Web 2.0 Technologies in E-Learning

2011 ◽  
pp. 1-23
Author(s):  
Utku Köse
Keyword(s):  
Web 2.0 ◽  
Open Source ◽  
Dynamic Environment ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Web 3.0 ◽  
Web Contents ◽  
The Future ◽  
E Learning ◽  
New Generation

Web 2.0 is the second face of World Wide Web with its revolutionary features and technologies. Web 2.0 takes users to a dynamic environment, where they can build or control more personal, social and flexible web contents. These functions attract educators’ attention and enable them to use Web 2.0 technologies in E-Learning activities. As a result of using Web 2.0 technologies, a new generation learning form: E-Learning 2.0 comes to life. This chapter will discuss the roles of Web 2.0 in E-Learning, analyze free and open source E-Learning 2.0 applications, and discuss the future of the Web. The features of Web 2.0 and its popular technologies will be explained first. Later, the roles of Web 2.0 technologies in E-Learning activities and E-Learning 2.0 will be discussed. Following that, free and open source E-Learning 2.0 applications will be analyzed. At last, new generations within the future, Web 3.0 and Web 4.0 will be discussed.

E-Learning 2.0

2011 ◽  
pp. 213-231 ◽  
Author(s):  
Luisa M. Regueras ◽  
Elena Verdú ◽  
María A. Pérez ◽  
Juan Pablo de Castro ◽  
María J. Verdú
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
The Internet ◽  
Future Trends ◽  
Web 2.0 Technologies ◽  
Good Practices ◽  
The Future ◽  
E Learning ◽  
The Web

Nowadays, most of electronic applications, including e-learning, are based on the Internet and the Web. As the Web advances, applications should progress in accordance with it. People in the Internet world have started to talk about Web 2.0. This chapter discusses how the concepts of Web 2.0 can be transferred to e-learning. First, the new trends of the Web (Web 2.0) are introduced and the Web 2.0 technologies are reviewed. Then, it is analysed how Web 2.0 can be transferred and applied to the learning process, in terms of methodologies and tools, and taking into account different scenarios and roles. Next, some good practices and recommendations for E-Learning 2.0 are described. Finally, we present our opinion, conclusions, and proposals about the future trends driving the market.

On the State of Free and Open Source E-Learning 2.0 Software

2014 ◽  
Vol 5 (2) ◽  
pp. 55-75 ◽  
Author(s):  
Utku Kose
Keyword(s):  
Web 2.0 ◽  
Open Source ◽  
Open Source Software ◽  
Learning Activities ◽  
Current Form ◽  
Current State ◽  
Educational Processes ◽  
E Learning ◽  
Learning Software ◽  
A Current

Objective of this article is to provide a brief view on current state of free and open source E-Learning 2.0 software, and discuss about future in the context of free and open source software oriented E-Learning solutions. E-Learning 2.0 is a term, which is used to define E-Learning solutions combining the usage of Web 2.0 technologies, and the related E-Learning aspects, which are widely employed in educational processes. Because it is a current form of E-Learning activities, E-Learning 2.0 and leading free and open source software have been examined briefly under this work; in order to have idea about literature, and the latest developments. Furthermore, some ideas on future of free and open source E-Learning software are also expressed by thinking about potential versions of E-Learning such as E-Learning 3.0, and E-Learning 4.0.

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.

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.

Gaining a Past, Losing a Future: Web 2.0 and Internet Historicity

2012 ◽  
Vol 143 (1) ◽  
pp. 99-109 ◽  
Author(s):  
Matthew Allen
Keyword(s):  
Popular Culture ◽  
Web 2.0 ◽  
First Century ◽  
The Internet ◽  
Historical Interpretation ◽  
Web 3.0 ◽  
The Past ◽  
The Future ◽  
Or Practice ◽  
The Web

This article explore how, in the first decade of the twenty-first century, the internet became historicised, meaning that its public existence is now explicitly framed through a narrative that locates the current internet in relation to a past internet. Up until this time, in popular culture, the internet had been understood mainly as the future-in-the-present, as if it had no past. The internet might have had a history, but it had no historicity. That has changed because of Web 2.0, and the effects of Tim O'Reilly's creative marketing of that label. Web 2.0, in this sense not a technology or practice but the marker of a discourse of historical interpretation dependent on versions, created for us a second version of the web, different from (and yet connected to) that of the 1990s. This historicising moment aligned the past and future in ways suitable to those who might control or manage the present. And while Web 3.0, implied or real, suggests the ‘future’, it also marks out a loss of other times, or the possibility of alterity understood through temporality.

Optimization Scenarios for Open Source Software Used in E-Learning Activities

2018 ◽  
pp. 102-123
Author(s):  
Utku Köse
Keyword(s):  
Open Source ◽  
Open Source Software ◽  
Learning Experience ◽  
Learning Activities ◽  
Machine Learning Techniques ◽  
Software Systems ◽  
Source Codes ◽  
E Learning ◽  
Additional Costs ◽  
Teaching Learning

Using open software in e-learning application is one of the most popular ways of improving effectiveness of e-learning-based processes without thinking about additional costs and even focusing on modifying the software according to needs. Because of that, it is important to have an idea about what is needed while using an e-learning-oriented open software system and how to deal with its source codes. At this point, it is a good option to add some additional features and functions to make the open source software more intelligent and practical to make both teaching-learning experiences during e-learning processes. In this context, the objective of this chapter is to discuss some possible applications of artificial intelligence to include optimization processes within open source software systems used in e-learning activities. In detail, the chapter focuses more on using swarm intelligence and machine learning techniques for this aim and expresses some theoretical views for improving the effectiveness of such software for a better e-learning experience.

Dispatches from the Graduate Classroom

2010 ◽  
pp. 351-366
Author(s):  
F. R. Nordengren ◽  
Ann M. York
Keyword(s):  
Web 2.0 ◽  
Popular Literature ◽  
Future Research ◽  
Evidence Based ◽  
Web 3.0 ◽  
E Learning ◽  
Theoretical Evidence ◽  
Concept Of Information ◽  
Concurrent Analysis ◽  
The Web

This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of faculty who work daily in online and blended learning communities. This approach combines best practices with theoretical aspects of delivering and facilitating education with diverse adult learners. Issues and trends in E-learning are presented with specific examples for implementation and suggestions for future research. Using an evidence-based approach, the authors will explore and summarize recent research with a concurrent analysis of the anecdotal popular literature. The authors explore the concept of information literacy and other skills necessary to succeed in the Web 2.0 world. Their discussion takes us away from the traditional “sage on stage” versus “guide on side” dichotomy towards both a new understanding of Web 2.0’s role in education as well as a preface to what may become Web 3.0 and beyond.

Potential Power and Problems in Sentiment Mining of Social Media

2013 ◽  
Vol 4 (2) ◽  
pp. 16-26 ◽  
Author(s):  
John Wang ◽  
Qiannong Gu ◽  
Gang Wang
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
User Generated Content ◽  
Relative Degree ◽  
Web 2.0 Technologies ◽  
The Social ◽  
Sentiment Mining ◽  
The Future ◽  
Social Media Platforms ◽  
Infinite Array

Sentiment mining research has experienced an explosive growth in awareness and demand as Web 2.0 technologies have paved the way for a surge of social media platforms that have significantly and rapidly increased the availability of user generated opinioned text. The power of opinions has long been known and is beginning to be tapped to a fuller potential through sentiment mining research. Social media sites have become a paradise for sentiment providing endless streams of opinioned text encompassing an infinite array of topics. With the potential to predict outcomes with a relative degree of accuracy, sentiment mining has become a hot topic not only to researchers, but to corporations as well. As the social media user base continues to expand and as researchers compete to fulfill the demand for sentiment analytic tools to sift through the endless stream of user generated content, the growth of sentiment mining of social media will continue well into the future with an emphasis on improved reliability, accuracy, and automation.

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