Networked Knowledge Workers on the Web

2012 ◽  
pp. 942-963 ◽  
Author(s):  
Toni Ferro ◽  
Mark Zachry
Keyword(s):  
Web 2.0 ◽  
Knowledge Workers ◽  
Social Groups ◽  
Company Size ◽  
Web Content ◽  
Online Services ◽  
Annual Survey ◽  
Survey Results ◽  
Office Location ◽  
The Web

With the growing popularity of online services that allow individuals to consume and contribute Web content with social groups of self-selected affiliates, the socio-technical geography of the Web has become increasingly complex. To map some of this space in a productive way for organizations and online researchers, we focus our attention on a particular segment of Web 2.0 services, publicly available online services (PAOSs) used for work purposes. After defining this segment and its relationship to other kinds of online services, we report the results of an annual survey that looks at who is using such PAOSs for work as well as the nature of that work. As our survey results indicate, how often PAOSs are used for work differs depending on the company size and office location of individuals. To frame our findings, we differentiate among the multiple PAOSs that respondents report using by classifying them as different genres of services, which we find provides a productive typology for understanding such services and their roles in organizations.

Networked Knowledge Workers on the Web

2014 ◽  
pp. 1843-1863
Author(s):  
Toni Ferro ◽  
Mark Zachry
Keyword(s):  
Web 2.0 ◽  
Knowledge Workers ◽  
Social Groups ◽  
Company Size ◽  
Web Content ◽  
Online Services ◽  
Annual Survey ◽  
Survey Results ◽  
Office Location ◽  
The Web

With the growing popularity of online services that allow individuals to consume and contribute Web content with social groups of self-selected affiliates, the socio-technical geography of the Web has become increasingly complex. To map some of this space in a productive way for organizations and online researchers, we focus our attention on a particular segment of Web 2.0 services, publicly available online services (PAOSs) used for work purposes. After defining this segment and its relationship to other kinds of online services, we report the results of an annual survey that looks at who is using such PAOSs for work as well as the nature of that work. As our survey results indicate, how often PAOSs are used for work differs depending on the company size and office location of individuals. To frame our findings, we differentiate among the multiple PAOSs that respondents report using by classifying them as different genres of services, which we find provides a productive typology for understanding such services and their roles in organizations.

scholarly journals Users In The 'Golden' Age Of The Information Society

1970 ◽  
Vol 1 (3) ◽  
Author(s):  
Mijke Slot ◽  
Valerie Frissen
Keyword(s):  
Web 2.0 ◽  
Value Chain ◽  
Golden Age ◽  
Information Society ◽  
Technological Development ◽  
End Users ◽  
Final Part ◽  
Online Services ◽  
The Future ◽  
The Web

In the Web 2.0 era it no longer holds to think of users as ‘end-users’, as they have moved to the heart of the value chain. They have become important actors in virtually all elements of online services. In this paper we shall explore these innovative roles of users and reflect on the future impacts of this shift. To support our claims about the innovative roles of users, we have analyzed 150 Web 2.0 services into more detail. In this paper we shall argue that Web 2.0 may be understood as a first sign of what Perez has labelled ‘societal re-engineering’ and ‘creative destruction’. However, as we are still at the beginning of what Perez describes as a potential golden age of the information society, there are also still major uncertainties about the future of the web and the potential impacts this may have. At this point in time it is far from sure whether we are indeed approaching a ‘golden age’ of technological development. To explore the future roles of users, in the final part of the paper we shall therefore also highlight some future aspects from the perspective of changing user-producer relations.

Social Networking, Adult Learning Success and Moodle

2010 ◽  
pp. 68-80 ◽  
Author(s):  
Margaret Martinez ◽  
Sheila Jagannathan
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Web Content ◽  
Online Learners ◽  
The World ◽  
To Come ◽  
The Web

We know that technology is rapidly changing the world and it is hard to keep up. Social networking is the latest online trend we need to learn about. This chapter will consider the enormous changes that impact learners of all ages and offer some insights and resources for those professionals who want to provide more than just another lonely online learning experience. Social networking activities – including sites, blogs, chats, forums and wikis - are emerging to facilitate collaboration and knowledge sharing among adult online learners. The loneliness of the Web 1.0 is passé and the read-only, passive mode of adult learning is fading away. The term Web 2.0 has been used to describe all the new applications useful for a new collaborative or social approach to sharing and repurposing Web content to learn. Just as communities were important in prehistoric times, today online communities are an inherent and critical part of the Web learning experience. Implicit in most Web 2.0+ applications are social activities which help users network, share, create content, seek or research information, or contribute and interact with others. Youthful online learners are a driving force in this new social change, a change that adults can learn from and embrace. Our young Web users find technology is second nature and are unconsciously changing the paradigm of online learning as they communicate and socialize in a variety of new ways on the Web. Many adults are already following this trend. However, these ways of learning can only become mainstream only when many more adults who are responsible for adult learners learn to use the host of networking tools available. Moodle is an example of a popular open source application used successfully by many around the world. Understanding how to support collaborative online learning activities successfully can offer a huge leap towards greater online learning confidence, contribution and achievement. More is yet to come to change the paradigm of online learning and social networking in the future.

Social Networking, Adult Learning Success and Moodle

2010 ◽  
pp. 980-992 ◽  
Author(s):  
Margaret Martinez ◽  
Sheila Jagannathan
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Web Content ◽  
Online Learners ◽  
The World ◽  
To Come ◽  
The Web

We know that technology is rapidly changing the world and it is hard to keep up. Social networking is the latest online trend we need to learn about. This chapter will consider the enormous changes that impact learners of all ages and offer some insights and resources for those professionals who want to provide more than just another lonely online learning experience. Social networking activities – including sites, blogs, chats, forums and wikis - are emerging to facilitate collaboration and knowledge sharing among adult online learners. The loneliness of the Web 1.0 is passé and the read-only, passive mode of adult learning is fading away. The term Web 2.0 has been used to describe all the new applications useful for a new collaborative or social approach to sharing and repurposing Web content to learn. Just as communities were important in prehistoric times, today online communities are an inherent and critical part of the Web learning experience. Implicit in most Web 2.0+ applications are social activities which help users network, share, create content, seek or research information, or contribute and interact with others. Youthful online learners are a driving force in this new social change, a change that adults can learn from and embrace. Our young Web users find technology is second nature and are unconsciously changing the paradigm of online learning as they communicate and socialize in a variety of new ways on the Web. Many adults are already following this trend. However, these ways of learning can only become mainstream only when many more adults who are responsible for adult learners learn to use the host of networking tools available. Moodle is an example of a popular open source application used successfully by many around the world. Understanding how to support collaborative online learning activities successfully can offer a huge leap towards greater online learning confidence, contribution and achievement. More is yet to come to change the paradigm of online learning and social networking in the future.

Commodification 2.0: How Does Spotify Provide Its Services for Free?

2020 ◽  
pp. 048661342092416
Author(s):  
Orçun Kasap ◽  
Altug Yalcintas
Keyword(s):  
Web 2.0 ◽  
Transaction Costs ◽  
Data Extraction ◽  
New Economy ◽  
The Internet ◽  
Online Services ◽  
The Web

It is widely argued that applications on the internet, especially the software on which the Web 2.0 platforms perform, cause transaction costs to diminish and help such platforms provide their services for free. In this paper, we challenge this argument. We claim that there is no causation between the diminishing transaction costs and the free supply of online services. Focusing our attention on Spotify, we argue that a new economy of data extraction, which we call Commodification 2.0, favors giant internet corporations in such a way that they appropriate the value that online users collaboratively produce. Music artists, however, are either underpaid or not paid at all.

The Unbearable Lightness of the Image

2017 ◽  
Vol 10 (2-3) ◽  
pp. 109-132 ◽  
Author(s):  
Donatella Della Ratta
Keyword(s):  
Web 2.0 ◽  
Real Time ◽  
New Technologies ◽  
Political Commitment ◽  
Life Activity ◽  
Bearing Witness ◽  
Ethical Discourse ◽  
The Aesthetic ◽  
The Moment ◽  
The Web

In this essay, I reflect on the aesthetic, political and material implications of filming as a continuous life activity since the beginning of the 2011 uprising in Syria. I argue that the blurry, shaky and pixelated aesthetics of Syrian user-generated videos serve to construct an ethical discourse (Ranciére 2009a; 2013) to address the genesis and the goal of the images produced, and to shape a political commitment to the evidence-image (Didi-Huberman 2008). However, while the unstable visuals of the handheld camera powerfully reconnect, both at a symbolic and aesthetic level, to the truthfulness of the moment of crisis in which they are generated, they fail to produce a clearer understanding of the situation and a counter-hegemonic narrative. In this article, I explore how new technologies have impacted this process of bearing witness and documenting events in real time, and how they have shaped a new understanding of the image as a networked, multiple object connected with the living archive of history, in a permanent dialogue with the seemingly endless flow of data nurtured by the web 2.0.

The e ‐ Narrated Self

2016 ◽  
Author(s):  
Celine (Ha-Young) Song
Keyword(s):  
Web 2.0 ◽  
Narrative Theory ◽  
The Self ◽  
Cyber Culture ◽  
Non Linear ◽  
Multi Media ◽  
The Web

A common question asked about the web 2.0 by the offline population is:  "What do people do there?" The paper addresses this question with respect to Paul Ricoeur's narrative theory of the self. According to his essay Life in Quest of Narrative, a person drifts through time experiencing events happening to them, but none of it is actually lived when it is not "recounted" or "storied". In this light, "storytelling may be said to humanise time by transforming it from an impersonal passing of fragmented moments into a patter, a plot ,a mythos". Blogs and sites like Facebook represent the most recent development in the human attempt to weave this "mythos". A profile page and a tweet are first and foremost stories that appear to its critics "truncated or parodied" by design "to the point of being called micro-narratives or post-narratives", and to it s advocates"multi-plotted, multi-vocal and multi-media". The paper introduces notions of e-Self and e-Narrative, examines their dangers and benefits, and concludes that "the advent of cyber-culture should be seen not as a threat to storytelling but as a catalyst for new possibilities of interactive, non-linear narration".

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.

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