Self-Regulation of Learning Supported by Web 2.0 Tools

2010 ◽  
pp. 295-314 ◽  
Author(s):  
Maria Luisa Sanz de Acedo Lizarraga ◽  
Oscar Ardaiz Villanueva ◽  
Maria Teresa Sanz de Acedo Baquedano
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Self Regulation ◽  
Functional Relation ◽  
Communication Technologies ◽  
Theoretical Description ◽  
Web 2.0 Tools ◽  
Information And Communication ◽  
Pilot Intervention ◽  
Creativity And Innovation

Our main purpose in this chapter is to examine the possibility of stimulating self-regulation of learning (SRL) by means of Information and Communication Technologies (ICTs), more specifically, Web 2.0 technologies. Web 2.0 is commonly associated with applications that facilitate interactive information sharing and collaboration on the World Wide Web. To that end, the authors first present a theoretical description of the topics that are relevant to this chapter: SRL and ICTs. Second, they compare SRL and ICTs characterizing features, establishing functional relation between both sets of variables. Third, they define the Web 2.0 and two tools, Wikideas, and Creativity Connector, which were designed by us according to Web 2.0 technology. Fourth, the authors briefly report a pilot intervention they carried out in order to support SRL, using these two applications to perform some tasks that required competence in “creativity and innovation”. Lastly, after summarizing these ideas, the authors suggest further study topics that may promote interesting lines of research.

scholarly journals A disseminação da tradição e a preservação da memória coletiva na era digital │ The dissemination of tradition and the preservation of collective memory in the digital age

2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Caroline Kraus Luvizotto
Keyword(s):  
Web 2.0 ◽  
Collective Memory ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Age ◽  
Late Modernity ◽  
Web 2.0 Tools ◽  
Social Actors ◽  
New Information ◽  
Information And Communication

RESUMO Este artigo situa a disseminação de tradições e a preservação da memória coletiva diante do contexto teórico mais amplo trazido pelos estudos da cibercultura e das novas tecnologias de informação e comunicação, à luz da modernidade tardia. Nesse contexto, a internet e, em especial, as ferramentas da web 2.0, considerando as suas especificidades e limitações, podem aproximar atores sociais com a mesma vinculação identitária; proporcionar um ambiente para a disseminação e ensino de uma tradição e preservar a memória coletiva de um povo.Palavras-chave: Tradição; Memória Coletiva; Cibercultura; Era Digital; Modernidade Tardia. ABSTRACT This article addresses the dissemination of traditions and the preservation of collective memory in the broader theoretical context brought by cyberculture studies and new information and communication technologies in the light of late modernity. In this context, the internet and especially web 2.0 tools , considering their specificities and limitations, can approximate social actors with the same binding identity, provide an environment for dissemination and teaching of tradition and preserve the collective memory of a people.Keywords: Tradition; Collective Memory; Cyberculture; Digital Age; Late Modernity.

scholarly journals Web 2.0 vs. the Semantic Web: A Philosophical Assessment

Episteme ◽  
2009 ◽  
Vol 6 (1) ◽  
pp. 25-37 ◽  
Author(s):  
Luciano Floridi
Keyword(s):  
Semantic Web ◽  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Environment ◽  
The Past ◽  
Clear Explanation ◽  
Significant Difference ◽  
The Future ◽  
Information And Communication

ABSTRACTThe paper develops some of the conclusions, reached in Floridi (2007), concerning the future developments of Information and Communication Technologies (ICTs) and their impact on our lives. The two main theses supported in that article were that, as the information society develops, the threshold between online and offline is becoming increasingly blurred, and that once there won't be any significant difference, we shall gradually re-conceptualise ourselves not as cyborgs but rather as inforgs, i.e. socially connected, informational organisms. In this paper, I look at the development of the so-called Semantic Web and Web 2.0 from this perspective and try to forecast their future. Regarding the Semantic Web, I argue that it is a clear and well-defined project, which, despite some authoritative views to the contrary, is not a promising reality and will probably fail in the same way AI has failed in the past. Regarding Web 2.0, I argue that, although it is a rather ill-defined project, which lacks a clear explanation of its nature and scope, it does have the potentiality of becoming a success (and indeed it is already, as part of the new phenomenon of Cloud Computing) because it leverages the only semantic engines available so far in nature, us. I conclude by suggesting what other changes might be expected in the future of our digital environment.

The WAVE Platform

2013 ◽  
pp. 267-282
Author(s):  
Deirdre Lee ◽  
Yojana Priya Menda ◽  
Vassilios Peristeras ◽  
David Price
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Public Administration ◽  
Information And Communication Technologies ◽  
Information Overload ◽  
Communication Technologies ◽  
Decision Processes ◽  
Community Environment ◽  
Public Debates ◽  
Information And Communication

The growth of Information and Communication Technologies (ICTs) offers governments advanced methods for providing services and governing their constituency. eGovernment research aims to provide the models, technologies, and tools for more effective and efficient public administration systems as well as more participatory decision processes. In particular, eParticipation opens up greater opportunities for consultation and dialogue between government and citizens. Many governments have embraced eParticipation by setting up websites that allow citizens to contribute and have their say on particular issues. Although these sites make use of some of the latest ICT and Web 2.0 technologies, the uptake and sustained usage by citizens is still relatively low. Additionally, when users do participate, there is the issue of how the numerous contributions can be effectively processed and analysed, to avoid the inevitable information overload created by thousands of unstructured comments. The WAVE platform addresses what the authors see as the main barriers to the uptake of eParticipation websites by adopting a holistic and sustained approach of engaging users to participate in public debates. The WAVE platform incorporates argument visualisation, social networking, and Web 2.0 techniques to facilitate users participating in structured visual debates in a community environment.

The Pedagogy That Makes the Students Act Collaboratively and Open Educational Practices

2020 ◽  
pp. 34-54
Author(s):  
Ana Nobre
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Digital Information ◽  
Teachers And Students ◽  
Open Educational Practices ◽  
Information And Communication ◽  
New Challenges ◽  
Collective Construction

Web 2.0 has transformed the way people interact in the internet, creating new challenges to the production and sharing of information and knowledge. This need is also felt in the educational context, as teachers have to adapt their strategies and methodologies to the digital information and communication technologies in order to take advantage of the tools of collaborative work. To stimulate discussion and fomentation of pedagogical use of DICT, the authors present in this chapter the experience of collective construction of teaching materials that involved the blog as a tool, which allows relational connectivity, hypertextuality, and interactivity between subjects of synchronous and/or asynchronous mode. The study is exploratory and documental in nature, which include the areas of studies on ICT, Web 2.0, and blog use by teachers and students.

The WAVE Platform

2011 ◽  
Vol 3 (3) ◽  
pp. 69-85 ◽  
Author(s):  
Deirdre Lee ◽  
Yojana Priya Menda ◽  
Vassilios Peristeras ◽  
David Price
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Public Administration ◽  
Information And Communication Technologies ◽  
Information Overload ◽  
Communication Technologies ◽  
Decision Processes ◽  
Community Environment ◽  
Public Debates ◽  
Information And Communication

The growth of Information and Communication Technologies (ICTs) offers governments advanced methods for providing services and governing their constituency. eGovernment research aims to provide the models, technologies, and tools for more effective and efficient public administration systems as well as more participatory decision processes. In particular, eParticipation opens up greater opportunities for consultation and dialogue between government and citizens. Many governments have embraced eParticipation by setting up websites that allow citizens to contribute and have their say on particular issues. Although these sites make use of some of the latest ICT and Web 2.0 technologies, the uptake and sustained usage by citizens is still relatively low. Additionally, when users do participate, there is the issue of how the numerous contributions can be effectively processed and analysed, to avoid the inevitable information overload created by thousands of unstructured comments. The WAVE platform addresses what the authors see as the main barriers to the uptake of eParticipation websites by adopting a holistic and sustained approach of engaging users to participate in public debates. The WAVE platform incorporates argument visualisation, social networking, and Web 2.0 techniques to facilitate users participating in structured visual debates in a community environment.

scholarly journals STUDENT REPRESENTATIONS ON THE USE AND INFLUENCE OF ICT IN THE ENGINEERING STUDY

Anales AFA ◽  
2021 ◽  
Vol 31 (4) ◽  
pp. 139-142
Author(s):  
V. Miná ◽  
◽  
F. Romeo ◽  
S. Travieso ◽  
M. Silvestre ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Engineering Students ◽  
Self Regulation ◽  
Communication Technologies ◽  
Comprehension Strategies ◽  
Human Communication ◽  
Self Regulated Learning ◽  
Teachers And Students ◽  
Information And Communication ◽  
Control Of Thoughts

This work presents the initial findings of the research “Self-regulated learning in Engineering students from the Army Engineering College (FIE)”. The sample of this study was made up of students from the 2016 cohort. Zimmerman’s cyclical model of “self-regulation of learning” is the main theoretical reference of this research since it allows the understanding of the processes that take place in the control of: thoughts, feelings, motivations and actions to achieve the learning objectives. It was found that for the achievement of this self-regulation in their learning a resource that they use as academic support is Information and Communication Technologies (ICT). Access to the same YouTube channels and websites is similar among students. The interviewees unanimously mentioned a distinctive human trait of this faculty: the closeness and familiarity in the treatment between teachers and students. This trust is what drives them to interact freely with their teachers and allows them to raise questions and concerns through different communication channels. In summary, human communication and the effective presence of teachers enhance the use of ICTs, since they ultimately provide feedback and benefit students in accessing comprehension strategies that contribute to their academic self-regulation.

scholarly journals O ensino de língua espanhola mediado pelas novas tecnologias: da sala de aula ao Facebook

2014 ◽  
Vol 7 (2) ◽  
pp. 76-85
Author(s):  
Elaine Teixeira da Silva
Keyword(s):  
Social Network ◽  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Communication Technologies ◽  
Spanish Language ◽  
Digital Information ◽  
Additional Tool ◽  
The Social ◽  
Information And Communication

RESUMO: Este artigo tem por objetivo mostrar as possibilidades que as novas Tecnologias da Informação e Comunicação digitais, auxiliadas pela Web 2.0, oferecem ao ensino e aprendizagem de Língua Espanhola tanto dentro como fora da sala de aula. Utilizou-se a rede social Facebook, por ter grande número de usuários que nela passam significativa parte de seu tempo navegando, seja conversando com amigos, seja publicando seus comentários, seja curtindo fotos, páginas, participando de grupos e/ou comunidades. Essa rede social virtual também permite que o professor encontre ferramentas que o ajudarão na tarefa de ensinar, ao mesmo tempo em que permite ao aluno desenvolver autonomia para (re)aprender a pensar. Demonstra-se que o Facebook apresenta características da EaD e, portanto, pode ser considerado um instrumento adicional disponível para essa modalidade de ensino.PALAVRAS-CHAVE: Ensino de Língua Espanhola; TIC; Web 2.0; Facebook; EaD. ABSTRACT: This article aims to describe the possibilities provided by the use of new digital Information and Communication Technologies (ICT), aided by Web 2.0, on Spanish teaching both inside and outside classroom. We analyzed the social network Facebook because it has a large number of users who spend a significant amount of time on the site chatting with friends, posting comments, liking photos and profiles and participating in groups. This social network also provides teaching tools that will help students to develop their autonomy to (re) learn how to think. It is shown that Facebook presents EaD characteristics and therefore can be considered an additional tool on language teaching and education.KEYWORDS: Spanish Language Teaching; ICT; Web 2.0; Facebook; Distance Education.

scholarly journals Visualization tools: using word clouds in teaching «Ukrainian as a Foreign Language»

2020 ◽  
Vol 8 (2) ◽  
pp. 79-91
Author(s):  
Tetyana Oleksandrivna Leshchenko ◽  
◽  
Maryna Mikolayivna Zhovnir ◽  
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Learning Style ◽  
Information And Communication Technologies ◽  
Foreign Students ◽  
Communication Technologies ◽  
Learning Approaches ◽  
Word Clouds ◽  
Information And Communication ◽  
Visualization Tools

The essential role of the Internet has led to an increase amount of the cutting-edge ways, methods and technologies for improving of the approaches of the present-day educational system. Therefore, it’s vital for every higher educational establishment to open up for all foreign students’ vast opportunities to study under the guidance of the well qualified teaching stuff. There many effective as well as exiting teaching / learning approaches that can change the way of organization and delivery of higher education in today modern society. The harnessing the most advanced information and communication technologies, particulary visualization tools, is one of such approaches. In this paper the most common and appropriate ways of using the advanced information and communication technologies for educational purposes have been described. The act that learning Web 2.0 is an emergent phenomenon was declared and explained. The main reason for using Web 2.0 educational tools, particularly visualization tools have been shown and analyzed. As mentioned above, tasks the main problems of utilizing different kinds of Web Space tools have been discussed. The others of this research have also outlined what kinds of benefits we will have after shifting your learning style from traditional to online. They tried to show the positive and negative impacts of the advanced information and communication technologies on language studying process. They paid our attention on the language training of foreigners, particularly medical students. In this response the outers have proposed algorithm of modernizing the teaching of the discipline «Ukrainian as a Foreign Language» is especially valuable, capable of harnessing the visualization tools, in particular word clouds, of the Ukrainian language teaching process to foreign students mastering the medical profession. To comply with the notion that Wordle is used for fast analysis, quick and effective remembering terms, words and active topical phrases; they suggested some exercises and tasks to do on classes.

scholarly journals Technology-Supported Online Writing: An Overview of Six Major Web 2.0 Tools for Collaborative-Online Writing

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eid Hamoudeh Ahmed Alkhataba ◽  
Samsiah Abdul-Hamid ◽  
Ibrahim Bashir
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Communication Technologies ◽  
Web 2.0 Technologies ◽  
Online Writing ◽  
Google Docs ◽  
Online Classrooms ◽  
Information And Communication

The emergent of the internet and the rapid development of information and communication technologies (ICT) envisaged a system capable of quickly transforming and modernizing the teaching and learning processes. The 21st century Web 2.0 technologies, such as Edmodo, Google docs, Zoho writer, Blogs, Wikis, and Facebook can be used in blended or virtually online learning classes, forums or courses. They play significant roles in promoting mutual interaction, collaborative platforms for communication and learning among people. This paper aims to give an overview of six major webs 2.0 technologies most capable of providing online writing in blended or virtual online classrooms. It was found that despite the enormous applications of Web 2.0 technologies in education, they are not formally enacted as part of the educational curriculum, though, they are widely considered as techniques that aid learning or used for social interaction purposes per se.

scholarly journals STUDENT REPRESENTATIONS ON THE USE AND INFLUENCE OF ICT IN THE ENGINEERING STUDY

Anales AFA ◽  
2021 ◽  
Vol 31 (4) ◽  
pp. 112-115
Author(s):  
V. Miná
Keyword(s):  
Information And Communication Technologies ◽  
Engineering Students ◽  
Self Regulation ◽  
Communication Technologies ◽  
Comprehension Strategies ◽  
Human Communication ◽  
Self Regulated Learning ◽  
Teachers And Students ◽  
Information And Communication ◽  
Control Of Thoughts

This work presents the initial findings of the research “Self-regulated learning in Engineering students from the Army Engineering College (FIE)". The sample of this study was made up of students from the 2016 cohort. Zimmerman's cyclical model of "self-regulation of learning" is the main theoretical reference of this research since it allows the understanding of the processes that take place in the control of: thoughts , feelings, motivations and actions to achieve the learning objectives. It was found that for the achievement of this self-regulation in their learning a resource that they use as academic support is Information and Communication Technologies (ICT). Access to the same YouTube channels and websites is similar among students. The interviewees unanimously mentioned a distinctive human trait of this faculty: the closeness and familiarity in the treatment between teachers and students. This trust is what drives them to interact freely with their teachers and allows them to raise questions and concerns through different communication channels. In summary, human communication and the effective presence of teachers enhance the use of ICTs, since they ultimately provide feedback and benefit students in accessing comprehension strategies that contribute to their academic self-regulation.

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