Using Web 2.0 Technology in Assessment of Learning in Chemistry: Drawing Threads between Teaching as Practice and Teaching as Research

2016 ◽  
pp. 47-66
Author(s):  
Gwendolyn A. Lawrie
Keyword(s):  
Web 2.0 ◽  
Assessment Of Learning ◽  
Web 2.0 Technology ◽  
Teaching As Research

scholarly journals LIBRARY 2.0: THE APPLICATION OF WEB 2.0 TECHNOLOGY TO LIBRARY AND INFORMATION SERVICES.

2019 ◽  
Vol 7 (4) ◽  
pp. 454-459
Author(s):  
Swapan KumarBera ◽  
◽  
Arun Modak ◽  
Asitabha Das ◽  
◽  
...  
Keyword(s):  
Web 2.0 ◽  
Information Services ◽  
Web 2.0 Technology

Web 2.0 Technologies and Authentic Public Participation

2014 ◽  
pp. 767-793
Author(s):  
Colleen Casey ◽  
Jianling Li
Keyword(s):  
Decision Making ◽  
Web 2.0 ◽  
Public Participation ◽  
Decision Making Process ◽  
Full Potential ◽  
Public Administrators ◽  
Web 2.0 Technology ◽  
Barriers To Implementation ◽  
Authentic Participation ◽  
Traditional Approaches

In this chapter, the authors evaluate the use of Web 2.0 technology to engage citizens in the transportation decision making process. They evaluate the potential of Web 2.0 technology to create effective participatory environments to enable authentic participation; provide an inventory of the current tools and technologies utilized, identify barriers faced by administrators in the implementation of these tools, and summarize universal lessons for public administrators. Based on a review of 40 cases of collaborations, the authors find that Web 2.0 technology is predominantly used as a complement rather than a substitute for traditional approaches. Furthermore, the review suggests that the full potential of Web 2.0 remains untapped, and additional tools and technologies can be utilized to overcome barriers to implementation.

Educating Pre-Service and Novice Teachers on the Best Practices for Curriculum Integration of Web 2.0 Tools and Instructional Technology

2016 ◽  
pp. 123-142
Author(s):  
Thomas Robert Conway
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Novice Teachers ◽  
Teacher Preparation Programs ◽  
Web 2.0 Technologies ◽  
Preparation Programs ◽  
Web 2.0 Tools ◽  
Social Media Networks ◽  
Web 2.0 Technology ◽  
Technology Tool

This chapter explores the use of Web 2.0 technology by pre-service and novice teachers. It explores in particular the use of Blogs, Social Media Networks, and Wikis. For each Web 2.0 technology tool, a discussion about the appropriate use and potential problems ensues. The focus of the chapter is to present the potential ethical concerns for pre-service and novice teachers in the use of Web 2.0 technologies. Additionally, some frameworks are suggested in helping teacher preparation programs educate their candidates on the use of Web 2.0 technologies. A resource of possible Web 2.0 technologies is included at the end of the chapter.

Using Wikis in Educational Research

2020 ◽  
pp. 18-32
Author(s):  
Patrick A. Smith
Keyword(s):  
Web 2.0 ◽  
Educational Research ◽  
Legal Education ◽  
Shared Knowledge ◽  
Multiple Users ◽  
Web 2.0 Technology ◽  
Wiki Technology

A wiki is a user-created website that can be accessed and modified by multiple users. As a Web 2.0 technology, wikis can be used to produce collaborative, co-created information and knowledge. The use of wikis can harness a group's collaborative and creative energy and allow the group to produce shared knowledge that benefits all members. Wiki also serves as a powerful tool for educational research. In this chapter, the author discusses the use of wikis in education and presents the results of a case study which explores factors that impact perceptions among faculty and students of the value of wiki technology in legal education, as well as the benefits of using wiki technology in educational research.

Web 2.0

2010 ◽  
pp. 119-134
Author(s):  
Wail M. Omar
Keyword(s):  
Grid Computing ◽  
Web 2.0 ◽  
Health Information ◽  
Service Oriented Architecture ◽  
Bottom Layer ◽  
End Users ◽  
Web 2.0 Technology ◽  
Enterprise Applications ◽  
Service Oriented

Web 2.0 is expected to be the next technology in the interaction between the enterprise applications and end users. Such interaction will be utilized in producing self-governance applications that are able to readjacent and reconfigure the operation framework based on users’ feedback. To achieve this, huge numbers of underneath resources (infrastructures and services) are required. Therefore, this work proposes the merge of Web 2.0 technology and grid computing overlay to support Web 2.0 framework. Such merge between technologies is expected to offer mutual benefits for both communities. Through this work, a model for managing the interaction between the two technologies is developed based on the adapting of service oriented architecture (SOA) model, this model is known as SOAW2G. This model manages the interaction between the users at the top level and resources at the bottom layer. As a case study, managing health information based on users’ (doctors, medicine companies, and others) experiences is explored through this chapter.

An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning

2011 ◽  
Vol 1 (2) ◽  
pp. 60-72 ◽  
Author(s):  
Chun-Yi Shen ◽  
Chen-Hsien Wu
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Learning Process ◽  
Collaborative Writing ◽  
Computer Supported Collaborative Learning ◽  
Positive Effects ◽  
Learner Centeredness ◽  
Web 2.0 Technology

Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technology on students’ participation, learning process, and learning outcomes. During a 14-week collaborative writing course, thirty participants were asked to use Google Docs to finish their assignments collaboratively. Results showed that computer supported collaborative learning with web 2.0 technology have positive effects on students’ participation, learning process, and learning outcomes. Implications and suggestions are also provided in this study.

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