Bringing Web 2.0 into the Learning Environment

2013 ◽  
pp. 109-118
Author(s):  
Saman Shahryari Monfared ◽  
Peyman Ajabi-Naeini ◽  
Drew Parker

Social Networking, or the so-called Web 2.0 phenomenon, is changing the way we use the Internet. In turn, the way we use the Internet is changing the way we work, learn, communicate, and research. This chapter outlines a series of issues, tools, techniques, and pedagogy that may lie behind the process to bring social media into a learning environment. It then concludes with a four-year experience bringing these concepts into a senior undergraduate seminar, and offers observations and conclusions about the efficacy of our approach. Social networking has brought the Web into a conversation. Similarly, the chasm between synchronous and asynchronous learning is closing as the classroom becomes one part of a larger, continuous learning experience.

Author(s):  
Vedran Podobnik ◽  
Daniel Ackermann ◽  
Tomislav Grubisic ◽  
Ignac Lovrek

In the Web 1.0 era, users were passive consumers of a read-only Web. However, the emergence of Web 2.0 redefined the way people use information and communication services—users evolved into prosumers that actively participate and collaborate in the ecosystem of a read-write Web. Consequently, marketing is one among many areas affected by the advent of the Web 2.0 paradigm. Web 2.0 enabled the global proliferation of social networking, which is the foundation for Social Media Marketing. Social Media Marketing represents a novel Internet marketing paradigm based on spreading brand-related messages directly from one user to another. This is also the reason why Social Media Marketing is often referred to as the viral marketing. This chapter will describe: (1) how social networking became the most popular Web 2.0 service, and (2) how social networking revolutionized Internet marketing. Both issues will be elaborated on two levels—the global and the Croatian level. The chapter will first present the evolution of social networking phenomenon which has fundamentally changed the way Internet users utilize Web services. During the first decade of 21st century, millions of people joined online communities and started using online social platforms, about 1.5 billion members of social networks globally in 2012. Furthermore, the chapter will describe how Internet marketing provided marketers with innovative marketing channels, which offer marketing campaign personalization, low-cost global access to consumers, and simple, cheap, and real-time marketing campaign tracking. Specifically, the chapter will focus on Social Media Marketing, the latest step in the Internet marketing evolution. The three most popular Social Media Marketing platforms (i.e., Facebook, Twitter, and Foursquare) will be described, and examples of successful marketing case studies in Croatia will be presented.


2014 ◽  
pp. 103-130
Author(s):  
Vedran Podobnik ◽  
Daniel Ackermann ◽  
Tomislav Grubisic ◽  
Ignac Lovrek

In the Web 1.0 era, users were passive consumers of a read-only Web. However, the emergence of Web 2.0 redefined the way people use information and communication services—users evolved into prosumers that actively participate and collaborate in the ecosystem of a read-write Web. Consequently, marketing is one among many areas affected by the advent of the Web 2.0 paradigm. Web 2.0 enabled the global proliferation of social networking, which is the foundation for Social Media Marketing. Social Media Marketing represents a novel Internet marketing paradigm based on spreading brand-related messages directly from one user to another. This is also the reason why Social Media Marketing is often referred to as the viral marketing. This chapter will describe: (1) how social networking became the most popular Web 2.0 service, and (2) how social networking revolutionized Internet marketing. Both issues will be elaborated on two levels—the global and the Croatian level. The chapter will first present the evolution of social networking phenomenon which has fundamentally changed the way Internet users utilize Web services. During the first decade of 21st century, millions of people joined online communities and started using online social platforms, about 1.5 billion members of social networks globally in 2012. Furthermore, the chapter will describe how Internet marketing provided marketers with innovative marketing channels, which offer marketing campaign personalization, low-cost global access to consumers, and simple, cheap, and real-time marketing campaign tracking. Specifically, the chapter will focus on Social Media Marketing, the latest step in the Internet marketing evolution. The three most popular Social Media Marketing platforms (i.e., Facebook, Twitter, and Foursquare) will be described, and examples of successful marketing case studies in Croatia will be presented.


2010 ◽  
pp. 343-364 ◽  
Author(s):  
Henk Eijkman

This chapter addresses a significant theoretical gap in the Web 2.0 (or “Web 2.0+,” as it is referred to by the author) literature by analyzing the educational implications of the “seismic shift in epistemology” (Dede, 2008, p. 80) that is occurring. As already identified in Chapter 2, there needs to be a consistency between our own epistemic assumptions and those embedded in Web 2.0. Hence the underlying premise of this chapter is that the adoption of social media in education implies the assumption of a very different epistemology—a distinctly different way of understanding the nature of knowledge and the process of how we come to know. The argument is that this shift toward a radically altered, “postmodernist,” epistemic architecture of participation will transform the way in which educators and their students create and manage the production, dissemination, and validation of knowledge. In future, the new “postmodern” Web will increasingly privilege what we may usefully think of as a socially focused and performance-oriented approach to knowledge production. The expected subversion and disruption of our traditional or modernist power-knowledge system, as already evident in the Wikipedia phenomenon, will reframe educational practices and promote a new power-knowledge system, made up of new, social ways in which to construct and control knowledge across the Internet. The chapter concludes by advocating strategies for critical engagement with this new epistemic learning space, and posing a number of critical questions to guide ongoing practice.


2011 ◽  
Vol 2 (4) ◽  
pp. 17-32
Author(s):  
Sumarie Roodt ◽  
Roberto Viola

With the emergence of Web 2.0, new online trends and technologies will continually emerge and play an increasingly important role in the way businesses operate. As Web 2.0 has revolutionised the internet by shifting from a published web to a user centric, user-generated web, businesses needed to understand how to change and adapt in order to benefit from these changes. This paper analyses organisations across a variety of industries, in order to determine how Web 2.0 is influencing the way companies conduct business – how they benefit, and what the advantages and disadvantages are. The authors will try to determine whether the traditional business models are changing or simply evolving through the utilisation of Web 2.0 technologies. This research contributes to the body of knowledge regarding the use of social media in commercial organisations.


Author(s):  
Alana Northrop

This chapter presents the results of a random study of US cities’ and mayors’ uses of five social networking features: Facebook, MySpace, YouTube, Twitter, and LinkedIn as well as city use of online surveys. Data from a random sample of fifty cities stratified on population indicates that only Facebook is used by a majority of cities’ websites and mayors. The lower level of use of Twitter and YouTube and less than universal use of Facebook is complemented by a very low level of citizen followers, viewers, and friends. Most cities also do not use online surveys on their websites. This low use likely just reflects government’s tendency to follow trends rather than lead and is not a statement about cities’ lack of citizen orientation. It also appears to be a reflection of smaller cities adopting information technologies more slowly than larger cities when we compare 2010 data with that from early in 2011. Nonetheless, the result is that the potential positive opportunities for cities and mayors to connect and converse with citizens via Web 2.0 are under-realized if we just look at the Internet social networking face presented, and if cities do not get on the Web 2.0 bandwagon in this regard, citizens, especially younger ones, may feel that it is another example of government being out of touch with what is happening in the “real” world.


Author(s):  
Margaret Martinez ◽  
Sheila Jagannathan

We know that technology is rapidly changing the world and it is hard to keep up. Social networking is the latest online trend we need to learn about. This chapter will consider the enormous changes that impact learners of all ages and offer some insights and resources for those professionals who want to provide more than just another lonely online learning experience. Social networking activities – including sites, blogs, chats, forums and wikis - are emerging to facilitate collaboration and knowledge sharing among adult online learners. The loneliness of the Web 1.0 is passé and the read-only, passive mode of adult learning is fading away. The term Web 2.0 has been used to describe all the new applications useful for a new collaborative or social approach to sharing and repurposing Web content to learn. Just as communities were important in prehistoric times, today online communities are an inherent and critical part of the Web learning experience. Implicit in most Web 2.0+ applications are social activities which help users network, share, create content, seek or research information, or contribute and interact with others. Youthful online learners are a driving force in this new social change, a change that adults can learn from and embrace. Our young Web users find technology is second nature and are unconsciously changing the paradigm of online learning as they communicate and socialize in a variety of new ways on the Web. Many adults are already following this trend. However, these ways of learning can only become mainstream only when many more adults who are responsible for adult learners learn to use the host of networking tools available. Moodle is an example of a popular open source application used successfully by many around the world. Understanding how to support collaborative online learning activities successfully can offer a huge leap towards greater online learning confidence, contribution and achievement. More is yet to come to change the paradigm of online learning and social networking in the future.


2010 ◽  
pp. 980-992 ◽  
Author(s):  
Margaret Martinez ◽  
Sheila Jagannathan

We know that technology is rapidly changing the world and it is hard to keep up. Social networking is the latest online trend we need to learn about. This chapter will consider the enormous changes that impact learners of all ages and offer some insights and resources for those professionals who want to provide more than just another lonely online learning experience. Social networking activities – including sites, blogs, chats, forums and wikis - are emerging to facilitate collaboration and knowledge sharing among adult online learners. The loneliness of the Web 1.0 is passé and the read-only, passive mode of adult learning is fading away. The term Web 2.0 has been used to describe all the new applications useful for a new collaborative or social approach to sharing and repurposing Web content to learn. Just as communities were important in prehistoric times, today online communities are an inherent and critical part of the Web learning experience. Implicit in most Web 2.0+ applications are social activities which help users network, share, create content, seek or research information, or contribute and interact with others. Youthful online learners are a driving force in this new social change, a change that adults can learn from and embrace. Our young Web users find technology is second nature and are unconsciously changing the paradigm of online learning as they communicate and socialize in a variety of new ways on the Web. Many adults are already following this trend. However, these ways of learning can only become mainstream only when many more adults who are responsible for adult learners learn to use the host of networking tools available. Moodle is an example of a popular open source application used successfully by many around the world. Understanding how to support collaborative online learning activities successfully can offer a huge leap towards greater online learning confidence, contribution and achievement. More is yet to come to change the paradigm of online learning and social networking in the future.


Author(s):  
Huseyin Bicen

The use of social networking sites and Web 2.0 tools is increasing. Research shows that education via Web 2.0 tools increases students' motivation and their interest in the learning. Therefore, a teaching environment can be created using social networking sites in which Web 2.0 tools allow effective learning. In this chapter, some of the Web 2.0 tools available for effective virtual learning environment creation are examined. Suggestions are provided regarding possible uses of tools such as Classmint, Pinterest, Voki, Screenleap, Pageflip-flap, Youtube, Prezi, Secondlife, Animoto, Sketchfu, and Quizrevolution, and their positive effects on students.


Author(s):  
Chintan M. Bhatt

Cloud Computing changes the way Information Technology (IT) is expended and oversaw, promising enhanced cost efficiencies, quickened advancement, quicker time-to-market, and the capacity to scale applications of interest (Leighton, 2009). Users have started to explore new ways to interact with each other with the omnipresent nature of Social Networks and Cloud Computing. Facebook, YouTube, Orkut, Twitter, Flickr, Google+, Four Square, Pinterest, and the likes have distorted the way the Internet (Social Cloud) is being used. However, there is an absence of comprehension of protection and security issues of online networking. The protection and security of online networking should be explored, concentrated on and portrayed from different viewpoints (PCs, social, mental and so on). It is basic to distinguish security dangers and shield protection through constant and adaptable frameworks. Subsequent to there is no intelligent limits of the social networking, it is vital to consider the issue from a worldwide viewpoint as well.


2014 ◽  
pp. 1462-1481 ◽  
Author(s):  
Alana Northrop

This chapter presents the results of a random study of US cities' and mayors' uses of five social networking features: Facebook, MySpace, YouTube, Twitter, and LinkedIn as well as city use of online surveys. Data from a random sample of fifty cities stratified on population indicates that only Facebook is used by a majority of cities' websites and mayors. The lower level of use of Twitter and YouTube and less than universal use of Facebook is complemented by a very low level of citizen followers, viewers, and friends. Most cities also do not use online surveys on their websites. This low use likely just reflects government's tendency to follow trends rather than lead and is not a statement about cities' lack of citizen orientation. It also appears to be a reflection of smaller cities adopting information technologies more slowly than larger cities when we compare 2010 data with that from early in 2011. Nonetheless, the result is that the potential positive opportunities for cities and mayors to connect and converse with citizens via Web 2.0 are under-realized if we just look at the Internet social networking face presented, and if cities do not get on the Web 2.0 bandwagon in this regard, citizens, especially younger ones, may feel that it is another example of government being out of touch with what is happening in the “real” world.


Sign in / Sign up

Export Citation Format

Share Document