Vision 2020

2012 ◽  
pp. 325-349
Author(s):  
Ching-Heng Pan ◽  
Don-Yun Chen ◽  
Chian-Wen Wang
Keyword(s):  
Web 2.0 ◽  
Implementation Strategies ◽  
Evaluation Framework ◽  
Vision 2020 ◽  
Web 2.0 Technologies ◽  
Design And Implementation ◽  
Government Websites

The chapter introduces a novel website model adopted in Vision 2020. An evaluation framework is presented for assessing the extent to which a website facilitates electronic participation via Web 2.0 technologies. Then, the Vision 2020 website is thoroughly examined in terms of the evaluation framework. Recommendations for the design and implementation strategies of government websites aimed to increase e-participation are offered.

From E-Government to E-Governance

2012 ◽  
pp. 237-249
Author(s):  
Kathryn Kloby
Keyword(s):  
Web 2.0 ◽  
Future Research ◽  
Web 2.0 Technologies ◽  
Collective Wisdom ◽  
The Public ◽  
Integration Of Technology ◽  
State And Local Government ◽  
Government Websites ◽  
State And Local ◽  
Scarcity Of Resources

Increasing scarcity of resources and citizen demand for improved government services are leading public administrators and elected officials to search for new ways to communicate with citizens. The aim is to gain insight through the collective wisdom of the public to inform programmatic and budget decisions. What can result is the alignment of citizen preferences with government actions. E-government involves the integration of technology into government processes and services to provide information, opportunities for interactions, transactions, and transformation through collaboration. There has been much advancement in the way government incorporates technology into its operations. The availability of information and features on government websites that permit transactions are some of the areas that the public sector has vastly improved and provides to the public. Technology also offers the potential for transformation, when it is used to facilitate governance through collaboration within government, across sectors, and with citizens. Web 2.0 is one such technology that involves web-based applications to increase citizen engagement and potentially transform government. Such applications include Facebook, YouTube, and Twitter. This chapter profiles three state and local government programs that are utilizing Web 2.0 technologies to bring citizens into the public policy process and record, and potentially act on, their ideas and policy suggestions. The chapter concludes with a discussion of some of the possible concerns associated with adopting Web 2.0 technologies in government processes and outreach strategies, as well as areas for future research.

Realism 2.0

2019 ◽  
pp. 663-679
Author(s):  
Augusta Rohrbach
Keyword(s):  
Web 2.0 ◽  
Knowledge Sharing ◽  
Real Time ◽  
Social Reform ◽  
Data Modeling ◽  
Political Consciousness ◽  
Web 2.0 Technologies ◽  
Reform Agenda ◽  
Social Purpose ◽  
The Social

This chapter looks to the future of teaching realism with Web 2.0 technologies. After discussing the ways in which technologies of data modeling can reveal patterns for interpretation, the chapter examines how these technologies can update the social-reform agenda of realism as exemplified by William Dean Howells’s attempted intervention into the Haymarket Riot in 1886. The advent of Web 2.0 techologies offers students a way to harness the genre’s sense of social purpose to knowledge-sharing mechanisms to create a vehicle for political consciousness-raising in real time. The result is “Realism 2.0,” a realism that enables readers to engage in their world, which is less text-centric than it was for previous writers.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

Towards Library 2.0: The Adoption of Web 2.0 Technologies in Public Libraries

Libri ◽  
2011 ◽  
Vol 61 (2) ◽  
Author(s):  
Ari-Veikko Anttiroiko ◽  
Reijo Savolainen
Keyword(s):  
Web 2.0 ◽  
Public Libraries ◽  
Web 2.0 Technologies

Application of the Web 2.0 Technologies Podcast and Vidcast for Formation and Development of Listening Comprehension Skill in an Extended Englishtraining Course in Eighth Grade

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Rumen Hristov
Keyword(s):  
Web 2.0 ◽  
Listening Comprehension ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Specific Method ◽  
Web 2.0 Technologies ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Low Levels ◽  
The Web

Low levels of listening comprehension skills in English is observed in many students. As a specific method, which can both cover mobile technologies and combine them with training, is the application of technology for podcasting and vidcasting/vodkasting. Podcasts and podcasts can provide authentic, up-to-date and easily accessible material, making them extremely useful when learning foreign languages. Their application makes learning freer and independent by introducing more interesting elements; gives greater freedom and independence to participants in the lesson. Students can listen to the material on the bus or while going to the gym.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals Listening to the learner voice: The ever changing landscape of technology use for language students

ReCALL ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
Technology Use ◽  
New Technologies ◽  
Learning Activities ◽  
Social Dimensions ◽  
Web 2.0 Technologies ◽  
Role Of Teachers ◽  
The Impact ◽  
Support Students

AbstractWhat does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social dimensions possible through Web 2.0 technologies impacting on the way students work and learn? And what does this mean for the role of teachers and institutions in terms of how they support students? This paper considers these questions and reports on findings from current research evaluating how students are actually using technologies and what this research tells us about the ways in which patterns of learning might be changing. It will consider the implications for individual teachers (in terms of designing and supporting learning activities for students) and institutions in terms of the impact on policy and the associated infrastructure needed to provide an appropriate environment that maximises the potential offered by new technologies.

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