Integration of Web 2.0 Tools into Non-Formal Learning Practices

This research tries to explore the specific benefits of online collaboration tools, and finds out how their use has been appropriated by employee volunteers for their practice of volunteering and how they influenced the process of their meaning-making. By doing so, it raised an awareness of the digital tools that provide collections of traits through which individuals can get involved in non-formal learning practices by having digital interactions with others.

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Integration of Web 2.0 Tools into Non-Formal Learning Practices

International Journal of Cyber Behavior Psychology and Learning ◽

10.4018/ijcbpl.2014100105 ◽

2014 ◽

Vol 4 (4) ◽

pp. 47-68

Author(s):

Ayse Kok

Keyword(s):

Collaborative Learning ◽

Qualitative Study ◽

Web 2.0 ◽

Meaning Making ◽

Digital Tools ◽

Formal Learning ◽

Web 2.0 Tools ◽

Learning Practices ◽

Qualitative Evidence

This qualitative study examines how a group of employee volunteers in IBM used Web 2.0 tools for their collaborative learning practice and what assumptions they had for using the tools. It presents multiple approaches to using the tools and lists multiple assumptions participants had for such a practice. This research explores how their use has been appropriated by employee volunteers for their practice of volunteering and how they influenced the process of their meaning-making. By doing so, it raised an awareness of the digital tools that provide collections of traits through which individuals can get involved in non-formal learning practices by having digital interactions with others. The study generates new qualitative evidence of using Web 2.0 for collaborative learning.

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Integration of Web 2.0 Tools in to Non-formal Learning Practices: A Case Study of IBM

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2015.01.483 ◽

2015 ◽

Vol 176 ◽

pp. 357-370 ◽

Cited By ~ 1

Author(s):

Ayse Kok

Keyword(s):

Web 2.0 ◽

Formal Learning ◽

Web 2.0 Tools ◽

Learning Practices

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Promoting Digital Competences through Social Software

Human Resources Management ◽

10.4018/978-1-4666-1601-1.ch026 ◽

2012 ◽

pp. 408-429

Author(s):

Teresa Torres-Coronas ◽

María Arántzazu Vidal-Blasco

Keyword(s):

Higher Education ◽

Technological Change ◽

Web 2.0 ◽

Gender Equality ◽

Knowledge Creation ◽

Labor Relations ◽

Learning Experience ◽

Social Software ◽

Formal Learning ◽

Web 2.0 Tools

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this chapter, we address how digital competences can be developed through formal learning. We show how to design a web 2.0 learning experience that was undertaken at Universitat Rovira i Virgili1 and which developed both digital competences and management knowledge. In particular, the case presented focuses on the field of gender equality within the framework of labor relations in a non-real company created for this purpose, “Quadratonics SA”. Through Quadratonics’, web 2.0 tools and social software students improve their digital competences and, at the same time, are exposed to the most up-to-date innovations in ICT. Our final reflection is that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, who will be the digital workers of the future.

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Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11–16‐year‐old students

Learning Media and Technology ◽

10.1080/17439880902921949 ◽

2009 ◽

Vol 34 (2) ◽

pp. 87-104 ◽

Cited By ~ 58

Author(s):

Rosemary Luckin ◽

Wilma Clark ◽

Rebecca Graber ◽

Kit Logan ◽

Adrian Mee ◽

...

Keyword(s):

Web 2.0 ◽

Web 2.0 Tools ◽

Learning Practices

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Script Towards Research 2.0: The Influence of Digital and Online Tools in Academic Research

World Journal on Educational Technology Current Issues ◽

10.18844/wjet.v8i2.676 ◽

2016 ◽

Vol 8 (2) ◽

pp. 132

Author(s):

Gabriela Grosseck

Keyword(s):

Web 2.0 ◽

Information And Communication Technologies ◽

Academic Research ◽

Digital Tools ◽

Web Content ◽

Web 2.0 Tools ◽

University Departments ◽

Academic Texts ◽

Online Tools ◽

Information And Communication

The new Internet technologies have infiltrated in a stunning way the academic environment, both at individual and at institutional level. Therefore, more and more teachers have started educational blogs, librarians are active on Twitter, other educational actors curate web content, students post on Instagram or Flickr, and university departments have Facebook pages and/or YouTube accounts etc.Today, the use of web technology has become “a legitimate activity in many areas of higher education” (Waycott, 2010) and a considerable shift to digital academic research has gradually occurred. Teachers are encouraging students to take up digital tools for research and writing, thus revealing new ways of using information and communication technologies for academic purposes and not just for socializing.The main objective of this paper is to investigate the effects of integrating diverse digital, Web 2.0 tools and resources and OERs/MOOCs in research and in the construction of students’ academic texts. We aim to stress the increasing influence of digital and online tools in academic research and writing.Teachers, specialists, and students alike are affected by this process. In order to show how, we explore the following issues: What is Research 2.0? Which digital/online tools have we used to assist our students? What are the challenges for academic research using digital / web 2.0 tools? And how do digital tools shape academic research?

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The Use of Digital Tools in Scholarly Activities. Empirical Findings on the State of Digitization of Science in Germany, Focusing on Saxony

Progress in IS - e-Science ◽

10.1007/978-3-030-66262-2_4 ◽

2021 ◽

pp. 49-65

Author(s):

Steffen Albrecht ◽

Claudia Minet ◽

Sabrina Herbst ◽

Daniela Pscheida ◽

Thomas Köhler

Keyword(s):

Web 2.0 ◽

Tool Use ◽

Qualitative Interviews ◽

The State ◽

Digital Tools ◽

Broad Perspective ◽

Web 2.0 Tools ◽

Scholarly Practice

AbstractScholars are only beginning to understand what digitization means for their work, that is, the conduct of science. Taking a broad perspective on e-science, this paper provides empirical insights about two important aspects of the digitization of science, namely the use of digital tools in scholarly activities and scholars’ perceptions of the change such use entails. The results of a German-wide survey of scholars and supplementary qualitative interviews in the years 2012 and 2013 show that the majority of scholars have adopted digital tools and that scholarly practice is affected profoundly by the use of such tools. This does not apply to web 2.0 tools, which remain a niche medium for some scholars. Small but significant differences exist between disciplines, and decisions about individual tool use are utilitarian. Further research is needed to assess the changes from a longitudinal perspective.

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Promoting Digital Competences through Social Software

Encyclopedia of Information Communication Technologies and Adult Education Integration ◽

10.4018/978-1-61692-906-0.ch013 ◽

2010 ◽

pp. 204-225 ◽

Cited By ~ 1

Author(s):

Teresa Torres-Coronas ◽

María Arántzazu Vidal-Blasco

Keyword(s):

Higher Education ◽

Technological Change ◽

Web 2.0 ◽

Gender Equality ◽

Knowledge Creation ◽

Labor Relations ◽

Learning Experience ◽

Social Software ◽

Formal Learning ◽

Web 2.0 Tools

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this chapter, we address how digital competences can be developed through formal learning. We show how to design a web 2.0 learning experience that was undertaken at Universitat Rovira i Virgili1 and which developed both digital competences and management knowledge. In particular, the case presented focuses on the field of gender equality within the framework of labor relations in a non-real company created for this purpose, “Quadratonics SA”. Through Quadratonics’, web 2.0 tools and social software students improve their digital competences and, at the same time, are exposed to the most up-to-date innovations in ICT. Our final reflection is that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, who will be the digital workers of the future.

Download Full-text