Utilizing Social Networks and Web 2.0 Technologies in Education

2015 ◽  
Author(s):  
Isidoros Perikos ◽  
Foteini Grivokostopoulou ◽  
Konstantinos Kovas ◽  
Ioannis Hatzilygeroudis
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Web 2.0 Technologies

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

Extending Social Network Diagrams for Large Scale Collaboration

2012 ◽  
pp. 1-13
Author(s):  
I.T. Hawryszkiewycz
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Web 2.0 ◽  
Large Scale ◽  
Policy Planning ◽  
Web 2.0 Technologies ◽  
Enterprise Social Networks ◽  
Cloud Technologies ◽  
Common Vision ◽  
Network Diagrams

The chapter provides a way for modeling large scale collaboration using an extension to social network diagrams called enterprise social networks (ESNs). The chapter uses the ESN diagrams to describe activities in policy planning and uses these to define the services to be provided by cloud technologies to support large scale collaboration. This chapter describes collaboration by an architecture made up of communities each with a role to ensure that collaboration is sustainable. The architecture is based on the idea of an ensemble of communities all working to a common vision supported by services provided by the collaboration cloud using Web 2.0 technologies.

scholarly journals Social Media And Networking Technologies: An Analysis Of Collaborative Work And Team Communication

2012 ◽  
Vol 5 (4) ◽  
pp. 295 ◽  
Author(s):  
Ephraim A. Okoro ◽  
Angela Hausman ◽  
Melvin C. Washington
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Learning Outcomes ◽  
Group Work ◽  
Collaborative Work ◽  
Faculty Members ◽  
Active Engagement ◽  
Web 2.0 Technologies ◽  
Quality Instruction ◽  
Networking Technologies

Digital communication increases students learning outcomes in higher education. Web 2.0 technologies encourages students active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids students who are expected to be facile in these technologies upon graduation (Benson, Filippaios, and Morgan, 2010). Faculty members become coaches, monitoring and providing feedback to students rather than directing activities. While Web 2.0 technologies, including social networks, may act as a distraction in a teaching environment, our findings suggest that effective social networking in learning environments sustain quality instruction and skills-development in business education.

scholarly journals Digital Diplomacy in Russian-European Relations: Cross-Cultural Aspects

2021 ◽  
Vol 5 (4) ◽  
pp. 30-40
Author(s):  
E. S. Zinovieva ◽  
V. I. Bulva
Keyword(s):  
Social Networks ◽  
Foreign Policy ◽  
Web 2.0 ◽  
Intercultural Communication ◽  
Information And Communication Technologies ◽  
International Organizations ◽  
Web 2.0 Technologies ◽  
Eu Countries ◽  
Digital Diplomacy ◽  
The Eu

The development of information and communication technologies and formation of the global information society actualizes the study of new directions in the evolution of diplomatic practice in the digital environment, including in the context of intercultural communication. The modern information revolution is characterized by the widespread and ever-growing use of social networks, blogs, wiki resources and other media platforms (labelled under the common term of Web 2.0 technologies). At the same time, the widespread use of Web 2.0 technologies and the increasing amount of time people all over the world spend there has a wide and profound impact on political and intercultural communication and diplomatic practice. A new phenomenon of digital diplomacy is gaining prominence among foreign policy tools of states and international organizations. Digital diplomacy can be defined as the use of social networks and Web 2.0 technologies in public diplomacy and international interaction by states and international organizations to achieve foreign policy goals and reach foreign audiences. According to the traditional view of digital diplomacy, which has developed in the academic literature, and is reflected in the works of authors such as M. Castells and J. Nye, it helps to strengthen network ties at the level of civil societies in different countries and thus reduces international conflicts. However, cultural differences and digital polarization can impede the potential of digital diplomacy. Today, almost all states and international organizations in the global arena are involved in the practice of digital diplomacy, and Russia is no exception. Russia actively participates in the digital diplomacy practice, by using social media and Web 2.0 tools as soft power instruments to introduce and explain foreign policy initiatives and reach foreign and domestic audiences, as stated in the Doctrine of the Information Security of Russian Federation of 2016. For Russia's foreign policy, relations with the EU countries and EU institutions are of particular importance, including in the digital sphere. However, even though both Russia and the EU countries make extensive use of digital diplomacy tools, the practice of horizontal network interaction mediated by digital technologies does not contribute to strengthening trust between countries and reducing conflicts. The authors consider incidents and allegations in the sphere of digital interaction and, based on the theory of digital polarization, conclude that the use of digital tools in horizontal interactions within digital diplomacy exacerbates intercultural differences between countries and increases conflict instead of improving mutual understanding.

Social Web Services Research Roadmap

2013 ◽  
pp. 220-233 ◽  
Author(s):  
Zakaria Maamar ◽  
Jamal Bentahar ◽  
Noura Faci ◽  
Philippe Thiran
Keyword(s):  
Social Networks ◽  
Web Services ◽  
Web 2.0 ◽  
Social Web ◽  
Web 2.0 Technologies ◽  
Services Research ◽  
Security Engineering ◽  
Widespread Adoption ◽  
Recent Developments ◽  
New Research

There is a growing interest in the research and industry communities to examine the possible weaving of social elements into Web services-based applications. This interest is backed by the widespread adoption of Web 2.0 technologies and tools developed using various online means such as social networks and blogs. Social Web services incorporate the result of this weaving and are concerned with establishing relationships with their peers like people do daily. This chapter reviews the recent developments in this new topic and identifies new research opportunities and directions that are still unexplored such as security, engineering, reputation, trust, and argumentation.

Designing a model for Web 2.0 technologies application in academic library websites

2017 ◽  
Vol 118 (11/12) ◽  
pp. 596-617 ◽  
Author(s):  
Shima Moradi ◽  
Delbar Tayefeh Bagher ◽  
Zohreh Mirhosseini
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Design Methodology ◽  
Academic Library ◽  
Social Tagging ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Content Type ◽  
The World ◽  
Library Websites

Purpose This study aims to investigate the application of Web 2.0 technologies in the libraries of the top 100 universities in the world to provide a model for Web 2.0 application in academic library websites. Design/methodology/approach Data were collected from the universities’ library websites for three months based on a Web 2.0 checklist. The list of universities was extracted from Webometrics Ranking of World Universities in 2015. Findings The research shows the priorities of these universities in their use of Web 2.0 tools include social networks and mashups at the most (94.5 per cent), followed by RSS (91.2 per cent) and social tagging (82.4 per cent) and other tools with lower priorities. Moreover, it revealed the most common applications of these tools in the mentioned websites followed by their objective evidences in different libraries. The results indicate that the total Web 2.0 application in the libraries of the top 100 universities was below average (40.23 per cent). Finally, the model for Web 2.0 application in academic library websites was designed. Originality/value The focus of this study is on the value and application of each tool in the websites and demonstrate a clear model to apply in other library websites. The model for Web 2.0 technologies application in academic library websites has not been designed and pictured before.

Realism 2.0

2019 ◽  
pp. 663-679
Author(s):  
Augusta Rohrbach
Keyword(s):  
Web 2.0 ◽  
Knowledge Sharing ◽  
Real Time ◽  
Social Reform ◽  
Data Modeling ◽  
Political Consciousness ◽  
Web 2.0 Technologies ◽  
Reform Agenda ◽  
Social Purpose ◽  
The Social

This chapter looks to the future of teaching realism with Web 2.0 technologies. After discussing the ways in which technologies of data modeling can reveal patterns for interpretation, the chapter examines how these technologies can update the social-reform agenda of realism as exemplified by William Dean Howells’s attempted intervention into the Haymarket Riot in 1886. The advent of Web 2.0 techologies offers students a way to harness the genre’s sense of social purpose to knowledge-sharing mechanisms to create a vehicle for political consciousness-raising in real time. The result is “Realism 2.0,” a realism that enables readers to engage in their world, which is less text-centric than it was for previous writers.

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.

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