Al-Qaeda on Web 2.0

2012 ◽  
pp. 221-238
Author(s):  
Anne Gerdes
Keyword(s):  
Web 2.0 ◽  
Virtual Communities ◽  
User Participation ◽  
Al Qaeda ◽  
Ethical Perspective ◽  
Structured Media ◽  
Web Communication ◽  
The Media ◽  
The Impact ◽  
The Web

This chapter investigates al-Qaeda’s use of Web 2.0 as a tool for radicalization and recruitment. The media network of al-Qaeda is described in order to demonstrate the impact of their well structured media strategy for harnessing the power of the Web. They use a strategy that makes them stand out from other extremist groups, who in most cases lack an overall approach towards branding and Web communication. It is shown why this strategy works and enables al-Qaeda to set the agenda for online global jihadism and cultivate virtual communities of engaged jihobbyists. Finally, a virtue ethical perspective demonstrates the shortcomings of the al-Qaeda Web 2.0 strategies, by which it is suggested that their Achilles’ heel is exactly the ideas inherent to Web 2.0, which are reflected in a bottom up participatory perspective. Thus, the Al-Qaeda online social movement does allow for engaged user participation, but without providing opportunities for free spirited critical reflection and self articulation of goals.

Al-Qaeda on Web 2.0

2014 ◽  
pp. 1598-1615
Author(s):  
Anne Gerdes
Keyword(s):  
Web 2.0 ◽  
Virtual Communities ◽  
User Participation ◽  
Al Qaeda ◽  
Ethical Perspective ◽  
Structured Media ◽  
Web Communication ◽  
The Media ◽  
The Impact ◽  
The Web

This chapter investigates al-Qaeda's use of Web 2.0 as a tool for radicalization and recruitment. The media network of al-Qaeda is described in order to demonstrate the impact of their well structured media strategy for harnessing the power of the Web. They use a strategy that makes them stand out from other extremist groups, who in most cases lack an overall approach towards branding and Web communication. It is shown why this strategy works and enables al-Qaeda to set the agenda for online global jihadism and cultivate virtual communities of engaged jihobbyists. Finally, a virtue ethical perspective demonstrates the shortcomings of the al-Qaeda Web 2.0 strategies, by which it is suggested that their Achilles' heel is exactly the ideas inherent to Web 2.0, which are reflected in a bottom up participatory perspective. Thus, the Al-Qaeda online social movement does allow for engaged user participation, but without providing opportunities for free spirited critical reflection and self articulation of goals.

Virtual Communities as Tools to Support Teaching Practicum

2011 ◽  
pp. 233-247 ◽  
Author(s):  
Rebecca English ◽  
Jennifer Howell
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Student Cohorts ◽  
Educational Applications ◽  
The Impact ◽  
Social Networking Tools ◽  
Digital Capital

The impact of Web 2.0 and social networking tools such as virtual communities, on education has been much commented on. The challenge for teachers is to embrace these new social networking tools and apply them to new educational contexts. The increasingly digitally-abled student cohorts and the need for educational applications of Web 2.0 are challenges that overwhelm many educators. This chapter will make three important contributions. Firstly it will explore the characteristics and behaviours of digitally-abled students enrolled in higher education. An innovation of this chapter will be the application of Bourdieu’s notions of capital, particularly social, cultural and digital capital to understand these characteristics. Secondly, it will present a possible use of a commonly used virtual community, Facebook©. Finally it will offer some advice for educators who are interested in using popular social networking communities, similar to Facebook©, in their teaching and learning.

Sharing Bites on Global Screens

2011 ◽  
pp. 37-49
Author(s):  
Hudson Moura
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Virtual Communities ◽  
Equal Access ◽  
The Internet ◽  
Professional Skills ◽  
Cultural Products ◽  
Social Content ◽  
The Web

Snack culture is the new phenomenon that shrinks media cultural products and can be easily shared on social networks of the Internet. Thus, it can be consumed in a reduced amount of time circulating instantly all over the globe. These tiny and snappy materials are changing people’s habits, transforming passive viewers into active users, and promoting equal access to all, and requiring no professional skills. Viewers now can also produce cultural and social content in widespread virtual communities (based on the Web 2.0) that are increasingly interactive. This chapter presents and analyses a variety of media snacks that form and circulate as snack culture; it also elucidates some of those current changes that are shaping today’s relationship between society and media.

OLnet

2010 ◽  
pp. 123-144 ◽  
Author(s):  
Gráinne Conole ◽  
Patrick McAndrew
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Research Work ◽  
User Participation ◽  
Open Educational Resources ◽  
Face To Face ◽  
Research Activities ◽  
Form Part ◽  
Networking Tool ◽  
The Web

The web 2.0 practices of user participation and experimentation have created models for social networking that influence the way people communicate and interact online. This chapter describes an initiative, OLnet, that is creating a technical environment based on web 2.0 principles to support the sharing of experiences around the design and use of Open Educational Resources (OER) in order to facilitate closer links between researchers and users. The aim is to combine online functionality, face-to-face events and research activities so that research outputs can inform users and users can help steer future areas for research work. This chapter sets out the challenges and background that have motivated OLnet before looking at two of the tools that form part of the initial OLnet technical infrastructure; a tool for visualising OER designs – CompendiumLD, and a social networking tool for exchange of ideas – Cloudworks.

scholarly journals O USO DE UM AMBIENTE VIRTUAL DE APRENDIZAGEM COMO APOIO PARA O ENSINO DE INGLÊS NA PERSPECTIVA DE LÍNGUA COMO DISCURSO

2015 ◽  
Vol 17 (20) ◽  
Author(s):  
Edna Marta Oliveira da Silva ◽  
Adriana Cristina S. de Mattos Brahim ◽  
Iara Maria Bruz
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
English Language ◽  
Learning Management Systems ◽  
Management Systems ◽  
Office Management ◽  
Learning Management ◽  
The Impact ◽  
The Web

<p align="center"><strong>RESUMO</strong></p><p>O presente artigo tem por objetivo apresentar algumas reflexões a respeito do uso de ambientes virtuais de aprendizagem no ensino de língua inglesa em um curso de graduação de Secretariado Executivo Trilíngue na modalidade presencial, a partir de uma pesquisa realizada em uma instituição de ensino superior (IES). São apresentadas algumas questões sobre o impacto das tecnologias nos modos de vida dos indivíduos e do uso das tecnologias de informação e comunicação (TICs) no âmbito educacional. Em se tratando dos processos de aprendizagem mediado pelas TICs, discutiremos aspectos relacionados ao ciberespaço e as possibilidades de seu uso em ambientes virtuais de aprendizagem (AVA). Nesse sentido, não poderíamos deixar à parte a discussão a respeito da interatividade, característica da Web 2.0 e, consequentemente, como os estudos sobre o interacionismo proposto por Vygotsky podem ser aí aplicados. Ainda, por tratarmos de língua estrangeira, concepções sobre língua são apresentadas e vinculadas ao seu ensino mediado pelas TICs.  Por fim, são apresentadas conclusões e possibilidades obtidas a partir da pesquisa realizada com alunos do curso de Secretariado Executivo Trilíngue em relação ao uso de um AVA durante dois semestres letivos.<strong>  </strong>A pesquisa mostrou que apenas o uso do AVA não leva o aluno a utilizar a praticar a língua alvo dentro de uma concepção de língua como discurso.</p><p><strong> </strong></p><p><strong>Palavras-chave: </strong>ambientes virtuais de aprendizagem; TICs; língua inglesa; ensino e aprendizagem.</p><p> </p><p align="center"><strong>ABSTRACT</strong></p><p>The present article aims to present some reflections on  the use of   learning management system environments in the teaching of English language in a Trilingual Office Management undergraduate course from a research conducted in an institution of  higher education. Some questions about the impact of technologies in the way  of life of the individuals and the use of information and communication technologies (ICTs) within education are presented. In the case of the learning processes mediated by ICTs,  we intend to discuss some aspects related to cyberspace and the tools available on the Web 2.0 as well as the possibilities for their use in learning management systems (LMS)  which presence is paramount  in distance education courses. In this sense, it is necessary to mention some issues on about interactivity, which is a fundamental characteristic of  the Web 2.0 and, consequently, as the studies on the interactionism proposed by Vygotsky can be applied to such space. Moreover, as we are dealing with a foreign language, conceptions about language are presented and linked to its teaching mediated by ICTs. Finally, conclusions and possibilities obtained from the study carried out with undergraduate  students of the Trilingual Office Management course  in relation to the use of a AVA during two school semesters are presented.</p><p> </p><p><strong>Key words:</strong> learning management systems; ICTs; English language; teaching and learning.</p>

The Impact of Media Richness on the Usage of Web 2.0 Services for Knowledge Transfer

2016 ◽  
Vol 8 (2) ◽  
pp. 21-37 ◽  
Author(s):  
Albert Gyamfi
Keyword(s):  
Knowledge Transfer ◽  
Web 2.0 ◽  
Mixed Method ◽  
Media Richness ◽  
Survey Questionnaire ◽  
Transfer Success ◽  
The Media ◽  
The Impact ◽  
Method Approach ◽  
Selection Of

The study investigates the impact of the use of web 2.0 applications on knowledge transfer in the Cocoa Sector in Ghana. Transferring knowledge via social media websites has received widespread attention by organizations. However, in most developing countries like Ghana, knowledge transfer still remains a major challenge, especially in the Cocoa Sector. The selection of media for a given task depends on the richness of the media and the characteristics of the task. The four modes of knowledge transfer theorized by Nonaka, require the use of media with varying degrees of richness. The study proposed that the usage of web 2.0 applications for the different modes of knowledge transfer can be affected by their media richness. And the use of web 2.0 applications for the knowledge transfer modes can influence knowledge transfer success. The study was conducted using a mixed method approach with a survey questionnaire. The results of the data analysis confirmed that the media richness of the selected web 2.0 applications affect their usage for the different modes of knowledge transfer.

Virtual Reality 2.0 and Its Application in Knowledge Building

2010 ◽  
pp. 573-592 ◽  
Author(s):  
Johannes Moskaliuk ◽  
Joachim Kimmerle ◽  
Ulrike Cress
Keyword(s):  
Virtual Reality ◽  
Web 2.0 ◽  
Knowledge Building ◽  
Learning In Context ◽  
Object Interaction ◽  
General Terms ◽  
Main Emphasis ◽  
Virtual Realities ◽  
The Impact ◽  
The Web

In this chapter, we will point out the impact of user-generated online virtual realities on individual learning and knowledge building. For this purpose, we will first explain some of the central categories of virtual realities (VRs) such as presence and immersion. We will also introduce the term virtual reality 2.0 (VR 2.0), which refers to those new types of VRs that are characterized by typical features of the Web 2.0, such as the opportunity that exists for users to create content and objects themselves. We will explain why we think the term VR 2.0–as a combination of Web 2.0 and VR–is a good label for currently existing user-generated online VRs. This chapter will also explain the concept of knowledge building, both in general terms and in the Web 2.0 context. The main emphasis of the chapter is on the significance of knowledge building for online VRs. In this context, we will describe the visualization of educational content, learner-object interaction, as well as personal, social, and environmental presence as its main features. We will also describe online VRs as a toolbox for user-generated content, and explain why the integration of different tools and seeing “living and learning” in context are relevant for applying user-generated online VRs in educational contexts. In conclusion, we will look at future trends for VR 2.0 environments.

Privacy, Ethics, and the Dark Web

2020 ◽  
pp. 140-151
Author(s):  
Richard T. Herschel
Keyword(s):  
United States ◽  
Data Privacy ◽  
The United States ◽  
Network Activity ◽  
Ethical Perspective ◽  
Wide Range ◽  
Privacy Legislation ◽  
The Impact ◽  
Dark Web ◽  
The Web

This article examines the impact that dark web activities are having on society. Hacking and data breach activities have created serious challenges to cybersecurity leading to new data privacy legislation in Europe and the United States. The dark web is a segment of the web where people employ special browsers that can mask their identity and hide their network activity. Here can be found a wide range of illicit activities that are oftentimes criminal in nature, including sales of stolen documents, the information of others, and other contraband. Companies are actively trying to monitor dark web activities because new legislation requires them to inform authorities if a breach compromising data privacy has occurred; otherwise, they can be penalized. It is argued that as governments act to reign in dark web activities, they must employ an ethical perspective that is grounded in theory to weigh the intentions of darknet actors and their impact. This is due to the fact that some dark web activities such as whistleblowing can actually benefit society.

Managing Expectations

2013 ◽  
pp. 1-17 ◽  
Author(s):  
Jo Coldwell-Neilson
Keyword(s):  
Web 2.0 ◽  
First Century ◽  
Drivers Of Change ◽  
Web 2.0 Technologies ◽  
Student Expectations ◽  
Tertiary Student ◽  
The Future ◽  
Key Drivers ◽  
The Impact ◽  
The Web

Expectations of, and by, students and staff in the classroom have been well researched. Yet, still there is a gap between the expectations of students and what they experience in their studies. The classroom itself is changing with the introduction of Web 2.0 technologies into the mix. Further changes are being driven by the changing profile of a tertiary student in the twenty first century. Education will not fulfill its goal if the gap in expectations is not addressed. The discrepancy in expectations is explored from the perspective of students and staff and strategies for bridging the gap and enhancing eLearning in the Web 2.0 environment are offered. The chapter begins with a scenario that demonstrates the issues and concludes with suggestions to avoid them in the future. In doing so, the key drivers of change in the learning landscape in Australia are identified and the impact these may have on staff and student expectations is explored.

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