Employing Interactive Technologies for Education and Learning

2011 ◽  
pp. 234-258
Author(s):  
Jeffrey Hsu
Keyword(s):  
Cognitive Psychology ◽  
Web 2.0 ◽  
Social Networking ◽  
Instant Messaging ◽  
Future Research ◽  
The Internet ◽  
Learning Tools ◽  
Interactive Technologies ◽  
Communications Technologies

A number of new communications technologies have emerged in recent years which were originally used primarily for personal and recreational purposes. The emphasis of these is on social networking and communications. However, these “conversational, constructivist Web 2.0 learning tools”, coupled with the power and reach of the Internet, have been identified and employed effectively for both educational learning and knowledge-oriented applications. In particular, the technologies given attention in this paper include Instant Messaging (IM), weblogs (blogs), wikis, and podcasts. A discussion of these technologies and their uses, underlying educational and cognitive psychology theories, and also applications for education and the management of knowledge, are examined in detail. The implications for education, as well as areas for future research are also explored.

Innovative Technologies for Education and Learning

2009 ◽  
pp. 202-223 ◽  
Author(s):  
Jeffrey Hsu
Keyword(s):  
Cognitive Psychology ◽  
Instant Messaging ◽  
Constructivist Learning ◽  
Future Research ◽  
The Internet ◽  
Learning Tools ◽  
Innovative Technologies ◽  
Communications Technologies ◽  
Recreational Use

A number of new communications technologies have emerged in recent years that have been largely regarded and intended for personal and recreational use. However, these “conversational technologies” and “constructivist learning tools,” coupled with the power and reach of the Internet, have made them viable choices for both educational learning and knowledge-oriented applications. The technologies given attention in this article include instant messaging (IM), Weblogs (blogs), wikis, and podcasts. A discussion of the technologies and uses, underlying educational and cognitive psychology theories, and also applications for education and the management of knowledge, are examined in detail. The implications for education, as well as areas for future research are also explored.

Innovative Technologies for Education and Learning

2009 ◽  
pp. 1308-1329 ◽  
Author(s):  
Jeffrey Hsu
Keyword(s):  
Cognitive Psychology ◽  
Instant Messaging ◽  
Constructivist Learning ◽  
Future Research ◽  
The Internet ◽  
Learning Tools ◽  
Innovative Technologies ◽  
Communications Technologies ◽  
Recreational Use

A number of new communications technologies have emerged in recent years that have been largely regarded and intended for personal and recreational use. However, these “conversational technologies” and “constructivist learning tools,” coupled with the power and reach of the Internet, have made them viable choices for both educational learning and knowledge-oriented applications. The technologies given attention in this article include instant messaging (IM), Weblogs (blogs), wikis, and podcasts. A discussion of the technologies and uses, underlying educational and cognitive psychology theories, and also applications for education and the management of knowledge, are examined in detail. The implications for education, as well as areas for future research are also explored.

Innovative Technologies for Education and Learning

2008 ◽  
pp. 1666-1687
Author(s):  
Jeffrey Hsu
Keyword(s):  
Cognitive Psychology ◽  
Instant Messaging ◽  
Constructivist Learning ◽  
Future Research ◽  
The Internet ◽  
Learning Tools ◽  
Innovative Technologies ◽  
Communications Technologies ◽  
Recreational Use

A number of new communications technologies have emerged in recent years that have been largely regarded and intended for personal and recreational use. However, these “conversational technologies” and “constructivist learning tools,” coupled with the power and reach of the Internet, have made them viable choices for both educational learning and knowledge-oriented applications. The technologies given attention in this article include instant messaging (IM), Weblogs (blogs), wikis, and podcasts. A discussion of the technologies and uses, underlying educational and cognitive psychology theories, and also applications for education and the management of knowledge, are examined in detail. The implications for education, as well as areas for future research are also explored.

Faculty Use and Perceptions of Web 2.0 in Higher Education

2010 ◽  
pp. 241-259 ◽  
Author(s):  
Richard Hartshorne ◽  
Haya Ajjan ◽  
Richard E. Ferdig
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Instant Messaging ◽  
Video Conferencing ◽  
Relevant Literature ◽  
Future Research ◽  
Web 2.0 Technologies ◽  
Internet Telephony ◽  
Audio Video

In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant literature on both emerging educational technologies and social networking. Additionally, the authors report the results and implications of a study exploring faculty awareness of the potential of Web 2.0 technologies (blogs, wikis, social bookmarks, social networks, instant messaging, internet telephony, and audio/video conferencing) to support and supplement classroom instruction in higher education. Also, using the Decomposed Theory of Planned Behavior as the theoretical foundation, the authors discuss factors that influence faculty decisions to adopt specific Web 2.0 technologies. The chapter concludes with a discussion of the implications of the study and recommendations for future research.

From “Cyberterrorism” to “Online Radicalism”

2014 ◽  
pp. 198-217
Author(s):  
Maura Conway
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Digital Video ◽  
User Generated Content ◽  
The Internet ◽  
Counter Terrorism ◽  
The Past ◽  
Violent Extremism

This chapter explores the changes that have taken place in the role and functioning of the Internet in terrorism and counter-terrorism in the past decade. It traces the shift in focus from a preoccupation with the threat of so-called “cyberterrorism” in the period pre- and immediately post-9/11 to the contemporary emphasis on the role of the Internet in processes of violent radicalization. The cyberterrorism threat is explained as over-hyped herein, and the contemporary focus, by researchers and policymakers, on the potential of the Internet as a vehicle for violent radicalization viewed as more appropriate albeit not without its difficulties. This change in emphasis is at least partially predicated, it is argued, on the significant changes that occurred in the nature and functioning of the Internet in the last decade: the advent of Web 2.0, with its emphasis on social networking, user generated content, and digital video is treated as particularly salient in this regard. Description and analysis of both “negative” and “positive” Internet-based Counter Violent Extremism (CVE) and online counterterrorism measures and their evolutions are also supplied.

Social Networking in Academic Libraries

2013 ◽  
pp. 226-248
Author(s):  
Sudhanshu Joshi
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Academic Libraries ◽  
Full Text ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Impact Factors ◽  
Future Research ◽  
Theory Approach ◽  
Thomson Reuters

The chapter provides a snapshot on the use of social networking in academic libraries through a systematic review of the available literature and an examination of the libraries’ presence on the most popular social networking sites. The chapter initially reviews 819 articles of empirical research, viewpoints, and case studies, based on keyword(s) search “Web 2.0 + Academic Libraries” since 2006 found in the Library Literature and Information Full Text Database. Out of full text research papers, articles with empirical studies, 328 (40% of 819), are shortlisted; all articles are from journals having impact factors (as per ISI Thomson Reuters rating 2011-12), 0.8 and above. The articles are collected from four major management and library science publishers: Ebscohost, Science Direct, Taylor and Francis, Emerald Insight (including EarlyCite articles, Backfiles content). The potential limitation of the study is that it does not attempt to trace out trends using any regression techniques. The extension of this study could be statistically testing the figures observed in this chapter and laying down a grounded theory approach for future research in Web 2.0 applications in libraries. The important finding is that the popularity of the various social networking sites can change quickly on the basis of e-World of Month (e-WoM).

A Social Bookmarking-Based People Search Service

2012 ◽  
pp. 174-186
Author(s):  
Jeff J.S. Huang ◽  
Stephen J.H. Yang ◽  
Jeng C.C Chen ◽  
Irene Y.S. Li ◽  
Indy Y.T. Hsiao
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Collective Intelligence ◽  
The Internet ◽  
Social Bookmarking ◽  
Community Activities ◽  
Internet Resources ◽  
Search Service ◽  
Interactive Relationship ◽  
People Search

The emergence of Web 2.0 has brought along the trend of community. It is also the trend that contributes to socialization of the Internet. The essence of Web 2.0 is creation and sharing which give rise to social networking communities such as Blog, Wikipedia and Facebook. Through Wikipedia, Blogs, Facebook and other kinds of social networking websites, interactive relationship and bridge of knowledge sharing have been built up successfully. This paper attempts to propose an effective way to locate people with shared interests. By using Internet resources bookmarked by the users, the similarity of interests between them can be analyzed. Based on this relationship, people could build communities. Also, through community activities, the innovation and exchange of collective intelligence are accomplished.

Online Collaboration

2012 ◽  
pp. 403-411 ◽  
Author(s):  
Charalampos Z. Patrikakis ◽  
Lemonia Argyriou ◽  
Agis Papantoniou
Keyword(s):  
Social Networking ◽  
General Framework ◽  
Work Group ◽  
Collaborative Work ◽  
Online Collaboration ◽  
Future Research ◽  
The Internet ◽  
Group Behaviour ◽  
Collaborative Innovation ◽  
Diffusion Curves

In this chapter, the authors present the general framework for assessing collaborative work group behaviour over the Internet and their social or asocial behaviour based on previous studies. Following this approach, the authors first give reference to a related study on social and asocial learning and how they can be distinguished through the analysis of data diffusion curves and other mathematical models. As a next step, a used method on group collaboration over a digital content publication platform is presented. Finally, the authors state a new direction on collaborative work groups, and the idea of Collaborative Innovation Networks is presented. The paper ends with directions for future research on social networking and human-machine collaboration.

Two Heads Are Better Than One

2012 ◽  
pp. 211-235
Author(s):  
Ravi S. Sharma ◽  
Dwight Tan ◽  
Winston Cheng
Keyword(s):  
Social Network ◽  
Web 2.0 ◽  
Social Networking ◽  
Business Intelligence ◽  
Explicit Knowledge ◽  
Instant Messaging ◽  
Field Research ◽  
Professional Services ◽  
Knowledge Flows ◽  
Rss Feeds

This paper examines how Web 2.0 may be used in organizations to support business intelligence activities. Five leading professional services firms in the Energy, IT, software and health industries were used as the field research sites and action research performed on their Web 2.0 tools and environment. Business intelligence was the most significant driver of service value to their clients. From the data, five key findings were observed on the strategic use of Web 2.0 in the leading services firms. Firstly, the firm is aware that social networking tools can improve employees’ performance. Secondly, there are more tools for tacit-to-tacit and tacit-to-explicit knowledge transfer than explicit-to-explicit and explicit-to-tacit. Thirdly, the firm has a higher number of tools where knowledge flows within itself and almost none for external knowledge flows. Fourthly, social network is part of normal work responsibilities. Finally, among KM tools that were most recognized as assisting social network use were of the Web 2.0 genre such as wikis, RSS feeds and instant messaging and blogging. The authors show that using Web 2.0 improves social networking and may be linked to a service professional’s individual performance.

Student and Faculty Use and Perceptions of Web 2.0 Technologies in Higher Education

2010 ◽  
pp. 1162-1181
Author(s):  
Haya Ajjan ◽  
Richard Hartshorne ◽  
Richard E. Ferdig
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Web 2.0 ◽  
Social Networking ◽  
Planned Behavior ◽  
Relevant Literature ◽  
Future Research ◽  
Policy Changes ◽  
Web 2.0 Technologies ◽  
Classroom Use

In this chapter, the authors provide evidence for the potential of Web 2.0 applications in higher educationthrough a review of relevant literature on educational technology and social networking. Additionally, the authors report the results and implications of a study exploringstudent and faculty awareness of the potential of Web 2.0technologies to support and supplement classroom instruction in higher education. Also, using the decomposed theory of planned behavior as the theoretical foundation, the authors discuss factors that influence student andfaculty decisions to adopt Web 2.0 technologies. The chapter concludes with a list of recommendations for classroom use of Web 2.0 applications, as well as implications for policy changes and future research.

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