E-Citizenship Skills Online

2013 ◽  
pp. 156-172
Author(s):  
Sultana Lubna Alam ◽  
Catherine McLoughlin
Keyword(s):  
Web 2.0 ◽  
Digital Media ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Web 2.0 Technologies ◽  
Social Informatics ◽  
Future Society ◽  
Higher Education And Society ◽  
Citizenship Skills

With Web 2.0 technologies becoming increasingly integrated into all facets of higher education and society, it is vital to use the digital communicative tools and digital media so that students develop appropriate digital literacy and human-computer interaction (HCI) skills to enable them to become participatory citizens in our future society. In this case study, Web 2.0 tools and scenarios for learning are used in learning tasks to connect learners, share ideas, communicate, and co-create content within a university learning environment. The context for the study is social informatics – a composite class comprising 25-30 postgraduate and 3rd year undergraduate students within the Faculty of Information Sciences and Engineering.The study of social informatics examines the impact of technology upon social processes and learning. In order for students to gain a more comprehensive understanding of the topic, they engaged in range of tasks that enabled them to engage in collaborative dialogue and knowledge creation. In this case study, a Moodle mashup (the integration of information from different sources into one Website) is used to amalgamate information from the class and external sources such as blogs, wikis, and Twitter. The integration of HCI and Web 2.0 technologies into the learning process is examined, highlighting how social media tools can improve student engagement, collaboration, and digital literacy and e-citizenship skills.

E-Citizenship Skills Online

2017 ◽  
pp. 878-896
Author(s):  
Sultana Lubna Alam ◽  
Catherine McLoughlin
Keyword(s):  
Web 2.0 ◽  
Digital Media ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Web 2.0 Technologies ◽  
Social Informatics ◽  
Future Society ◽  
Higher Education And Society ◽  
Citizenship Skills

With Web 2.0 technologies becoming increasingly integrated into all facets of higher education and society, it is vital to use the digital communicative tools and digital media so that students develop appropriate digital literacy and human-computer interaction (HCI) skills to enable them to become participatory citizens in our future society. In this case study, Web 2.0 tools and scenarios for learning are used in learning tasks to connect learners, share ideas, communicate, and co-create content within a university learning environment. The context for the study is social informatics – a composite class comprising 25-30 postgraduate and 3rd year undergraduate students within the Faculty of Information Sciences and Engineering. The study of social informatics examines the impact of technology upon social processes and learning. In order for students to gain a more comprehensive understanding of the topic, they engaged in range of tasks that enabled them to engage in collaborative dialogue and knowledge creation. In this case study, a Moodle mashup (the integration of information from different sources into one Website) is used to amalgamate information from the class and external sources such as blogs, wikis, and Twitter. The integration of HCI and Web 2.0 technologies into the learning process is examined, highlighting how social media tools can improve student engagement, collaboration, and digital literacy and e-citizenship skills.

“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.

Old habits, new dynamics: a case study of Web 2.0 in collaborative humanities and arts research

2011 ◽  
Vol 5 (2) ◽  
pp. 147-157
Author(s):  
Dan Goren
Keyword(s):  
Web 2.0 ◽  
Digital Technology ◽  
Large Scale ◽  
Web 2.0 Technologies ◽  
Research Project ◽  
Research Practices ◽  
Research Environment ◽  
Arts And Humanities ◽  
Virtual Research Environment

Whilst the application of online multimedia digital technology within arts and humanities research has burgeoned over the last decade, the practice of openly conducting collaborative and in particular discursive research publicly online remains one of the most unfamiliar and conceptually problematic areas for many academics in the field. Based on user surveys, blog posts, and forum discussions, this article provides both an account and assessment of Web 2.0 technologies in use on a large-scale arts and humanities research project. Examining usage by and impressions of both the project team and the wider community of users, it investigates both the advantages gained and problems faced through the use of a virtual research environment (VRE). It also pays special attention to the use of video and its implications for research practices.

scholarly journals Digital Video Creation in the LSP Classroom

2018 ◽  
Vol 26 (1) ◽  
pp. 43 ◽  
Author(s):  
Ornaith Rodgers ◽  
Labhaoise Ni Dhonnchadha
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Video ◽  
General Assumption ◽  
Strong Impact ◽  
Video Creation ◽  
High Level

<p>The twenty-first century world of digital media and multimodalities demands a rethinking of approaches to languages for specific purposes (LSP). This article seeks to determine the effectiveness of digital video creation as a teaching and learning tool in the LSP context through an investigation of students’ perceptions of the usefulness of this activity. The study is based on a digital video creation project carried out with a group of second year undergraduate students on the BSc in Biotechnology programme in NUI Galway who also study French as part of their degree programme. The findings are indicative of an overwhelmingly positive response from learners to this activity, both in terms of the development of language skills and other key social and professional skills. However, findings also warn that students’ digital competencies must not be over-estimated, despite a general assumption in technology-enhanced language learning research, that the current generation of students have a high level of digital literacy. This study highlights the pedagogical potential of digital video creation in the language classroom and demonstrates that it embraces many of the core elements underpinning progressive LSP pedagogy, by giving students the opportunity to keep pace with the multimodality afforded by digital media and by ensuring their language learning is both contextualised and authentic. It advocates the use of digital video creation in language learning and particularly in LSP, by highlighting the strong impact that this activity had on the participants in this study.</p>

scholarly journals Tweet Carefully, Museums: A Case Study of the #decolonizeourmuseums Protest

2021 ◽  
Author(s):  
◽  
Natalie Liverant
Keyword(s):  
Social Media ◽  
Adverse Effects ◽  
Web 2.0 ◽  
Digital Media ◽  
Asian American ◽  
New Technologies ◽  
Fine Arts ◽  
The Public ◽  
Online Audiences

<p>Tweet Carefully, Museums presents an in-depth case study of audiences and a museum using social media in the current Web 2.0 age. It explores online protest and controversy over an event held at the Museum of Fine Arts, Boston (MFA) in 2015. This dissertation addresses a current gap in the literature centred on public use of social media as a platform to engage in museum-centred debate and discussion. At the moment, literature discussing new technologies in museums focuses heavily on an institution-to-audiences model. While this is indeed useful information, there is another aspect of digital media that has been largely neglected. In their case study, Gronemann et al. observed that overall, museums distanced themselves from discursive co-construction in their Facebook posts. The lack of engagement with audience can have adverse effects as social media grows in its popularity to mobilise the public in the name of social justice. “Western” museums, many of which have a history of fostering colonial narratives, can also be perceived as authoritative institutions. Museums need to engage more conscientiously with their online audiences. Unconsidered or insensitive engagement over social media may have adverse effects on institutions.  Kimono Wednesdays was an event where the public was invited to try on kimono in Gallery 255 at the MFA. The MFA advertised the event on a few social media platforms. On Facebook, the advertisement drew the harshest criticisms from a section of the Asian-American community. The sensational attention on Facebook grew quickly into physical protest inside Gallery 255. This case study analyses a sample of the dialogic posts, comments, and replies left on Facebook during the protests. It also analyses a symposium organised by the MFA, Kimono Wednesdays: A Conversation, where a panel made up of academics, museum staff, and a protester discussed the various concepts and perceptions of the museum’s controversial advertising and event.  This case study demonstrates that social media is a double-edged sword for museums, as it is a useful tool, but presents uncomfortable challenges. The key findings from this study show how content on the internet can be misinterpreted and how implicit bias can occur from any institution. As museums embrace Web 2.0 applications, they too must become more aware of their online presence and set in place methods of dialogic co-construction so as to better understand and communicate with the diversifying cultures that surround them.</p>

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.

Integrating Web 2.0 into an academic library in Tanzania

2014 ◽  
Vol 32 (2) ◽  
pp. 183-202 ◽  
Author(s):  
Edda Tandi Lwoga
Keyword(s):  
Web 2.0 ◽  
Academic Libraries ◽  
Academic Library ◽  
User Preferences ◽  
Library Services ◽  
Web 2.0 Technologies ◽  
Undergraduate Medical Students ◽  
Content Type

Purpose – This paper aims to demonstrate work undertaken by Muhimbili University of Health and Allied Sciences (MUHAS) Library in an effort to integrate Web 2.0 technologies in its functions to enhance the quality of its services in Tanzania. Design/methodology/approach – The study conducted an exploratory questionnaire survey to assess user requirements among undergraduate medical students at MUHAS, developed Library 2.0 services, conducted training and created awareness. Findings – The paper shows that Web 2.0 technologies can be implemented effectively according to university goals, user's needs, deployment of user friendly tools, and capacity building among librarians and users. Students positively supported the adoption of Library 2.0 services at MUHAS. Library 2.0 services improved the quality of MUHAS library services, despite various challenges related to infrastructure, awareness, literacy, inadequate staff, security and ownership of Web 2.0 services. Research limitations/implications – The study findings may not be widely replicated because this article is based on a case study of the integration of Web 2.0 technologies into the library functions of MUHAS. This study did not examine the use of Library 2.0 applications among library users (such as faculty and students) which could illuminate further the case study. Practical implications – Most academic libraries in Africa have not yet adopted Web 2.0 technologies to improve their services. The user preferences, technology adoption, and challenges faced from the present study can help other libraries to plan and integrate their Library 2.0 technologies in their services. Originality/value – MUHAS Library offers a practical example of how Web 2.0 services can be adopted to enhance the quality of academic library services in an African context. This paper is of significance to academic libraries that are still considering their options with regard to the application of Web 2.0 technologies.

Sign in / Sign up

Export Citation Format

Share Document