Bridging the Gap Between Web 2.0 and Higher Education

2011 ◽  
pp. 1660-1672
Author(s):  
Martin Weller ◽  
James Dalziel
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Formal Education ◽  
Digital Technologies ◽  
User Generated Content ◽  
Learning Design

This chapter looks at some of the areas of tension between the new social networking, Web 2.0 communities and the values of higher education. It argues that both the granularity of formal education and the manner in which the authors formalise learning are subject to change with the advent of digital technologies and user generated content. The gap between higher education and Web 2.0 could be bridged by, amongst other approaches, a sort of flickr for learning design, which allows users to share activities and sequences, thus meeting the diverse needs of learners and utilising the best of social networking approaches.

Bridging the Gap Between Web 2.0 and Higher Education

2011 ◽  
pp. 466-478
Author(s):  
Martin Weller ◽  
James Dalziel
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Formal Education ◽  
Digital Technologies ◽  
User Generated Content ◽  
Learning Design

This chapter looks at some of the areas of tension between the new social networking, Web 2.0 communities and the values of higher education. It argues that both the granularity of formal education and the manner in which the authors formalise learning are subject to change with the advent of digital technologies and user generated content. The gap between higher education and Web 2.0 could be bridged by, amongst other approaches, a sort of flickr for learning design, which allows users to share activities and sequences, thus meeting the diverse needs of learners and utilising the best of social networking approaches.

Bridging the Gap Between Web 2.0 and Higher Education

2009 ◽  
pp. 1658-1671 ◽  
Author(s):  
Martin Weller ◽  
James Dalziel
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Formal Education ◽  
Digital Technologies ◽  
User Generated Content ◽  
Learning Design

This chapter looks at some of the areas of tension between the new social networking, Web 2.0 communities and the values of higher education. It argues that both the granularity of formal education and the manner in which the authors formalise learning are subject to change with the advent of digital technologies and user generated content. The gap between higher education and Web 2.0 could be bridged by, amongst other approaches, a sort of flickr for learning design, which allows users to share activities and sequences, thus meeting the diverse needs of learners and utilising the best of social networking approaches.

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.

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.

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.

The Impact of Web 2.0 on Public Engagement in the Israeli Home Front (From the 2006 Lebanon War to the 2014 Israel-Gaza Conflict)

2018 ◽  
Vol 5 (2) ◽  
pp. 52-63
Author(s):  
Galit Margalit Ben-Israel
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Social Networking ◽  
Public Participation ◽  
Public Engagement ◽  
Social Networking Sites ◽  
Home Front ◽  
User Generated Content ◽  
Asymmetric Conflicts ◽  
The Impact

This article deals with citizen engagement and public participation being in crisis on the Israeli home front, in the era of Web 2.0. Since 2004, Web 2.0 characterizes changes that allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in social networking sites: Facebook, Twitter, blogs, wikis, YouTube, hosted services, applications, WhatsApp, etc. Since 2006, Israel is involved in asymmetric conflicts. The research defines the impact of Web 2.0 on public engagement in the Israeli home front. The case studies examined in the research are: 1) The 2006 Lebanon War (July-August 2006); 2) The Gaza War (27 December 2008 and ended on 18 January 2009); 3) Operation Pillar of Defense (November 2012); and 4) The 2014 Israel–Gaza conflict.

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

2010 ◽  
pp. 593-612
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 education through a review of relevant literature on educational technology and social networking. Additionally, the authors report the results and implications of a study exploring student and faculty awareness of the potential of Web 2.0 technologies 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 and faculty 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.

Using a Design Research Approach to Investigate the Knowledge-Building Implications of Online Social Networking and Other Web 2.0 Technologies in Higher Education Contexts

2013 ◽  
pp. 1752-1775
Author(s):  
Cameron Richards
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Design Research ◽  
Knowledge Building ◽  
Critical Mass ◽  
Online Social Networking ◽  
Research Approach ◽  
Web 2.0 Technologies ◽  
Internet Users

Online social networking and related Web 2.0 technologies have taken the world of Internet users by storm in recent years. However beyond the use of blogs for reflective learning journals and University alumni pages on Facebook, there has generally been little integrated use of social networking tools in higher education. This chapter will explore how a design research approach may assist in not only recognizing but also developing the knowledge-building implications of a convergence between such tools and technologies on one hand, and also on the other constructivist approaches to related domains of learning, research and professional reflective practice in academic communities and contexts. The process of designing and developing an applied research problem and related central question or inquiry focus is approached in terms of two ‘design research’ proposals. One, it considers the idea that if a critical mass of both basic skills and actual usage could only be achieved by teachers, administrators and researchers then social networking has the potential to significantly and productively transform higher education. Two, it considers the idea that the key to achieving such a ‘critical mass’ in education contexts perhaps lies in designing meaningful contexts or purposes of interaction – that is, in linking the function of social networking to an appropriate design paradigm for using associated Web 2.0 tools. In this way the chapter will explore the requirements for a more effective harnessing of the exemplary possibilities of online social networking in higher education contexts.

scholarly journals Adoption Of Social Networking In Education: A Study Of The Use Of Social Networks By Higher Education Students In Oman

2014 ◽  
Vol 10 (2) ◽  
pp. 143-154 ◽  
Author(s):  
Elham M. Al-Mukhaini ◽  
Wafa S. Al-Qayoudhi ◽  
Ali H. Al-Badi
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Learning Styles ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Education Students ◽  
Wide Range ◽  
The Impact ◽  
Social Networking Tools

The use of social networks is a growing phenomenon, being increasingly important in both private and academic life. Social networks are used as tools to enable users to have social interaction. The use of social networks (SNs) complements and enhances the teaching in traditional classrooms. For example, YouTube, Facebook, wikis, and blogs provide a huge amount of material on a wide range of subjects. This research aims to explore the need to change the traditional style of teaching and learning after the innovation of Web 2.0. The main objectives of this research are to discover the motives for the use of social networks by higher education students in Oman, to recognize the impact of social networking tools in learning and education generally, to analyse the problems that students might face when using social networks, and to determine whether the traditional learning methods need to be changed in the era of Web 2.0 technologies? In order to achieve the objectives of this research, the research methodology is to conduct a survey amongst Omani students at different universities, colleges, and other higher education institutions and to explore the social networking tools that might have an influence on teaching and learning styles. The type of data collected will be both quantitative and qualitative. This study is based mainly on the student's perspective - the impact on students of using social networking tools and what effect it has on the traditional style of learning and teaching. This study highlights the benefits of using social networks as tools for developing a new style of learning, and the negative impacts that can affect the process of learning, in order to provide a justification for using social networks in higher education.

scholarly journals How effective are web 2.0 language learning sites in facilitating language learning?

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Billy Brick
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Language Learning ◽  
Social Networking Sites ◽  
New Phenomena

This article discusses the new phenomena of Social Networking Sites (SNSs) for language learning and their implications for higher education. The strengths and weaknesses of these sites are identifi ed and the potential to integrate some of the features of SNSs for language learning into the HE curriculum and the implications of this for educators are also discussed.

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