MAMA on the Web

2008 ◽  
pp. 3142-3156
Author(s):  
Barbara A. Schuldt
Keyword(s):  
World Wide ◽  
Technology Innovation ◽  
Ethical Issues ◽  
Ethical Dilemmas ◽  
Ethical Considerations ◽  
Web Based ◽  
User Behaviors ◽  
The World ◽  
The Individual ◽  
The Web

This chapter introduces ethical considerations that are especially relevant for the current networked world. It discusses the use of a mnemonic, MAMA — multicultural, adaptive, multifaceted, and archival — as a way to categorize ethical issues as we discover and discuss them today and in the future. By using these categories, the reader can evaluate how the Internet and, more specifically, the World Wide Web (Web) create new ethical concerns as information technology innovation and users drive new Web-based applications and discoveries. In addition, this chapter will pose key ethical questions that will help stimulate the reader to think about Web ethics. In thinking about these questions the reader will explore and hopefully discover his or her own past learned user behaviors and their potential for adverse ethical consequences to the individual and to society. It is through thinking and discussing the ethical consequences of Web-based applications that society will become aware of our own ethical norms and assess how we would respond before we electronically encounter ethical dilemmas.

MAMA on the Web

2011 ◽  
pp. 1-22 ◽  
Author(s):  
Barbara A. Schuldt
Keyword(s):  
World Wide ◽  
Technology Innovation ◽  
Ethical Issues ◽  
Ethical Dilemmas ◽  
Ethical Considerations ◽  
Web Based ◽  
User Behaviors ◽  
The World ◽  
The Individual ◽  
The Web

This chapter introduces ethical considerations that are especially relevant for the current networked world. It discusses the use of a mnemonic, MAMA — multicultural, adaptive, multifaceted, and archival — as a way to categorize ethical issues as we discover and discuss them today and in the future. By using these categories, the reader can evaluate how the Internet and, more specifically, the World Wide Web (Web) create new ethical concerns as information technology innovation and users drive new Web-based applications and discoveries. In addition, this chapter will pose key ethical questions that will help stimulate the reader to think about Web ethics. In thinking about these questions the reader will explore and hopefully discover his or her own past learned user behaviors and their potential for adverse ethical consequences to the individual and to society. It is through thinking and discussing the ethical consequences of Web-based applications that society will become aware of our own ethical norms and assess how we would respond before we electronically encounter ethical dilemmas.

Usability and Learnability Evaluation of Web-Based ODL Programs

2005 ◽  
pp. 2929-2933
Author(s):  
Karoulis Athanasis ◽  
Pombortsis Andreas
Keyword(s):  
Learning Environments ◽  
Learning Strategies ◽  
World Wide ◽  
Human Memory ◽  
Educational Approach ◽  
Web Based ◽  
Cognitive Activities ◽  
The Individual ◽  
Associative Organization ◽  
The Web

The rapid establishment of third generation distance learning environments, the so-called Web-based or tele-teaching environments, brought some problems with it. The main means for the delivery of the new educational approach is the World Wide Web, and there are some good reasons for it: It is easily accessible by many groups of learners. It supports multiple representations of educational material and various ways of storing and structuring this information. It is powerful and easy to use as a publishing medium. Additionally, it has been widely accepted that the hyper-medial structure of the Web can support learning. Some researchers characterize the Web as an active learning environment that supports creativity. In addition to this, the Web encourages exploration of knowledge and browsing, behaviors that are strongly related to learning. The associative organization of information in the Web is similar to that of human memory, and the process of information retrieval from the Web presents similarities to human cognitive activities (Tselios, Avouris, Dimitracopoulou, & Daskalaki, 2001). However, a hyper-medial space, like the Web, cannot be considered, only by these features, as an effective tutoring environment. It is rather more appropriate to think of the Web as a powerful tool that can support learning, if used in an appropriate way. This is because learning is a process (Duchastel, 2001) that depends on other features, such as learner’s motivation, previous experience and learning strategies that the individual has been supported to develop, and so forth. Effectiveness of any educational environment cannot be considered independently of these aspects.

Web Usage Mining and Its Applications

2011 ◽  
pp. 1221-1225
Author(s):  
Yongjian Fu
Keyword(s):  
Data Mining ◽  
World Wide ◽  
Online Shopping ◽  
Rapid Development ◽  
User Feedback ◽  
Web Usage Mining ◽  
Web Based ◽  
Web Usage ◽  
The World ◽  
The Web

With the rapid development of the World Wide Web or the Web, many organizations now put their information on the Web and provide Web-based services such as online shopping, user feedback, technical support, and so on. Understanding Web usage through data mining techniques is recognized as an important area.

Web-Based Systems and Performance Testing

2006 ◽  
pp. 1-28
Author(s):  
B. M. Subraya
Keyword(s):  
World Wide ◽  
Performance Testing ◽  
Dimensional Change ◽  
Web Page ◽  
Web Based ◽  
The World ◽  
And Performance ◽  
The Web ◽  
Growing Population

For many years, the World Wide Web (Web) functioned quite well without any concern about the quality of performance. The designers of the Web page, as well as the users were not much worried about the performance attributes. The Web, in the initial stages of development, was primarily meant to be an information provider rather than a medium to transact business, into which it has grown. The expectations from the users were also limited only to seek the information available on the Web. Thanks to the ever growing population of Web surfers (now in the millions), information found on the Web underwent a dimensional change in terms of nature, content, and depth.

Are there Age-Related Differences in Problem Solving on the World Wide Web?

2002 ◽  
Vol 46 (21) ◽  
pp. 1772-1776
Author(s):  
Aideen J. Stronge ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk
Keyword(s):  
Problem Solving ◽  
World Wide ◽  
Top Down ◽  
Younger Adults ◽  
Web Based ◽  
Search Tasks ◽  
Age Related ◽  
The World ◽  
Problem Solving Strategies ◽  
The Web

The present study investigated the Web-based problem solving strategies of 16 younger and 16 older experienced Web users. Participants searched for answers to 8 search tasks varying in complexity. Three questions were addressed in this study: (1) Are there age-related differences in success?, (2) If differences in success emerge, are these age-related differences quantitative (e.g., number of strategies)?, or (3) Are these age-related differences qualitative (e.g., type of strategies)?. Overall, younger adults were more successful finding the correct answer to the search tasks. However, this was not due to the number of strategies used, but instead was related to the type of strategy used. Older adults were more likely to use a top-down strategy (i.e., system tool) to find an answer to the search tasks. In general, unsuccessful searchers used significantly more top-down strategies than successful searchers. The implications for these findings are discussed.

ACM Web Science Conference 2021

2021 ◽  
pp. 1-4
Author(s):  
Wendy Hall ◽  
Noshir Contractor ◽  
Jie Tang
Keyword(s):  
World Wide ◽  
Critical Dialogue ◽  
Web Based ◽  
The People ◽  
Web Science ◽  
The World ◽  
Science Conference ◽  
The University ◽  
Insight Into ◽  
The Web

The 13 th ACM Web Science Conference was hosted online by the University of Southampton from 21--25 June, 2021. The annual event is inherently interdisciplinary, integrating computer and information sciences with a multitude of disciplines including sociology, economics, political science, law, management, language and communication, geography and psychology. It is unique in the way it brings these disciplines together in creative and critical dialogue. It focuses on the full scope of socio-technical relationships that are engaged in the World Wide Web, based on the notion that understanding the Web involves not only an analysis of its architecture and applications, but also insight into the people, organisations, policies, and economics that are affected by and subsumed within it. Since it was first held in Athens in 2009, the conference has been hosted in six countries around the world.

Dialogue Act Modeling

2009 ◽  
pp. 2389-2412
Author(s):  
Ying Liang
Keyword(s):  
Information Systems ◽  
World Wide Web ◽  
Web Site ◽  
World Wide ◽  
The Internet ◽  
User Needs ◽  
Web Based ◽  
Computer Screen ◽  
The World ◽  
The Web

Web-based information systems (WBIS) aim to support e-business using IT, the World Wide Web, and the Internet. This chapter focuses on the Web site part of WBIS and argues why an easy-to-use and interactive Web site is critical to the success of WBIS. A dialogue act modeling approach is presented for capturing and specifying user needs for easy-to-use Web site of WBIS by WBIS analysis; for example, what users want to see on the computer screen and in which way they want to work with the system interactively. It calls such needs communicational requirements, in addition to functional and nonfunctional requirements, and builds a dialogue act model to specify them. The author hopes that development of the Web site of WBIS will be considered not only an issue in WBIS design but also an issue in WBIS analysis in WBIS development.

Designing Web-Based Hypermedia Systems

2011 ◽  
pp. 173-179 ◽  
Author(s):  
Michael Lang
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
Common Gateway Interface ◽  
Markup Language ◽  
Document Object Model ◽  
Web Based ◽  
The World ◽  
Extensible Markup ◽  
The Common ◽  
The Web

Although its conceptual origins can be traced back a few decades (Bush, 1945), it is only recently that hypermedia has become popularized, principally through its ubiquitous incarnation as the World Wide Web (WWW). In its earlier forms, the Web could only properly be regarded a primitive, constrained hypermedia implementation (Bieber & Vitali, 1997). Through the emergence in recent years of standards such as eXtensible Markup Language (XML), XLink, Document Object Model (DOM), Synchronized Multimedia Integration Language (SMIL) and WebDAV, as well as additional functionality provided by the Common Gateway Interface (CGI), Java, plug-ins and middleware applications, the Web is now moving closer to an idealized hypermedia environment. Of course, not all hypermedia systems are Web based, nor can all Web-based systems be classified as hypermedia (see Figure 1). See the terms and definitions at the end of this article for clarification of intended meanings. The focus here shall be on hypermedia systems that are delivered and used via the platform of the WWW; that is, Web-based hypermedia systems.

Heuristically Evaluating Web-Based ODL

2011 ◽  
pp. 992-997
Author(s):  
Athanasis Karoulis ◽  
Andreas Pombortsis
Keyword(s):  
Learning Environments ◽  
World Wide ◽  
Human Memory ◽  
Educational Material ◽  
Educational Approach ◽  
Web Based ◽  
The World ◽  
Cognitive Activities ◽  
Associative Organization ◽  
The Web

The rapid establishment of third-generation distance learning environments, the so-called Web-based or tele-teaching environments, is nowadays a fact. The main means for the delivery of this new educational approach is the World Wide Web, and there are some good reasons for its use, such as its easy accessibility by many groups of learners. It also supports multiple representations of educational material and various ways of storing and structuring this information, as well as being powerful and easy to use as a publishing medium. Additionally, it has been widely accepted that the hyper-medial structure of the Web can support learning. Some researchers characterize the Web as an active learning environment that supports creativity. In addition to this, the Web encourages the exploration of knowledge and browsing, behaviors strongly related to learning. The associative organization of information in the Web is similar to that of human memory, and the process of information retrieval from the Web presents similarities to human cognitive activities (Tselios, Avouris, Dimitracopoulou, & Daskalaki, 2001).

Heuristically Evaluating Web-Based ODL

2011 ◽  
pp. 1066-1071
Author(s):  
Athanasis Karoulis ◽  
Andreas Pombortsis
Keyword(s):  
Learning Environments ◽  
World Wide ◽  
Human Memory ◽  
Educational Material ◽  
Educational Approach ◽  
Web Based ◽  
The World ◽  
Cognitive Activities ◽  
Associative Organization ◽  
The Web

The rapid establishment of third-generation distance learning environments, the so-called Web-based or tele-teaching environments, is nowadays a fact. The main means for the delivery of this new educational approach is the World Wide Web, and there are some good reasons for its use, such as its easy accessibility by many groups of learners. It also supports multiple representations of educational material and various ways of storing and structuring this information, as well as being powerful and easy to use as a publishing medium. Additionally, it has been widely accepted that the hyper-medial structure of the Web can support learning. Some researchers characterize the Web as an active learning environment that supports creativity. In addition to this, the Web encourages the exploration of knowledge and browsing, behaviors strongly related to learning. The associative organization of information in the Web is similar to that of human memory, and the process of information retrieval from the Web presents similarities to human cognitive activities (Tselios, Avouris, Dimitracopoulou, & Daskalaki, 2001).

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