Media and civic engagement: the role of Web 2.0 technologies in fostering youth participation

2013 ◽  
pp. 377-384
Keyword(s):  
Civic Engagement ◽  
Web 2.0 ◽  
Youth Participation ◽  
Web 2.0 Technologies

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.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

Are ICT/Web 2.0 Tools Influencing Civic Engagement in Modern Democracies?

2012 ◽  
Vol 4 (4) ◽  
pp. 70-85
Author(s):  
Indu Nair ◽  
Bardo Fraunholz ◽  
Chandana Unnithan
Keyword(s):  
Public Opinion ◽  
Civic Engagement ◽  
Web 2.0 ◽  
Large Population ◽  
Electoral System ◽  
Democratic Governance ◽  
Central Theme ◽  
Web 2.0 Tools ◽  
Indian Context

Web 2.0 tools, while mobilising citizens to make informed choices, may also manipulated public opinion. This hypothesis forms the central theme of this research investigation through the historiography lens. Based on concurrent research from decade, the authors take a closer look at citizen-to-citizen engagement, so as to trace the role of web 2.0 tools, in perhaps manipulating public opinion or enabling democratic governance through reversal of some existing defects in the Indian context. Specifically, they raise these questions: Has ICT enabled civic engagement manipulated public opinion in this developing democracy? Has it succeeded in reversing apparent defects in the electoral system, which is regarded pivotal in democracies? Focusing on the elections, the authors present a synopsis of the use of web 2.0 tools which were seemingly efficiently and prolifically used during the elections albeit to reach out to the large population base in this country.

Web 2.0 Technologies

2011 ◽  
pp. 208-218
Author(s):  
Teresa Torres-Coronas ◽  
Ricard Monclús-Guitart ◽  
Araceli Rodríguez-Merayo ◽  
M. Arántzazu Vidal-Blasco ◽  
M. José Simón-Olmos
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Adult Learning ◽  
Web 2.0 ◽  
Social Software ◽  
Web 2.0 Technologies ◽  
New Learning ◽  
Human Capacity

Web 2.0 technologies are playing an important role in building social capital through increasing flows of information, and building on knowledge and human capacity of learning. The purpose of this chapter is to show the role that social software, a component of Web 2.0 technologies, can play in higher education and adult learning. This chapter focuses on the role of Web 2.0 technologies in promoting learning. New learning paradigms and pedagogical applications are also discussed.

Librarian as Collaborator

2010 ◽  
pp. 260-277 ◽  
Author(s):  
Susanne Markgren ◽  
Carrie Eastman ◽  
Leah Massar Bloom
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Learning Process ◽  
Academic Librarians ◽  
Web 2.0 Technologies ◽  
Collaborative Technology ◽  
Technology Center ◽  
E Learning

In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in developing e-learning 2.0 spaces with faculty, because they are already familiar with many web 2.0 technologies being used in these environments. The authors explore how libraries and librarians have traditionally served their patrons, and how the library is currently becoming a collaborative technology center serving increasingly tech-savvy students. With this in mind, the authors define e-learning 2.0 and examine the history behind the development of the concept. They also address the librarian’s role as it pertains to information literacy on campus and collaboration with faculty in order to facilitate the e-learning process. The chapter concludes with a focus on how librarians can help bring e-learning 2.0 into the classroom through faculty workshops, consultations, and embedding of librarians within classes.

The Transfer Value of Successful Learning Practices Using Web 2.0

2011 ◽  
pp. 269-290
Author(s):  
Jos Fransen ◽  
Bas van Goozen
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Success Factors ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Learning Practices ◽  
Innovative Learning ◽  
Cross Case Analysis

Listening to students’ voices might result in the design of more effective learning practices, assuming that learning and teaching can be attuned more adequately in those practices. Therefore, research was carried out to investigate the characteristics of successful innovative learning practices using Web 2.0 technologies to establish to what extent they might serve as a model for learning practices in more or less similar contexts. Five learning practices were investigated through a range of processes including document analysis and by interviewing students. Additionally, a cross case analysis was carried out to track down success factors of teaching and learning with Web 2.0 technologies, and to find out to what extent these practices are contextual. The analysis showed the importance of co-production and co-creation in learning practices supported by the use of Web 2.0 technologies, and the crucial role of students’ motivation and teacher’s willingness to experiment with new learning practices.

Participating in the Enterprise Web 2.0 Platform

2016 ◽  
Vol 28 (3) ◽  
pp. 31-48 ◽  
Author(s):  
Fayez Hussain Alqahtani ◽  
Ibrahim Abunadi
Keyword(s):  
Web 2.0 ◽  
Group Communication ◽  
Social Medium ◽  
Qualitative Approach ◽  
Web 2.0 Technologies ◽  
Collaborative Technologies ◽  
Employee Resistance ◽  
Moderating Role ◽  
User Trust

The incorporation of Enterprise Web 2.0 technologies has been very important to various business organisations and institutions. This is because these technologies possess social and collaborative features that allow employees to communicate collaborate and share knowledge more effectively. Despite the importance of Enterprise Web 2.0, its application faces challenges, chief among them being employee resistance. In order for organisations to successfully implement these social and collaborative technologies within the workplace, employee involvement is necessary. Since Enterprise Web 2.0 technologies are group-based applications, the development of trust is a pre-requisite for group communication and engagement over this social medium. This research therefore explores the role of trust in users' adoption of, and participation in, Enterprise Web 2.0 technologies. In this research, a qualitative approach using focus groups and interviews as data collection techniques was used. The study found that there was an inherent level of user trust due to the transparency of Enterprise Web 2.0, the moderating role of the community, and the professionalism of the workplace environment.

Web 2.0 Technologies

2009 ◽  
pp. 779-790
Author(s):  
Teresa Torres-Coronas ◽  
Ricard Monclús-Guitart ◽  
Araceli Rodríguez-Merayo ◽  
M. Arántzazu Vidal-Blasco ◽  
M. José Simón-Olmos
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Adult Learning ◽  
Web 2.0 ◽  
Social Software ◽  
Web 2.0 Technologies ◽  
New Learning ◽  
Human Capacity

Web 2.0 technologies are playing an important role in building social capital through increasing flows of information, and building on knowledge and human capacity of learning. The purpose of this chapter is to show the role that social software, a component of Web 2.0 technologies, can play in higher education and adult learning. This chapter focuses on the role of Web 2.0 technologies in promoting learning. New learning paradigms and pedagogical applications are also discussed.

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