◽  
Web 2.0 Technologies ◽  
Preparation Programs ◽  
Web 2.0 Tools ◽  
Social Media Networks ◽  
Web 2.0 Technology ◽  
Technology Tool

This chapter explores the use of Web 2.0 technology by pre-service and novice teachers. It explores in particular the use of Blogs, Social Media Networks, and Wikis. For each Web 2.0 technology tool, a discussion about the appropriate use and potential problems ensues. The focus of the chapter is to present the potential ethical concerns for pre-service and novice teachers in the use of Web 2.0 technologies. Additionally, some frameworks are suggested in helping teacher preparation programs educate their candidates on the use of Web 2.0 technologies. A resource of possible Web 2.0 technologies is included at the end of the chapter.

The Enterprise 2.0 Organization

2010 ◽  
pp. 44-56 ◽  
Author(s):  
Nadira Ali
Keyword(s):  
Web 2.0 ◽  
Information Exchange ◽  
Enterprise 2.0 ◽  
Web 2.0 Technologies ◽  
Global Business ◽  
New Era ◽  
Current Trends ◽  
Collaboration And Communication ◽  
Internet Revolution ◽  
Over Time

The implementation of Web 2.0 technologies in organizations ushers in a new era of collaboration and communication for enterprises. Enterprise 2.0 is the term that has emerged to describe the organization’s embrace of Web 2.0 technologies. This chapter examines the current trends and impact of Web 2.0 on organizations, managers, the workforce, and information exchange within and across companies. This phenomenon is expected to bring another wave of change to organizations that some believe could be on the magnitude of that experienced during the Internet revolution. These technological advancements do not come without challenges. Security, privacy, ethics, and legal considerations all play a major role in how these technologies develop over time. The time has come, however, for companies to begin to determine strategies for utilizing these technologies in order to remain competitive in the global business arena.

scholarly journals Being an Instructional Designer: A Job requiring Innovation and Trust | Être conseiller ou conseillère pédagogique, un travail d’innovation et de confiance

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Serge Gérin-Lajoie
Keyword(s):  
Web 2.0 ◽  
Faculty Member ◽  
Technological Innovation ◽  
Instructional Designer ◽  
The Internet ◽  
Educational Strategies ◽  
Web 2.0 Tools ◽  
The Relationship ◽  
Copyright Material

This case study deals with the development and implementation of two online art courses. It outlines the concerns of the faculty member responsible for these courses and those of the instructional designer assisting him. The key design issues deal with the management of copyright material available via the Internet, the difficulty of implementing innovative educational strategies, and the use of new Web 2.0 tools. This case study highlights the challenges of the relationship between an instructional designer and a professor in the context of instructional and technological innovation.

scholarly journals USE OF WEB 2.0 TOOLS BY POLISH HEALTH PORTALS

2020 ◽  
Vol 10 (4) ◽  
pp. 77-82
Author(s):  
Magdalena Czerwinska
Keyword(s):  
Health Services ◽  
Web 2.0 ◽  
Social Aspects ◽  
Multimedia Content ◽  
Information Distribution ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Low Costs ◽  
Universal Communication ◽  
Share Information

The Internet, as a global, universal communication network, has become an important channel of information distribution. Currently, it has a very social character, thanks to the dissemination of Web 2.0 sites, which allow users to create and publish their own multimedia content. Web 2.0 technologies make it easier for users to communicate, create, collaborate and share information. They are widely available and are characterized by low costs of use. The article presents the results of research on the most popular Polish health websites. It was examined whether health services meet the requirements of Web 2.0 sites. The analysis is focused on the technological and social aspects. The COVID-19 pandemic lockdown in March and April 2020 in Poland was observed as having an influence on users and views of heath websites. The obtained results confirm the use of elements (both technological and social) by health services selected for research. However the usage of Web 2.0 technologies among websites varies.

scholarly journals Awareness and use of Web 2.0 technologies in sharing of agricultural knowledge in Tanzania

2014 ◽  
pp. 188-202
Keyword(s):  
Web 2.0 ◽  
Agricultural Research ◽  
Agricultural Extension ◽  
Second Phase ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Daily Work ◽  
Agricultural Knowledge ◽  
Training Institutions ◽  
And Training

The current study investigated the extent to which agricultural researchers and extension workers were aware of Web 2.0 technologies and put them into practice in their daily work. The study involved 107 respondents in the first phase and 148 in the second phase. Respondents were from agricultural research and training institutions as well as agricultural extension departments from selected districts across the country. Structured questionnaires were administered to selected respondents. Findings show that 43.9% of the respondents were aware of Web 2.0 while 56.1% knew nothing about this concept. Facebook and Wikipedia were found to be the most used Web 2.0 tools by many respondents while Delicious, Pbworks, Picasa and Digg were identified as among the less commonly used tools by majority of the respondents. The study recommends the need for providing appropriate Web 2.0 training packages to agricultural extension workers, researchers, trainers and other stakeholders in order to enhance knowledge sharing among them for improved agricultural productivity in the country.

Emerging Business Models

2011 ◽  
pp. 1-28
Author(s):  
Te Fu Chen
Keyword(s):  
Web 2.0 ◽  
Business Models ◽  
Added Value ◽  
Social Software ◽  
Enterprise 2.0 ◽  
Web 2.0 Technologies ◽  
Digital Platforms ◽  
External Focus ◽  
Collaboration Platforms

This chapter, therefore, develops in scientific literature, the concept of e-Business 2.0 where e-Business companies are actively using Web 2.0 to create and appropriate value from, for, and with stakeholders. This research also makes a distinction between an internal and external focus. This research looks at e-Business 2.0 and has an external focus. E-Business 2.0 pure players depend on Web 2.0 to create and appropriate value with a focus to external customers, instead of internal organisations. There is a new wave of business communication tools including blogs, wikis and group messaging. There are new digital platforms for generating, sharing and refining information that are already popular on the Internet. These platforms are collectively labeled Web 2.0 technologies. The term ‘Enterprise 2.0’ focuses only on those platforms in which companies can buy or build in order to make the practices and outputs of their knowledgeable workers visible. Enterprise 2.0 looks at Web 2.0 technologies and practices within organisations and businesses and is therefore, referred to as internal focus. Enterprise 2.0 is the term used to describe how a Web 2.0 approach can be used to work more collaboratively together in business. Enterprise 2.0 is the use of emergent social software platforms within companies or between companies and their partner or customers. However Enterprise 2.0 is much more than just ’Web 2.0 for business’. Moreover, the study proposed a case study of Enterprise 2.0 to demonstrate by a detailed KPI analysis, how collaboration platforms (and related HR management) can drastically improve the global performance of an international group. Furthermore, the study was to further propose another case study of e-gov 2.0. Enterprise 2.0 is an evolutionary step forward releasing employees from the constraints and limitations of the legacy communication and productivity tools. The study concludes the challenges of the Enterprise 2.0: ten facts and Six Enterprise 2.0 - Myths. Enterprise 2.0, being more a philosophy than a technology, can truly create huge added value for organizations in any sector and it is often remarkable to see in what way the Enterprise 2.0 methods are used to solve specific problems.

Social Space or Pedagogic Powerhouse

2016 ◽  
pp. 72-97
Author(s):  
Stephen M. Rutherford ◽  
Henrietta J. Standley
Keyword(s):  
Web 2.0 ◽  
Social Space ◽  
Online Resources ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Full Extent ◽  
Educational Environments ◽  
The Social ◽  
Use Of Social Media ◽  
Enhance Activity

The recent development of Web 2.0 technologies has the potential to transform the learning environment of Higher Education (HE). Web 2.0 technologies are already commonplace within the social space, with the use of social media, co-authored online resources and encyclopaedias, blogs and video sources. Web 2.0 tools also have the potential to greatly enhance activity in educational environments. However, learners are not using Web 2.0 technology to its optimum potential outside of formal learning situations. Findings suggest that despite being digital natives and being aware of the technologies themselves, students may be naïve of the potential of Web 2.0 technologies as tools for the development of their learning. Educators in HE therefore need to actively expose our learners to the range of potentials of Web 2.0 technologies, if our students are to be able to innovate and engage with technology to its full extent.

CKM 2.0

2015 ◽  
pp. 130-154
Author(s):  
Fatemeh Najafloo ◽  
Hatef Rasouli ◽  
Mehdi Shamizanjani
Keyword(s):  
Knowledge Management ◽  
Web 2.0 ◽  
Comprehensive Model ◽  
Web 2.0 Tools ◽  
Customer Knowledge ◽  
Customer Knowledge Management ◽  
Different Types ◽  
The Relationship

This chapter explores the affective role of Web 2.0 on customer knowledge management (CKM) in two ways. At first, a new conceptualization of customer knowledge regarding knowledge “for”, “from” and “about” customer is introduced through categorizing them in a detailed typological manner. The second part, attempts to find the relationship between Web 2.0 and three types of customer knowledge in a way that demonstrates each type of customer knowledge could be supported by using any kind of Web 2.0 tools. These parts are integrated as a comprehensive model which is named “Grape Model”. This model encompasses different types of customer knowledge in detail as “grapes” which is related to Web 2.0 tools as “leafs” which support encompassed grapes. The”Grape Model” was applied in four different Iranian industries so as to evaluate each industry in making benefits from CKM and using Web 2.0 tools in order to facilitate the CKM process.

Linguistic Internet projects in grammatical skills formation of linguistic university students

2019 ◽  
pp. 53-60
Author(s):  
Elina Yuzbasheva
Keyword(s):  
University Students ◽  
Web 2.0 ◽  
Information Technologies ◽  
Process Development ◽  
Educational Process ◽  
Web 2.0 Technologies ◽  
Research Results ◽  
Analysis And Synthesis ◽  
Grammatical Skills ◽  
Use Of Internet

We consider studies in the field of educational Internet projects and method of projects, as well as the grammatical skills formation of linguistic university students on the basis of educational Internet projects implementation. In the sources analysis, we use the method of analysis and synthesis of research results on this topic. The usage of method of project involves a certain level of creativity and communication between project participants. According to many scientists, given the current stage of educational process development, the introduction of information technologies can improve the learning process through the use of Web 2.0 technologies. However, most of the works on the use of Internet technologies in the framework of the project methods are devoted to the development of social and cultural competence, without adequately investigating the formation of grammatical skills of students. We pay particular attention to the Web 2.0 technologies feature, such as teaching aspects of the language, namely, grammar through projects, based on the above technologies. We indicate the presence of a certain theoretical base for the further study of the psychological and pedagogical conditions of grammatical skills formation using the selected from the total number of Internet projects. We develop typology of linguistic Internet projects, which corresponds to the task of grammatical skills formation of linguistic university students. Further use of the research results will allow to consider in detail the psychological and pedagogical conditions for the successful use of linguistic Internet projects in the process of foreign language teaching to linguistic university students.

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