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.

Modeling Online Teaching and Learning to Pre- and In-Service Teachers through the use of the Web 2.0 Social Networking Tool NING

2013 ◽  
pp. 671-687 ◽  
Author(s):  
Kelly L. Unger ◽  
Monica W. Tracey
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
Networking Tool ◽  
K 12 ◽  
The Web

The rise of the Internet and Web 2.0 tools for “anytime, anywhere” learning is impacting K-12 and teacher education programs. Many teacher education (TED) faculty and professional development (PD) providers are now encouraged or required at a minimum to incorporate an online learning component into courses. Not only are they teaching the required course content to pre- and in-service teachers in an online environment, but are also modeling the use of that environment to teachers who will ultimately be required to design, develop, and provide online instruction to their future students. The purpose of this chapter is to discuss: (1) transitioning instruction from face-to-face to an online learning environment, (2) examples of learning activities to implement with the Web 2.0 social networking tool NING, and (3) implications the NING has for those instructing pre- and in-service teachers.

Modeling Online Teaching and Learning to Pre- and In-Service Teachers through the use of the Web 2.0 Social Networking Tool NING

2012 ◽  
pp. 233-249 ◽  
Author(s):  
Kelly L. Unger ◽  
Monica W. Tracey
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
Networking Tool ◽  
K 12 ◽  
The Web

The rise of the Internet and Web 2.0 tools for “anytime, anywhere” learning is impacting K-12 and teacher education programs. Many teacher education (TED) faculty and professional development (PD) providers are now encouraged or required at a minimum to incorporate an online learning component into courses. Not only are they teaching the required course content to pre- and in-service teachers in an online environment, but are also modeling the use of that environment to teachers who will ultimately be required to design, develop, and provide online instruction to their future students. The purpose of this chapter is to discuss: (1) transitioning instruction from face-to-face to an online learning environment, (2) examples of learning activities to implement with the Web 2.0 social networking tool NING, and (3) implications the NING has for those instructing pre- and in-service teachers.

scholarly journals A bibliometric mapping of open educational resources

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Airton Zancanaro ◽  
José Leomar Todesco ◽  
Fernando Ramos
Keyword(s):  
Educational System ◽  
Web Of Science ◽  
Scientific Production ◽  
Open Educational Resources ◽  
Educational Resources ◽  
System Quality ◽  
Face To Face ◽  
Scientific Databases ◽  
Number Of Publications ◽  
The Web

Open educational resources (OER) is a topic that has aroused increasing interest by researchers as a powerful contribution to improve the educational system quality and openness, both in face to face and distance education. The goal of this research is to map publications related to OER, dating from 2002 to 2013, and available through the Web of Science and Scopus scientific databases as well as in the OER Knowledge Cloud open repository. Data were used to explore relevant aspects related to the scientific production in OER, such as: (i) number of publications per year; (ii) most cited publications; (iii) authors with higher number of publications; (iv) institutions and countries with more publications and (v) most referenced bibliography by the authors. The analysis has included 544 papers, written by 843 authors, from 338 institutions, from 61 different countries. Moreover, the analysis has included the publications referenced and the author’s keywords, considering 6,355 different publications and 929 different keywords. Besides presenting a bibliographic mapping of the research on OER, this paper also intends to contribute to consolidate the idea that OER is a promising field for researchers, in line with the spreading of the Open movement.

Web 2.0 as a Foundation for Social Media Marketing

2012 ◽  
pp. 342-379 ◽  
Author(s):  
Vedran Podobnik ◽  
Daniel Ackermann ◽  
Tomislav Grubisic ◽  
Ignac Lovrek
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Social Networking ◽  
Low Cost ◽  
Internet Marketing ◽  
Social Media Marketing ◽  
Marketing Campaign ◽  
Internet Users ◽  
The Web ◽  
The Way

In the Web 1.0 era, users were passive consumers of a read-only Web. However, the emergence of Web 2.0 redefined the way people use information and communication services—users evolved into prosumers that actively participate and collaborate in the ecosystem of a read-write Web. Consequently, marketing is one among many areas affected by the advent of the Web 2.0 paradigm. Web 2.0 enabled the global proliferation of social networking, which is the foundation for Social Media Marketing. Social Media Marketing represents a novel Internet marketing paradigm based on spreading brand-related messages directly from one user to another. This is also the reason why Social Media Marketing is often referred to as the viral marketing. This chapter will describe: (1) how social networking became the most popular Web 2.0 service, and (2) how social networking revolutionized Internet marketing. Both issues will be elaborated on two levels—the global and the Croatian level. The chapter will first present the evolution of social networking phenomenon which has fundamentally changed the way Internet users utilize Web services. During the first decade of 21st century, millions of people joined online communities and started using online social platforms, about 1.5 billion members of social networks globally in 2012. Furthermore, the chapter will describe how Internet marketing provided marketers with innovative marketing channels, which offer marketing campaign personalization, low-cost global access to consumers, and simple, cheap, and real-time marketing campaign tracking. Specifically, the chapter will focus on Social Media Marketing, the latest step in the Internet marketing evolution. The three most popular Social Media Marketing platforms (i.e., Facebook, Twitter, and Foursquare) will be described, and examples of successful marketing case studies in Croatia will be presented.

Sporting Safe in the Liminal Sphere

2016 ◽  
pp. 865-875
Author(s):  
Santosh Khadka
Keyword(s):  
New Media ◽  
Web 2.0 ◽  
Social Networking ◽  
Social Networking Site ◽  
Public And Private ◽  
Public Spheres ◽  
Private And Public ◽  
Definition Of ◽  
Rhetorical Performance ◽  
The Web

Facebook, like any other social networking site, troubles the traditional categories of private and public spheres. As it complicates (and transcends) the distinction, it can be called a different space, or a liminal space, which falls somewhere in-between private and public spheres. The author argues that this recognition of Facebook as a liminal sphere has important implications to the (re) definition of public and private spheres and to the ways rhetoric should work or be used in the Web 2.0 sites like Facebook. The author also proposes that Michael de Certeau's notions of “strategy” and “tactics” can be powerful rhetorical tools to deal with Facebook's liminality and to enhance the rhetorical performance of self in Facebook and other similar new media forums.

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.

Intellectual Property in an Age of Open Source and Anonymity

2011 ◽  
pp. 39-57
Keyword(s):  
Intellectual Property ◽  
Web 2.0 ◽  
Social Networking ◽  
Open Source ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Systems ◽  
Global Community ◽  
Web 2.0 Tools

Current intellectual property (IP) laws are under scrutiny. The increased connectivity and sharing capabilities afforded by social networking Web 2.0 tools have added new dimensions and challenges to different sectors of society, including businesses and educational systems alike. This chapter explores why current laws do not meet the needs of a changing global community and probes into options afforded by Open Educational Resources (OER).

Web 2.0 Social Networking Sites

2010 ◽  
pp. 248-266 ◽  
Author(s):  
D. Sandy Staples
Keyword(s):  
General Population ◽  
Web 2.0 ◽  
Social Networking ◽  
Social Networking Sites ◽  
Future Research ◽  
New Developments ◽  
Challenges And Opportunities ◽  
History Of ◽  
Definition Of ◽  
The Web

This chapter describes one of the Web 2.0 technologies, Social Networking Sites (SNS). A definition of SNS is offered, as is a short history of these sites. The existing research is reviewed and organized to summarize what we know about SNS usage (from the perspectives of student use, general population use and organizational use), and what we know about the antecedents and outcomes of SNS use. The chapter concludes with discussion of new developments, challenges and opportunities. There are many opportunities for future research and organizational applications of SNS as SNS adoption grows at incredible rates.

Capturing Online Collaboration in the Design Elements Model for Web 2.0 and Beyond

2010 ◽  
pp. 647-661
Author(s):  
T. Andrew Yang ◽  
Dan J. Kim ◽  
Tri Vu ◽  
Vishal Dhalwani
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Web Sites ◽  
Reference Model ◽  
Online Collaboration ◽  
Online Social Networking ◽  
Critical Feature ◽  
Design Elements ◽  
The Web

When analyzing the design elements of Web 1.0 applications, Rayport and Jaworski’s 7C Framework (2001) is a model commonly used by researchers. With the advancement of the Web into the Web 2.0 generation, the 7C Framework is insufficient in addressing a critical feature ubiquitously present in Web 2.0 applications, that is, collaboration. In our previous work, we had extended the 7C Framework into the 8C Framework by incorporating the collaboration element in order to capture the collaboration element in Web 2.0 applications (Yang, Kim, Dhalwani, & Vu, 2008). In this chapter, we present the 8C framework as a reference model for analyzing collaborative Web 2.0 applications, including online social networking Web sites and online collaborative sites such as Wikipedia.

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