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Blogs is included as keyword or extra keyword in 0 datasets, 0 tools and 163 publications.
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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|Implementing Web 2.0 tools in organisations: Feasibility of a systematic approach||Baxter G.J.
|Learning Organization||English||2014||Purpose: The aim of this paper is to examine the subject area of implementing Web 2.0 tools in organisations to identify from the literature common issues that must be addressed to assist organisations in their approach towards introducing Web 2.0 tools in their workplace. Based on the findings of the literature a Web 2.0 tools implementation model is presented. Design/methodology/approach: A general scoping review of the literature will be conducted to identify potential issues that might impact on the implementation of Web 2.0 tools in organisations to provide an overview of examples of empirical evidence that exists in this subject area with a view to examining how to advance this particular field of research. Findings: The findings of the scoping literature review indicate that while certain conceptual models and frameworks exist on how to implement Web 2.0 tools in organisations there is a lack of evidence to suggest that they have been empirically tested. The paper also notes that though organisations are unique, based on the literature common features can be found regarding "best practice" on how to introduce Web 2.0 tools in organisations. Research limitations/implications: This paper does not present any findings based on an empirical study involving the implementation of Web 2.0 tools in organisations. The paper does however provide scope for both academic and management practitioners to adopt and test the models and frameworks identified in the literature review when implementing Web 2.0 tools in their organisations. Originality/value: The contribution to knowledge that this paper provides is that it reviews an area where there is a lack of empirical evidence, namely, in the approaches that organisations can adopt when implementing Web 2.0 tools. Based on the findings from the literature and through the creation of a Web 2.0 tools implementation model, this paper provides practical guidance to management practitioners who might find introducing Web 2.0 tools into the workplace a challenge.||0||0|
|Topic ontology-based efficient tag recommendation approach for blogs||Subramaniyaswamy V.
|International Journal of Computational Science and Engineering||English||2014||Efficient tag recommendation systems are required to help users in the task of searching, indexing and browsing appropriate blog content. Tag generation has become more popular to annotate web content, other blogs, photos, videos and music. Tag recommendation is an action of signifying valuable and informative tags to a budding item based on the content. We propose a novel approach based on topic ontology for tag recommendation. The proposed approach intelligently generates tag suggestions to blogs. In this paper, we effectively construct the technology entitled Ontology based on Wikipedia categories and WordNet semantic relationship to make the ontology more meaningful and reliable. Spreading activation algorithm is applied to assign interest scores to existing blog content and tags. High quality tags are suggested based on the significance of the interest score. Evaluation proves that the applicability of topic ontology with spreading activation algorithm helps tag recommendation more effective when compared to collaborative tag recommendations. Our proposed approach offers several solutions to tag spamming, sentiment analysis and popularity. Finally, we report the results of an experiment which improves the performance of tag recommendation approach.||0||0|
|Access and Efficiency in the Development of Distance Education and E-Learning||Hulsmann T.||Distance and E-Learning in Transition: Learning Innovation, Technology and Social Challenges||English||2013||[No abstract available]||0||0|
|Blogs, wikis and social networking sites: A cross institutional survey amongst Greek students||Ponis S.T.
|Int. J. Web Based Communities||English||2013||In this paper, we attempt to explore the penetration of Web 2.0 technologies amongst Greek students, determine their level of usage and explore the students' opinions and perceptions regarding their usefulness for learning and educational purposes. In that context, we present the initial results of a survey-based cross-institutional study, conducted between September 15 and October 30, 2010, on a sample of five hundred undergraduate students from the two oldest university establishments in Greece. Our survey results reveal that social networking sites despite being by far, the most popular Web 2.0 service amongst Greek students, present the lowest perceived value in regards of the service's usefulness for educational and studying support purposes. On the other hand, blogs and wikis, which are considered educationally more useful by students, present low percentages of systematic use and content contribution and even lower percentages of ownership. Following the initial descriptive analysis of our cross institutional survey data presented in this paper, we are in the process of conducting a series of statistical tests for identifying significant correlations between variables and testing a set of prescribed research hypotheses. Copyright||0||0|
|Enabling e-Collaboration and e-Pedagogy at an academic institution in the UAE||Tarazi J.
|Proceedings of the 2013 International Conference on Current Trends in Information Technology, CTIT 2013||English||2013||Academic Institutions have come a long way from the time when teachers used to teach the concepts using chalks and blackboards and students used to listen to the lecture and rapidly take down notes in their notebooks. The world has witnessed a sea of change in academic delivery and pedagogy of teaching. Other notable change that have been observed recently is the use of technology in teacher collaboration and academic administration. Paper attendance sheets have made way to electronic attendance musters, where teachers can mark students' presence, absence or even enter late marks, which can instantaneously be viewed across the system by different department chairs and administrators. Many Universities have started using Microsoft SharePoint as an academic e-Collaboration tool. Weblogs, or blogs are increasingly being used as collaborative and business intelligence tools by Corporate organizations. Wikis represent flexible tools functioning as open-ended environments for collaboration while also offering support for group writing support. This paper aims to portray the efforts undertaken by a leading academic institution on the United Arab Emirates (UAE) to incorporate technologies such as Microsoft SharePoint, Blogs and Wikis to reinforce its academic processes as well as provide for effective collaboration among its faculty and administration. It attempts at sketching a detailed account of how the institution tried to adopt e-Collaboration using Microsoft SharePoint and to develop an e-Pedagogy using Microsoft SharePoint, Wikis and Blogs using a structured methodology.||0||0|
|Factors that determine the level of interaction in wikis, blogs and forums in private virtual communities||Valerio G.
|Proceedings of the IADIS International Conference Web Based Communities and Social Media 2013, Proceedings of the IADIS International Conference Collaborative Technologies 2013||English||2013||Transformative changes due to globalization and the revolution of knowledge are forcing organizations to constantly innovate and create new capabilities in order to meet the pressure of increasing performance. One of these innovations is the creation of virtual communities as mechanisms to facilitate knowledge transfer, especially when companies have distributed experts around the globe. CEMEX, a multinational Mexican company from the construction sector, deployed a the IBM Connections social media platform that internally is called SHIFT. With the general objective of identifying the factors that determine the level of interaction throughout Wikis, Blogs and Forums, a mixed nature research was performed. Relating the qualitative section of the research, 990 activities were observed and analyzed inside the platform. Different uses given to each of the tools were identified as well as the potential factors that could affect the interaction. Also, the quantitative statistical analysis determined which of these factors had the greatest impact on the interaction. Overall, the results showed that each tool has different determinant factors that impact the interaction level.||0||0|
|Generating web-based corpora for video transcripts categorization||Perea-Ortega J.M.
Teresa Martin-Valdivia M.
Alfonso Urena-Lopez L.
|Expert Systems with Applications||English||2013||This paper proposes the use of Internet as a rich source of information in order to generate learning corpora for video transcripts categorization systems. Our main goal in this work has been to study the behavior of different learning corpora generated from the Internet and analyze some of their features. Specifically, Wikipedia, Google and the blogosphere have been employed to generate these learning corpora, using the VideoCLEF 2008 track as the evaluation framework for the different experiments carried out. Based on this evaluation framework, we conclude that the proposed approach is a promising strategy for the video classification task using the transcripts of the videos. The different sizes of the corpora generated could lead to believe that better results are achieved when the corpus size is larger, but we demonstrate that this feature may not always be a reliable indicator of the behavior of the learning corpus. The obtained results show that the integration of knowledge from the blogosphere or Google allows generating more reliable corpora for this task than those based on Wikipedia. © 2012 Elsevier Ltd. All rights reserved.||0||0|
|Interacting for learning: Digital portfolios for a learning community in a university course||Blau I.
|Learning, Media and Technology||English||2013||This study investigates student interactions in a blog-based learning community in a university course. In addition, this study explores the dynamics of group interactions in individual blog-based environments compared with collaborative wiki-based educational activities. A learning community of 56 graduate students wrote individual blogs and weekly group summaries using a wiki environment. The posts were analyzed by identifying a post content type and explicit feedback promotions, and by counting the number of the blogger's own comments and the number of others' comments per post, received from peers studying in the same versus the other offline group. The results show that choosing the appropriate type of post content (i.e., sharing experiences rather than providing information, explicitly calling for feedback, and providing the blogger's own comments) augments peer interaction in a blog environment, thus explaining 51.4% of variance in peer comments. Group interactions through comments in individual blogs, without the possibility of changing one another's content, seem to be non-intrusive and prompt interactions with offline as well as with online peers. In contrast, actual editing of texts through multi-authored collaborative wikis remained affected by student offline former acquaintance. The results are discussed in terms of social interactions and pedagogical beliefs.||0||0|
|Intercultural Competence in web-based student exchange environments||Linda Bradley||Proceedings of the 21st International Conference on Computers in Education, ICCE 2013||English||2013||In this paper, three case studies of web-based peer interaction with different agendas are investigated. The pedagogical design concerns language learners engaged in intercultural exchanges over blogs and wikis. The data consist of posted online interaction and interviews where the student activities are mapped out in relation to steps in Intercultural Communicative Competence online. The results show that the planning and implementation are specifically important phases in intercultural exchanges.||0||0|
|Labeling blog posts with wikipedia entries through LDA-based topic modeling of wikipedia||Makita K.
|Journal of Internet Technology||English||2013||Given a search query, most existing search engines simply return a ranked list of search results. However, it is often the case that those search result documents consist of a mixture of documents that are closely related to various contents. In order to address the issue of quickly overviewing the distribution of contents, this paper proposes a framework of labeling blog posts with Wikipedia entries through LDA (latent Dirichlet allocation) based topic modeling of Wikipedia. One of the most important advantages of this LDA-based document model is that the collected Wikipedia entries and their LDA parameters heavily depend on the distribution of keywords across all the search result of blog posts. This tendency actually contributes to quickly overviewing the search result of blog posts through the LDA-based topic distribution. We show that the LDA-based document retrieval scheme outperforms our previous approach. Finally, we compare the proposed approach to the standard LDA-based topic modeling without Wikipedia knowledge source. Both LDA-based topic modeling results have quite different nature and contribute to quickly overviewing the search result of blog posts in a quite complementary fashion.||0||0|
|Learning with social technologies: Workplace learner experiences of wiki and blog and perceptions of PLE||Leino J.
|IFIP Advances in Information and Communication Technology||English||2013||As social technology use is increasing in e-learning, so is the need to complement theoretical work with studies of learner experiences of the new dynamics of e-learning to guide this development. We studied how 15 learners experienced social media tools in a long continuous professional development (CPD) pilot training tailored for a large insurance company. While the training included some contact lectures, it was mainly conducted through blog, wiki, chat, and discussion forum tools. As we have already discussed forum and chat use in another paper on a shorter CPD training (with 40 learners) and this study confirmed the results, we focus here on learner experiences of wiki and blog. While the wiki process was widely misunderstood, wiki and blog experiences organically led learners to consider their uses as a personal learning environment. As to blog, the learners who saw it as a tool for self-reflection perceived it positively while others did not, underlining that the benefits and goals of using social tools need to be explicated. Furthermore, social learning process needs to be designed and maintained, as busy workplace learners tend to focus on fulfilling requirements. Simply adding social technology does not necessarily lead to social e-learning.||0||0|
|Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice||Hew K.F.
|Educational Research Review||English||2013||Evidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings. The use of such evidence-based practice would be useful to educators interested in fostering student learning through Web 2.0 tools. A comprehensive literature search across the Academic Search Premier, Education Research Complete, ERIC, and PsycINFO databases was conducted. Empirical studies were included for review if they specifically examined the impact of Web 2.0 technologies on student learning. Articles that merely described anecdotal studies such as student perception or feeling toward learning using Web 2.0, or studies that relied on student self-report data such as student questionnaire survey and interview were excluded. Overall, the results of our review suggested that actual evidence regarding the impact of Web 2.0 technologies on student learning is as yet fairly weak. Nevertheless, the use of Web 2.0 technologies appears to have a general positive impact on student learning. None of the studies reported a detrimental or inferior effect on learning. The positive effects are not necessarily attributed to the technologies per se but to how the technologies are used, and how one conceptualizes learning. It may be tentatively concluded that a dialogic, constructionist, or co-constructive pedagogy supported by activities such as Socratic questioning, peer review and self-reflection appeared to increase student achievement in blog-, wiki-, and 3-D immersive virtual world environments, while a transmissive pedagogy supported by review activities appeared to enhance student learning using podcast.||0||0|
|Web 2.0 technologies in libraries: A survey of periodical literature published by Emerald||Singh K.P.
|Library Review||English||2013||Purpose: The purpose of this paper is to explore the growth and development of periodical literature on Web 2.0 technologies and their other fields. Design/methodology/approach: Bibliographic data of the articles published in the 13 leading peer-reviewed journals are obtained from the Emerald database (www.emeraldinsight.com) directly using such keywords as "Web 2.0", "blogs", "wikis", "RSS", "social networking sites", "podcasts", "Mashup", and multimedia sharing tools, i.e. YouTube and Flickr. The bibliographical surrogates such as author, title, subtitle, source, issue, volume, pages, etc. were recorded in MS-Excel (2010) sheet for the analysis and interpretation of data. A bibliography of selected articles is provided. Findings: The study found 206 research articles on the subject published in 13 leading library and information science journals of Emerald for period 2007-2011. Further, the study found that 2009 was the most productive year with 69 articles. The study observed Online Information Review published 49 articles, and hence can be considered the core journal on the topic. Mike Thelwall from the UK was found to be the most prolific author, having authored or co-authored five articles. Research limitations/implications: The study was based on 206 research articles published during the years 2007-2011. The study was restricted to this period because the Web 2.0 concept was originated during 2004-2005 and the undertaken period has sufficient published literature on the topic. Originality/value: The paper provides reliable and authentic information on the subject. This is the first study on this topic.||0||0|
|A model for information growth in collective wisdom processes||Sanmay Das
|ACM Transactions on Knowledge Discovery from Data||English||2012||Collaborative media such as wikis have become enormously successful venues for information creation. Articles accrue information through the asynchronous editing of users who arrive both seeking information and possibly able to contribute information. Most articles stabilize to high-quality, trusted sources of information representing the collective wisdom of all the users who edited the article. We propose a model for information growth which relies on two main observations: (i) as an article's quality improves, it attracts visitors at a faster rate (a rich-get-richer phenomenon); and, simultaneously, (ii) the chances that a new visitor will improve the article drops (there is only so much that can be said about a particular topic). Our model is able to reproduce many features of the edit dynamics observed on Wikipedia; in particular, it captures the observed rise in the edit rate, followed by 1/t decay. Despite differences in the media, we also document similar features in the comment rates for a segment of the LiveJournal blogosphere.||0||0|
|Diversionary comments under political blog posts||Wang J.
|ACM International Conference Proceeding Series||English||2012||An important issue that has been neglected so far is the identification of diversionary comments. Diversionary comments under political blog posts are defined as comments that deliberately twist the bloggers' intention and divert the topic to another one. The purpose is to distract readers from the original topic and draw attention to a new topic. Given that political blogs have significant impact on the society, we believe it is imperative to identify such comments. We then categorize diversionary comments into 5 types, and propose an effective technique to rank comments in descending order of being diversionary. To the best of our knowledge, the problem of detecting diversionary comments has not been studied so far. Our evaluation on 2,109 comments under 20 different blog posts from Digg.com shows that the proposed method achieves the high mean average precision (MAP) of 92.6%. Sensitivity analysis indicates that the effectiveness of the method is stable under different parameter settings.||0||0|
|E-learning experience using open source software: Moodle||Bansode S.Y.
|DESIDOC Journal of Library and Information Technology||English||2012||The present paper highlights the efforts made by the Department of Library and Information Science, University of Pune to use an open source software, viz., Moodle for the promotion of e-learning in the department. Various utilities of the Moodle such as development of the course, blogs, wiki, question banks, notification to the students, etc., has been used. This article narrates the experience of designing, development and implementation of e-learning course for the 'Information Technology' paper of the MLISc curriculum.||0||0|
|Educational Technology: Web 2.0||Bond M.C.
|Practical Teaching in Emergency Medicine, Second Edition||English||2012||[No abstract available]||0||0|
|Engaging second/foreign language students through electronic writing tasks: When learning design matters||Caws C.G.||Cutting-Edge Technologies in Higher Education||English||2012||Based on the premise that computers have now become cultural and cognitive artifacts with which and not from which learners interact on a daily basis, this chapter focuses on best practices in preparing and engaging digital natives to become tomorrow's leaders of a global knowledge economy that is increasingly dependent on electronic modes of communications. Using a study based on online tools in a writing course taught at the University of Victoria (Canada), we take a qualitative interpretative stance to explain the opportunities and challenges of learning and teaching in such environments. We comment on such aspects as the need to properly address learner's functional skills (or lack off), the various tools that can be used to engage and motivate learners, and the need to go beyond methods based on delivery in order to better focus on the development of multiliteracies, in particular critical literacy and functional literacy. Our argument, grounded in cognitive and sociocultural theories of learning, favors an interdisciplinary approach while focusing on disciplines that are typically housed in the humanities, in particular second language academic programs. Our discussions and conclusions move from these case studies to a more general reflection on the extent to which electronic environments are reshaping higher education. Copyright||0||0|
|Exploiting external collections for query expansion||Weerkamp W.
Maarten de Rijke
|ACM Transactions on the Web||English||2012||A persisting challenge in the field of information retrieval is the vocabulary mismatch between a user's information need and the relevant documents. One way of addressing this issue is to apply query modeling: to add terms to the original query and reweigh the terms. In social media, where documents usually contain creative and noisy language (e.g., spelling and grammatical errors), query modeling proves difficult. To address this, attempts to use external sources for query modeling have been made and seem to be successful. In this article we propose a general generative query expansion model that uses external document collections for term generation: the External Expansion Model (EEM). The main rationale behind our model is our hypothesis that each query requires its own mixture of external collections for expansion and that an expansion model should account for this. For some queries we expect, for example, a news collection to be most beneficial, while for other queries we could benefit more by selecting terms from a general encyclopedia. EEM allows for query-dependent weighing of the external collections. We put our model to the test on the task of blog post retrieval and we use four external collections in our experiments: (i) a news collection, (ii) a Web collection, (iii) Wikipedia, and (iv) a blog post collection. Experiments show that EEM outperforms query expansion on the individual collections, as well as the Mixture of Relevance Models that was previously proposed by Diaz and Metzler . Extensive analysis of the results shows that our naive approach to estimating query-dependent collection importance works reasonably well and that, when we use "oracle" settings, we see the full potential of our model. We also find that the query-dependent collection importance has more impact on retrieval performance than the independent collection importance (i.e., a collection prior).||0||0|
|LDA-based topic modeling in labeling blog posts with wikipedia entries||Daisuke Yokomoto
|Lecture Notes in Computer Science||English||2012||Given a search query, most existing search engines simply return a ranked list of search results. However, it is often the case that those search result documents consist of a mixture of documents that are closely related to various contents. In order to address the issue of quickly overviewing the distribution of contents, this paper proposes a framework of labeling blog posts with Wikipedia entries through LDA (latent Dirichlet allocation) based topic modeling. More specifically, this paper applies an LDA-based document model to the task of labelling blog posts with Wikipedia entries. One of the most important advantages of this LDA-based document model is that the collected Wikipedia entries and their LDA parameters heavily depend on the distribution of keywords across all the search result of blog posts. This tendency actually contributes to quickly overviewing the search result of blog posts through the LDA-based topic distribution. In the evaluation of the paper, we also show that the LDA-based document retrieval scheme outperforms our previous approach.||0||0|
|Monitoring propagations in the blogosphere for viral marketing||Meihui Chen
|Journal of Emerging Technologies in Web Intelligence||English||2012||Even though blog contents vary a lot in quality, the disclosure of personal opinions and the huge blogging population always attracts marketing..s attention on blog information. In this paper, we investigate how marketers can identify the information propagation in degree among blog communities. In this way, topic similarity, relatedness, and word repetition between leader and followers.. writing products are considered as the propagated information. The contribution of this paper is twofold. The work presented here is to show how blog content can be economically and feasibly analyzed by existing internet sources such as Wikipedia database and the usage of page return from a Japanese search engine. To this extent, this system, which combined in-link algorithms and text mining analyzes, tracing propagation channels and propagateable information allows analyzing the power of influences in viral marketing. We demonstrated the effectiveness of the system by applying blogger identification, topic identification, and the topic propagations.||0||0|
|New directions in higher education: An introduction to using wikis, blogs, and webquests||Blessinger P.
|Cutting-Edge Technologies in Higher Education||English||2012||This chapter provides a broad overview of the practical applications of three technology-based teaching and learning tool: wikis, blogs, and WebQuests. These Web-based communication tools allow teachers and students to increase student engagement by enhancing experiential type learning. A variety of studies is presented to demonstrate how these three types of collaborative technologies can be used as inquiry-based and reflection-based active learning tools to foster higher levels of effort and participation by students. This chapter presents a variety of perspectives about how to make the learning process for both instructors and teachers more engaging, more gratifying, and more personally meaningful. In doing so, these technologies serve as enabling technologies by promising new ways to increase academic engagement and motivation. The ultimate goal in using these technologies is to develop students as lifelong learners and to foster a high value for learning and the development of higher order thinking skills that grows over time. The experiential nature and authenticity of the activities that these technologies can be used for helps achieve this purpose. Of course, technology involves a constant evolution and new technologies will always appear in the future but this does not mean that they should be viewed as passing fads or not worthy of implementing. These tools can be viewed as opportunities to expand our definition and concept of teaching and learning in the modern, post-industrial era. To that end, this chapter explores the innovative use of these technological tools to better engage students and enhance the learning process. Copyright||0||0|
|Technology approaches to final papers and projects||Whitley-Grassi N.E.
|Cutting-Edge Technologies in Higher Education||English||2012||Final research papers are still the preferred method for end-of-term assessment in higher education. However, there is a recent push for a greater increase in digital literacy skills in today's students. Determining the best way to utilize technology, while keeping an eye dedicated toward the pedagogical purpose, is the ultimate focus of this chapter. The authors of this chapter have endeavored to exhibit how tools such as wikis, blogs, and podcasting were best used in higher education situations to promote learning and expand student digital literacy by providing an alternative to the classic final paper option while fully engaging learners with a multimodal approach to learning. The research discussed has demonstrated that learner-generated knowledge requires a higher order of understanding, and as such, leads to higher levels of learning and longer retention of material. Cooperation and collaboration are now key components of the higher education experience; many of these technical alternatives are designed with built-in collaborative elements. Copyright||0||0|
|The changing role of librarians in the digital world Adoption of Web 2.0 technologies by Pakistani librarians||Arif M.
|Electronic Library||English||2012||Purpose -The aim of this study was to explore the pattern and extent of the adoption of Web 2.0 technologies by Pakistani librarians. Design/methodology/ approach -A survey was conducted using web-based surveying software (SurveyMonkey) and Pakistan based LIS e-mail discussion groups. Professional librarians serving in all types of libraries participated in the study. Findings -Instant messaging, blogs, social networking and wikis were the most popular Web 2.0 technologies. Librarians adopted such technologies in their professional and personal lives. Gender, length of professional experience and place of work have no effect on the frequency of use, while perceived skill level of internet use and perceived ease of Web 2.0 use have a significant effect on the frequency. Lack of computer literacy, and lower availability of computers and internet facilities were the major hindrances of Web 2.0 adoption by librarians. Awareness and training programs could enable librarians to cope with Web 2.0 technologies. Research limitations/implications -Due to the use of a non-probability/non-representative sampling method, the results cannot be generalized. Practical implications -This study will create awareness among LIS professionals toward the use of advanced technology in their professional environment. The findings of this study will contribute to the successful adoption of Web 2.0 in libraries. Originality/value -This is the first study on the adoption of Web 2.0 technologies in Pakistani librarianship.||0||0|
|The comparison of the opinions of the university students on the usage of blog and wiki for their courses||Avci U.
|Educational Technology and Society||English||2012||The purpose of this study was to investigate the use of blogs and wikis as constructive tools in the computer courses of prospective teachers and compare them with respect to perceived usefulness, perceived ease of use, intention, self efficacy, and anxiety. Ninty-two students who were enrolled in various teacher education programs used blog and wiki for their courses. After their experiences with blog and wiki, the data were collected by administrating the instrument developed by the researchers. The results showed that students were positive to blog and wiki usage in the teaching-learning process. However they found wiki more useful. Both perceived usefulness and self efficacy variables explain 71% of blog and wiki usage. This value points to a very high and significant correlation. Perceived usefulness has been identified as the variable that could explain intention by itself at the most.||0||0|
|The role of social media in dental education||McAndrew M.
|Journal of Dental Education||English||2012||Social media, also known as Web 2.0, includes a set of web-based technologies in which users actively share and create content through open collaboration. The current students in dental school are Millennial learners who are comfortable using social media, such as Facebook and Twitter, for both socialization and learning. This article defines and explores the range of Web 2.0 technologies available for use in dental education, addresses their underlying pedagogy, and discusses potential problems and barriers to their implementation.||0||0|
|Usage of technology enhanced learning tools and organizational change perception||Cudanov M.
|Computer Science and Information Systems||English||2012||This paper presents an analysis of organizational changes perceived by the employees in the organizations where Technology Enhanced Learning was facilitated by tools such as wiki, (we)blog, Internet forum and social network, practice often considered as E-learning 2.0. Our research focuses on the technologically advanced organizations, leaders in the ICT and IS adoption. We specifically observe the perception of influence on the organizational structure, organizational culture and the knowledge management processes in the organization. Our findings are that the TEL tools are perceived to have a noteworthy impact on the organizational change in the three mentioned areas, and that the perception of change significantly differs depending on whether the employees are regular or are not regular users for organizational structure and knowledge management processes.||0||0|
|Use of web 2.0 technology by library professionals: Study of selected engineering colleges in western uttar pradesh||Tyagi S.||DESIDOC Journal of Library and Information Technology||English||2012||This paper reports on the awareness and usage analysis of Web 2.0 technologies by library professionals in library and in their personal life at their workplaces. The methodology for the proposed study is 'Survey Method' with the help of structured questionnaire. The sample respondents chosen for the study consists of librarians, deputy librarians, assistant librarians, and library assistants. Total 100 questionnaires were distributed (randomly) to the selected sample for the current year; 92 valid samples were collected and analyzed. Web 2.0 is especially useful and creative when knowledge is digitized made modular and allowed to be used and distributed in a flexible way. Study was carried out to know the awareness regarding Web 2.0 tools like blogs, wikipedia, RSS Feed, social networks, podcasting, and others (SNS, mashup). It is observed from the study that significant portion of the respondents have good knowledge about the Web 2.0. Web 2.0 provided innovative and interesting resources for librarians to serve their users as quickly and effectively as possible with new ways. The respondents having excellent skills of internet usage were more inclined towards adoption of Web 2.0 technologies in their personal life. In the geographical distribution, the libraries are far away from Web 2.0 technologies. To explore the factors affecting toward adoption of Web 2.0 technologies in the libraries, a comprehensive study should be conducted on the country level.||0||0|
|Web 2.0 tools in Library web pages: Survey of Universities and institutes of national importance of West Bengal||Majumdar S.||DESIDOC Journal of Library and Information Technology||English||2012||The present article is a web survey of Library web pages of different Universities as well as Institutes of National Importance web sites of the state of West Bengal regarding application of Web 2.0 technology and tools to enhance library services to patrons. Brief introduction to different Web 2.0 tools such as Blog, Wiki, RSS, Podcast, etc. is given. Based on the analysis of collected data, a few questions are raised to be dug deeper into the malady of present condition.||0||0|
|Yes you can: Offer a comprehensive set of technologies to enhance teaching and learning||Mehta A.||SIGUCCS'12 - ACM Proceedings of the SIGUCCS Annual Conference||English||2012||The wide array of educational technologies available today has evolved substantially in the past few years. Tools which had been released just a few years back, are now more feature rich, easier to use, are able to integrate into campus portals. More importantly the systems have become more affordable - in that most are now hosted in the cloud, not needing developers and technical staff to maintain; thereby allowing instructional designers, media and content specialists to concentrate their work on assisting faculty to use these technologies. UMass Boston has over the past 4 years, has taken advantage of these developments and is able to offer the community a wide variety of options for engaging students. The presentation will show how a public university like UMass Boston has been able to offer a wide variety of systems, extended hours support, Wiki's, Blogs, classroom capture systems, iTunes U, personal response systems and other services with a small staff and limited budgets. Offering wide choices allows faculty to teach with tools that suit their teaching styles, but more importantly allows students who become aware of these tools to demand that their faculty adopt them, because the way students learn today has changed dramatically. It is our obligation to meet their learning needs. Copyright||0||0|
|A Framework for Adopting Collaboration 2.0 Tools for Virtual Group Decision Making||Turban E.
|Group Decision and Negotiation||English||2011||Decision making in virtual teams is gaining momentum due to globalization, mobility of employees, and the need for collective and rapid decision making by members who are in different locations. These factors resulted in a proliferation of virtual team software support tools for decision making, the latest of which is social software (also known as collaboration 2.0), which includes tools such as wikis, blogs, microblogs, discussion forums, and social networking platforms. This paper describes the potential use of collaboration 2.0 software for improving the process and the specific tasks in virtual group decision making. The paper proposes a framework for exploring the fitness between social software and the major activities in the group decision making process and how such tools can be successfully adopted. Specifically, we use a fit-viability model to help assessing whether social software fit a decision task and what organizational factors are important for such tools to be effective. Representative research issues related to the use of such tools are also presented. © 2010 Springer Science+Business Media B.V.||0||0|
|Approach of Web2.0 application pattern applied to the information teaching||Li G.
|Communications in Computer and Information Science||English||2011||This paper firstly focuses on the development and function of Web2.0 from an educational perspective. Secondly, it introduces the features and theoretical foundation of Web 2.0. Consequently, The application pattern used in the information teaching based on the introduction described above is elaborated and proved to be an effective way of increasing educational productivity. Lastly, this paper presents the related cases and teaching resources for reference.||0||0|
|Blognoon: Exploring a topic in the blogosphere||Maria Grineva
|Proceedings of the 20th International Conference Companion on World Wide Web, WWW 2011||English||2011||We demonstrate Blognoon, a semantic blog search engine with the focus on topic exploration and navigation. Blognoon provides concept search instead of traditional keywords search and improves ranking by identifying main topics of posts. It enhances navigation over the Blogosphere with faceted interfaces and recommendations.||0||0|
|Concept based modeling approach for blog classification using fuzzy similarity||Ayyasamy R.K.
|Proceedings - 2011 8th International Conference on Fuzzy Systems and Knowledge Discovery, FSKD 2011||English||2011||As information technology is developing in a faster pace, there is a steep increase in social networking where the user can share their knowledge, views, criticism through various ways such as blogging, facebook, microblogging, news, forums, etc. Among these various ways, blogs play a different role as it is a personal site for each user, and blogger writes lengthy posts on various topics. Several research works are carried out, to classify blogs based on machine learning techniques. In this paper, we describe a method for classifying blog posts automatically using fuzzy similarity. We perform, experiments using TREC dataset and applied our approach to six different fuzzy similarity measures. Experimental results proved that Einstein fuzzy similarity measures performs better than the other measures.||0||0|
|Contrasts in student engagement, meaning-making, dislikes, and challenges in a discovery-based program of game design learning||Rebecca Reynolds
|Educational Technology Research and Development||English||2011||This implementation study explores middle school, high school and community college student experiences in Globaloria, an educational pilot program of game design offered in schools within the U. S. state of West Virginia, supported by a non-profit organization based in New York City called the World Wide Workshop Foundation. This study reports on student engagement, meaning making and critique of the program, in their own words. The study's data source was a mid-program student feedback survey implemented in Pilot Year 2 (2008/2009) of the 5 year design-based research initiative, in which the researchers posed a set of open-ended questions in an online survey questionnaire answered by 199 students. Responses were analyzed using inductive textual analysis. While the initial purpose for data collection was to elicit actionable program improvements as part of a design-based research process, several themes emergent in the data tie into recent debates in the education literature around discovery-based learning. In this paper, we draw linkages from the categories of findings that emerged in student feedback to this literature, and identify new scholarly research questions that can be addressed in the ongoing pilot, the investigation of which might contribute new empirical insights related to recent critiques of discovery based learning, self-determination theory, and the productive failure phenomenon.||0||0|
|Enhancing automatic blog classification using concept-category vectorization||Ayyasamy R.K.
|Advances in Intelligent and Soft Computing||English||2011||Blogging has gained popularity in recent years. Blog, a user generated content is a rich source of information and many research are conducted in finding ways to classify blogs. In this paper, we present the solution for automatic blog classification through our new framework using Wikipedia's category system. Our framework consists of two stages: The first stage is to find the meaningful terms from blogposts to a unique concept as well as disambiguate the terms belonging to more than one concept. The second stage is to determine the categories to which these found concepts appertain. Our Wikipedia based blog classification framework categorizes blog into topic based content for blog directories to perform future browsing and retrieval. Experimental results confirm that proposed framework categorizes blogposts effectively and efficiently.||0||0|
|Enhancing concept based modeling approach for blog classification||Ayyasamy R.K.
|Advances in Intelligent and Soft Computing||English||2011||Blogs are user generated content discusses on various topics. For the past 10 years, the social web content is growing in a fast pace and research projects are finding ways to channelize these information using text classification techniques. Existing classification technique follows only boolean (or crisp) logic. This paper extends our previous work with a framework where fuzzy clustering is optimized with fuzzy similarity to perform blog classification. The knowledge base-Wikipedia, a widely accepted by the research community was used for our feature selection and classification. Our experimental result proves that proposed framework significantly improves the precision and recall in classifying blogs.||0||0|
|Functional themes across blogs, wikis and social networking sites relating to pregnancy||Ho J.||Electronic Journal of Health Informatics||English||2011||The aim of this article is to explore the functional themes across blogs, wikis and social networking sites relating to pregnancy, through a thematic analysis of data contained within a selection of individual websites. A research question, which could be answered by this study is, "What information and applications are individuals sharing and accessing on pregnancy related websites?" A search was conducted on the Internet using Google to identify all related pregnancy related Web 2.0 applications on the Internet in Australia. They were analysed and grouped based on their content and functional themes. The thematic analysis revealed several recurrent themes, which were labelled 'provision of personal opinion on health information (unreferenced)', 'sharing of pregnancy experience', 'news articles' and 'trading pregnancy items/gadgets'. The findings illustrated the usage of various Web 2.0 Internet applications in relation to obtaining and sharing pregnancy related information. Many of these aplications have not been certified by health care professionals. The study illustrated that health care consumers were taking it upon themselves to utilise these Internet applications and other publicly available application for health purposes. In most instances the researcher noted the intention of information and resources provision on these websites was not to educate but to sell or to convince the consumer to take a particular action that may or may not benefit their health circumstances. Understanding what type of tools and functions consumers are seeking online and how they are accessing them will enable health care providers to capitalise on these easy to use applications for patient education, health promotion and for changing policy to improve health care services.||0||0|
|Introducing Web 2.0 in education: A structured approach adopting a Web 2.0 implementation framework||Baxter G.J.
|Proceedings of the 2011 7th International Conference on Next Generation Web Services Practices, NWeSP 2011||English||2011||This paper provides an overview on the state of art of Web 2.0 use in Higher Education exploring reasons why and how Web 2.0 tools, namely, wikis, blogs and online forums are being used in educational settings. This paper acknowledges that there is an apparent lack of evidence in the Web 2.0 literature regarding the steps taken by educators to introduce Web 2.0 in the classroom. A Web 2.0 implementation framework is presented which provides educators with a set of practical steps to follow when adopting the use of Web 2.0 for the first time. This framework can be tested and developed in educational settings based on the experience of other educators.||0||0|
|Linking online news and social media||Tsagkias M.
Maarten de Rijke
|Proceedings of the 4th ACM International Conference on Web Search and Data Mining, WSDM 2011||English||2011||Much of what is discussed in social media is inspired by events in the news and, vice versa, social media provide us with a handle on the impact of news events. We address the following linking task: given a news article, find social media utterances that implicitly reference it. We follow a three-step approach: we derive multiple query models from a given source news article, which are then used to retrieve utterances from a target social media index, resulting in multiple ranked lists that we then merge using data fusion techniques. Query models are created by exploiting the structure of the source article and by using explicitly linked social media utterances that discuss the source article. To combat query drift resulting from the large volume of text, either in the source news article itself or in social media utterances explicitly linked to it, we introduce a graph-based method for selecting discriminative terms. For our experimental evaluation, we use data from Twitter, Digg, Delicious, the New York Times Community, Wikipedia, and the blogosphere to generate query models. We show that different query models, based on different data sources, provide complementary information and manage to retrieve different social media utterances from our target index. As a consequence, data fusion methods manage to significantly boost retrieval performance over individual approaches. Our graph-based term selection method is shown to help improve both effectiveness and efficiency. Copyright 2011 ACM.||0||0|
|Oh! Web 2.0, Virtual Reference Service 2.0, Tools & Techniques (I): A Basic Approach||Arya H.B.
|Journal of Library and Information Services in Distance Learning||English||2011||This study targets librarians and information professionals who use Web 2.0 tools and applications with a view to providing snapshots on how Web 2.0 technologies are used. It also aims to identify values and impact that such tools have exerted on libraries and their services, as well as to detect various issues associated with the implementation of Web 2.0 applications in libraries. Offering Web 2.0 tools and technologies to library patrons is also suggested.||0||0|
|RETRACTED ARTICLE: Applications in "fundamentals of computers" course based on web2.0 computer-supported collaborative teaching||Mingyu Z.
|Proceedings - PACCS 2011: 2011 3rd Pacific-Asia Conference on Circuits, Communications and System||English||2011||Taking "Fundamentals of Computers" public courses as example and starting from the perspective of cooperative learning this paper proposes an idea of computer-supported collaborative learning which is based on Web 2.0 and using blog wiki as teaching method's. With the accomplishment of the design "Platform of CSCL in Fundamentals of Computer's course" this study provides a valuable reference for relative method of implementation.||0||0|
|Sharing regulatory intelligence: Are newsletters here to stay or is social media the future?||Hynes C.
|Regulatory Rapporteur||English||2011||Regulatory newsletters - electronic or printed - are a key deliverable for the regulatory intelligence (RI) function. In 2009, the Regulatory Intelligence Networking Group (RING)* began a project to review the regulatory newsletters produced by its member companies in order to determine if newsletters are the optimal medium for sharing regulatory intelligence. The RING is also evaluating 'social media' (eg, LinkedIn, Wikipedia, Twitter), as these may offer advantages over newsletters. In utilising social media to enhance the gathering and delivery of regulatory intelligence, there is an excellent opportunity for RI specialists to demonstrate the value of social media to other regulatory affairs professionals. The first part of this article discusses the use of newsletters by RING member companies; the second part explores the current and possible uses of social media to enhance the RI function. Finally, the article considers whether social media will have a future role in the delivery of regulatory intelligence and how RI specialists can demonstrate the value of social media to their colleagues and industry peers.||0||0|
|Social information systems: Review, framework, and research agenda||Schlagwein D.
|International Conference on Information Systems 2011, ICIS 2011||English||2011||In this research-in-progress, we review the literature on an emerging new type of information systems: social information systems. Social information systems are information systems based on social technologies and open collaboration. The paper provides categories defining social information systems and a framework for existing and future research in this field of study.||0||0|
|Technology-mediated social participation: The next 25 years of HCI challenges||Shneiderman B.||Lecture Notes in Computer Science||English||2011||The dramatic success of social media such as Facebook, Twitter, YouTube, blogs, and traditional discussion groups empowers individuals to become active in local and global communities. Some enthusiasts believe that with modest redesign, these technologies can be harnessed to support national priorities such as healthcare/wellness, disaster response, community safety, energy sustainability, etc. However, accomplishing these ambitious goals will require long-term research to develop validated scientific theories and reliable, secure, and scalable technology strategies. The enduring questions of how to motivate participation, increase social trust, and promote collaboration remain grand challenges even as the technology rapidly evolves. This talk invites researchers across multiple disciplines to participate in redefining our discipline of Human-Computer Interaction (HCI) along more social lines to answer vital research questions while creating inspirational prototypes, conducting innovative evaluations, and developing robust technologies. By placing greater emphasis on social media, the HCI community could constructively influence these historic changes.||0||0|
|Understanding the pedagogy Web 2.0 supports: The presentation of a Web 2.0 pedagogical model||Baxter G.J.
|Proceedings of the 2011 7th International Conference on Next Generation Web Services Practices, NWeSP 2011||English||2011||This paper explores the concept of Web 2.0 and provides an overview of three types of Web 2.0 tools currently used in education today, namely, wikis, blogs and online forums. The paper also presents the results of a systematic literature review on Web 2.0 in education, the findings of which revealed a lack of Web 2.0 pedagogical models in the literature. This paper makes a contribution to knowledge in the area of Web 2.0 use in education by presenting a Web 2.0 pedagogical model to inform educators of how to apply the learning theories associated with Web 2.0 in the classroom. In addition, the paper presents the findings of a teacher training course based on the Web 2.0 pedagogical model taught through the use of an integrated Web 2.0 platform that was carried out as part of a large-scale evaluation of Web2.0 across Europe.||0||0|
|Uses of web 2.0 for knowledge management in organziations: Mutiple case studies||Nath A.K.
|17th Americas Conference on Information Systems 2011, AMCIS 2011||English||2011||Web 2.0 is a set of Internet-based applications that harness network effects by facilitating collaborative and participative computing. Despite widespread popularity of Web 2.0 tools at the consumer level, it is still not well is understood how Web 2.0 is used by enterprises for Knowledge Management (KM). Using multiple case studies, our research addresses this critical gap in the literature and provides examples of uses of Web 2.0 for KM at the individual, project and group level in three leading IT organizations. Findings of our research will help other organizations to adopt Web 2,0 for KM.||0||0|
|Utilizing wikipedia in categorizing topic related blogs into facets||Daisuke Yokomoto
|Procedia - Social and Behavioral Sciences||English||2011||Given a search query, most existing search engines simply return a ranked list of search results. However, it is often the case that those search result documents consist of a mixture of documents that are closely related to various sub- topics. This paper proposes a framework of categorizing blog posts according to their sub-topics. In our framework, the sub-topic of each blog post is identified by utilizing Wikipedia entries as a knowledge source and each Wikipedia entry title is considered as a sub-topic label. We achieve to quickly overview the distribution of sub-topics over the whole collected blog posts.||0||0|
|Web 2.0 in the professional LIS literature: An exploratory analysis||Noa Aharony||Journal of Librarianship and Information Science||English||2011||This paper presents a statistical descriptive analysis and a thorough content analysis of descriptors and journal titles extracted from the Library and Information Science Abstracts (LISA) database, focusing on the subject of Web 2.0 and its main applications: blog, wiki, social network and tags.The primary research questions include: whether the phenomenon of Web 2.0 with its various applications is significantly expressed in the professional LIS literature; which kind of journals deal with Web 2.0 and its applications; and what are the emerging issues or trends expressed in the professional LIS literature. The findings reveal that the percentage of peer-reviewed articles concerning Web 2.0 is quite low, and a close link between Web 2.0 and library issues. This tendency may suggest the potential of Web 2.0 and its implications for libraries, as presented in the professional LIS literature.||0||0|
|Web 2.0 revisited: User-generated content as a social innovation||Kaletka C.
|International Journal of Innovation and Sustainable Development||English||2011||This paper raises the question whether Web 2.0 can be seen as a technological or a social innovation and which interdependencies exist between these two innovative aspects of the phenomenon. For that purpose, the definition of Web 2.0 as a tag cloud (for example given in Wikipedia) or as a difference in comparison to a 'Web 1.0' is revisited, challenged and discarded. In following steps, the paper argues that the core innovation of Web 2.0 is the communication of 'user-generated content' as a new social routine. The main enabling factors for Web 2.0 utilisation as a social routine are identified as easy-to-use software and broadly spread internet access. So while technology is seen as a 'catalyst' of the phenomenon, the innovation itself (user-generated content) is considered a social one. Copyright||0||0|
|Web 2.0 support for residents and fellows patient care and educational needs||Dodson S.
|Medical Reference Services Quarterly||English||2011||This article discusses librarian support of medical education programs and patient care with blogs and wikis. Pedagogical background for using Web 2.0 tools in educational settings is explored and example applications given. A survey of health sciences libraries usage of blogs and wikis was conducted in 2009-2010. Using the results from the survey plus five years of experience using blogs and wikis at the University of Washington Health Sciences Library, best practices were compiled and are presented for guidance in establishing new blogs and wikis.||0||0|
|A comparison of Web 2.0 tools in a doctoral course||Meyer K.A.||Internet and Higher Education||English||2010||Adult, professional students in a doctoral-level course used Web 2.0 tools such as wikis, blogs, and online discussions to develop answers to six "Big Questions" related to higher education finance and also produced a research paper that used original data or the research literature to improve understanding of a specific topic. At the close of the course, students were asked to provide examples of learning for each question and each tool, and to evaluate the tools used. Bloom's Digital Taxonomy was used to evaluate levels of learning. Results indicated that the level of learning mirrored that of the Big Question or was at higher levels when students used new tools. Wikis generated objections from students who did not care for group work, although others found it a good collaborative tool. Blogs were more acceptable, but online discussions were preferred because of the interaction and sharing among students. Research papers allowed students to learn material of their own interest and to do so in depth. © 2010 Elsevier Inc. All rights reserved.||0||0|
|Adoption of social software for collaboration||Lei Zhang||Proceedings of the International Conference on Management of Emergent Digital EcoSystems, MEDES'10||English||2010||This doctoral research explores how social software can be used to support work collaboration. A case study approach with mixed methods is adopted in this study. Social network analysis and statistical analysis provide complementary support to qualitative analysis. The UK public sector was chosen as the research context. Users are individuals who are knowledge workers in distributed and cross-boundary groups. The asynchronous social software applications studied are blogs and wikis. This paper first describes the major contributions made in the research findings. Next, it identifies the implications of this study for the adoption theory, mixed methodology and for practice. Finally, having taken into consideration the limitations of the study, some recommendations are proposed for further research. Copyright||0||0|
|Application of social software in college education||Pan Q.||Proceedings - 2010 International Conference on Artificial Intelligence and Education, ICAIE 2010||English||2010||Social software is a newborn thing in the process of network socialization, it makes learners and software feature set in one body, provides good support for learning, and it makes learning and the transformation of knowledge complement with each other. This article describes the concept of social software and its classification, and expounds its application in high school education, in the hope that learners can effectively use social software to achieve optimum learning outcomest.||0||0|
|Application of web 2.0 technologies in e-learning context||Wan L.||2010 International Conference on Networking and Digital Society, ICNDS 2010||English||2010||Web 2.0 is defined as the collective set of Internet-based tools such as wikis, blogs, web based applications, social networking sites and so on. The use of Web 2.0 is a new era in the practice of e-learning. In this paper, the author firstly introduced the landscape of Web 2.0 and their application in educational activities. Then the author analyzed three current models of using Web 2.0 theory and technologies in e-learning context. Based on the analysis of the three models, the author proposed an integrated framework of using web 2.0 technologies in e-learning 2.0. The framework consist of Web 2.0 tools, e-learning 2.0 application and e-learning 2.0 learning modes. The framework will help researchers understand the web based e-learning architecture.||0||0|
|Collaborative educational geoanalytics applied to large statistics temporal data||Jern M.||CSEDU 2010 - 2nd International Conference on Computer Supported Education, Proceedings||English||2010||Recent advances in Web 2.0 graphics technologies have the potential to make a dramatic impact on developing collaborative geovisual analytics that analyse, visualize, communicate and present official statistics. In this paper, we introduce novel "storytelling" means for the experts to first explore large, temporal and multidimensional statistical data, then collaborate with colleagues and finally embed dynamic visualization into Web documents e.g. HTML, Blogs or MediaWiki to communicate essential gained insight and knowledge. The aim is to let the analyst (author) explore data and simultaneously save important discoveries and thus enable sharing of gained insights over the Internet. Through the story mechanism facilitating descriptive metatext, textual annotations hyperlinked through the snapshot mechanism and integrated with interactive visualization, the author can let the reader follow the analyst's way of logical reasoning. This emerging technology could in many ways change the terms and structures for learning.||0||0|
|Cross-lingual analysis of concerns and reports on crimes in blogs||Hiroyuki Nakasaki
|Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering||English||2010||Among other domains and topics on which some issues are frequently argued in the blogosphere, the domain of crime is one of the most seriously discussed by various kinds of bloggers. Such information on crimes in blogs is especially valuable for outsiders from abroad who are not familiar with cultures and crimes in foreign countries. This paper proposes a framework of cross-lingually analyzing people's concerns, reports, and experiences on crimes in their own blogs. In the retrieval of blog feeds/posts, we take two approaches, focusing on various types of bloggers such as experts in the crime domain and victims of criminal acts.||0||0|
|Digital technologies for book publishing||Tian X.
|Publishing Research Quarterly||English||2010||This paper is based on an Australian government-funded research project looking at the implications of digitization for the book publishing industry, which was originally completed in 2008 and later extended to cover up to the present day. Although Australian-based the project and subsequent research has wider implications for application elsewhere. The paper initially provides a snapshot of Australian book publishing in a global context, and then summarizes our findings on the current and potential future impact of digital technologies. The original research employed an interpretive research paradigm, using a mixed methodology design, including an online survey of book publishers and the conduct of 14 case studies. The extension of the original research project led to its being given a more global dimension. In reporting this new research, the paper discusses in detail the diverse range of technologies, their limitations and the risks and opportunities they offer to the book publishing industry. This includes insights into the business as well as technical issues confronting the industry.||0||0|
|Evaluation study of pedagogical methods and e - Learning material via web 2.0 for hearing impaired people||Vrettaros J.
|Communications in Computer and Information Science||English||2010||The primary goal of this paper is to study whether WEB 2.0 tools such as blogs, wikis, social networks and typical hypermedia as well as techniques such as lip - reading, video - sign language and learning activities are appropriate to use for learning purpose for deaf and hard of hearing people. In order to check the extent in which the choices mentioned above are compatible with the features of the specific group and maximize the learning results we designed an empirical study which will be presented below. The study was conducted in the context of SYNERGIA, a project of Leonardo da Vinci of Lifelong Learning Programme, in the section of MULTILATERAL PROJECTS TRANSFER OF INNOVATION, The evaluation was conducted on data that came up through questionnaire analysis.||0||0|
|Exploring the workplace communication ecology||Turner T.
|Conference on Human Factors in Computing Systems - Proceedings||English||2010||The modern workplace is inherently collaborative, and this collaboration relies on effective communication among co-workers. Many communication tools - email, blogs, wikis, Twitter, etc. - have become increasingly available and accepted in workplace communications. In this paper, we report on a study of communications technologies used over a one year period in a small US corporation. We found that participants used a large number of communication tools for different purposes, and that the introduction of new tools did not impact significantly the use of previously-adopted technologies. Further, we identified distinct classes of users based on patterns of tool use. This work has implications for the design of technology in the evolving ecology of communication tools.||0||0|
|Feasibilty study on mobile and communication technologies for language learning||Osman M.
|Proceedings of the IADIS International Conference Mobile Learning 2010||English||2010||This paper describes a study that has been carried out to determine the feasibility for combining mobile and communication technologies for language learning for Malaysian students in higher education. Mobile phone can deliver learning in nugget size at anytime and anywhere to engage learners by providing content, reminders and quizzes. All of these can improve learning experience. Communication tools such as blog and wikis provide a way of sharing ones writing with others, such as ones classmates or team members. Comments and feedback in blogs and wikis can motivate and encourage students to be active participants and further improving their skills. The limitations and implications of the findings of the feasibility to provide directions for a larger study that is to follow.||0||0|
|For better or worse: Using wikis and blogs for staff communication in an academic library||Costello K.
Del Bosque D.
|Journal of Web Librarianship||English||2010||This case study from the University of Nevada, Las Vegas, University Libraries, which has one main library, three branches, and more than 110 staff, illustrates one approach to using new technologies as additional methods for internal communication. At large academic libraries, communication within the organization can be challenging. The potential that Web 2.0 tools have to increase opportunities for communication and collaboration is one reason internal staff wiki and blogs were implemented at the University Libraries. The staff wiki is predominantly used to archive committee meeting minutes, policies and procedures, and departmental information, while blogs are used mainly for news items and departmental updates. The University of Nevada, Las Vegas, library staff were surveyed to assess the changes in communication after the implementation of blogs and an internal wiki. The authors theorized that Web 2.0 technologies would reduce barriers and improve communication. Results indicated an overall improvement in internal staff communication after the implementation of the staff wiki; however, no change was noted with blogs. Findings also showed several challenges for the future, including the need for additional training with the tools and a desire for more regular postings to the blogs. A major test for the future is ensuring that these new Web 2.0 technologies become more integrated into staff workflows so the technologies will be more readily adopted by library staff as additional communication channels.||0||0|
|Integrating second life to enhance global intercultural collaboration projects||Corder D.
|ACM Inroads||English||2010||Virtual collaboration requires competencies such as effective communication, and the ability to build trust and understanding to create a community with common aims. Virtual collaboration with other cultures also requires development of intercultural competence. Individuals need to understand cultural differences that determine behaviour, successful teamwork and outcomes. They must also be able to notice, reflect and critically analyse, and be aware of their own cultural identity, beliefs and assumptions. Research has identified issues that can arise in global virtual collaboration. This paper discusses these issues and the integration of Second Life to enhance virtual collaborative projects. It explores the advantages of avatar-based human interaction and experiences that enable engagement in real-time realistic activities, and using the interaction and experiences to develop virtual collaboration competencies, including intercultural competence. Based on trialling student exchanges in an intercultural competence course, technical and pedagogical issues relating to competence development are discussed, along with the relevance to computer sciences, and possible inter-disciplinary collaboration to facilitate the development of intercultural competence.||0||0|
|Internet research: The question of method-a keynote address from the YouTube and the 2008 election cycle in the United States conference||Richard Rogers||Journal of Information Technology and Politics||English||2010||Digital studies on culture may be distinguished from cultural studies of the digital, at least in terms of method. This lecture takes up the question of the distinctiveness of "digital methods" for researching Internet cultures. It asks, initially, should the methods of study change, however slightly or wholesale, given the specificity of the new medium? The larger digital methods project thereby engages with "virtual methods," the current, dominant "e-science" approach to the study of the Internet, and the consequences for research of importing standard methods from the social sciences in particular. What kinds of contributions are made to digital media studies, and the Internet in particular, when traditional methods are imported from the social sciences and the humanities onto the medium? Which research opportunities are foreclosed? Second, I ask, what kinds of new approaches are worthwhile, given an emphasis on the "natively digital" as opposed to digitization? The goal is also to change the focus of humanities and humanities computing away from the opportunities afforded by transforming ink into bits. The effort is to develop the study of natively digital objects (the link, the tag, etc.) and devices (engines and other recommendation machines) that make use of them. After critically reviewing existing approaches to the study of the digital, which largely import method onto the medium, I subsequently propose research strategies that follow the medium. How can one learn from methods in the medium, and repurpose them for social and cultural research? The lecture launches a novel strand of study: digital methods.||0||0|
|Internet, archaeology on||Richards J.D.||Encyclopedia of Archaeology||English||2010||Archaeological adoption of the Internet is considered in the context of broader trends in scholarly communication and e-commerce. The impact of electronic publication on archaeology and the growth of e-journals is discussed. The deep web, and the rich content available from on-line databases and other web resources is also considered. The transience of the web, and problems of digital preservation is addressed. The use of the internet for more community based interactions and the growth of internet discussion groups, web blogs, and news feeds, is also discussed. The Internet has been seen as a great democratiser of archaeological knowledge, but others claim it creates a new technocractic elite, and restricts access to the developed world. Finally, the problem of resource discovery is raised, and the difficulties of finding authoritative information. Does the future lie in greater adoption of metadata standards and the development of the semantic web, or does Google have all the answers? © 2008 Copyright © 2008 Elsevier Inc. All rights reserved.||0||0|
|Japanese/english blog distillation and cross-lingual blog analysis with multilingual wikipedia entries as fundamental knowledge source||Hiroyuki Nakasaki
|Transactions of the Japanese Society for Artificial Intelligence||Japanese||2010||The overall goal of this paper is to cross-lingually analyze multilingual blogs collected with a topic keyword. The framework of collecting multilingual blogs with a topic keyword is designed as the blog feed retrieval procedure. In this paper, we take an approach of collecting blog feeds rather than blog posts, mainly because we regard the former as a larger information unit in the blogosphere and prefer it as the information source for cross-lingual blog analysis. In the blog feed retrieval procedure, we also regard Wikipedia as a large scale ontological knowledge base for conceptually indexing the blogosphere. The underlying motivation of employing Wikipedia is in linking a knowledge base of well known facts and relatively neutral opinions with rather raw, user generated media like blogs, which include less well known facts and much more radical opinions. In our framework, first, in order to collect candidates of blog feeds for a given query, we use existing Web search engine APIs, which return a ranked list of blog posts, given a topic keyword. Next, we re-rank the list of blog feeds according to the number of hits of the topic keyword as well as closely related terms extracted from the Wikipedia entry in each blog feed. We compare the proposed blog feed retrieval method to existing Web search engine APIs and achieve significant improvement. We then apply the proposed blog distillation framework to the task of cross-lingually analyzing multilingual blogs collected with a topic keyword. Here, we cross-lingually and cross-culturally compare less well known facts and opinions that are closely related to a given topic. Results of cross-lingual blog analysis support the effectiveness of the proposed framework.||0||0|
|Linking topics of news and Blogs with Wikipedia for complementary navigation||Yuki Sato
|Lecture Notes in Computer Science||English||2010||We study complementary navigation of news and blog, where Wikipedia entries are utilized as fundamental knowledge source for linking news articles and blog feeds/posts. In the proposed framework, given a topic as the title of a Wikipedia entry, its Wikipedia entry body text is analyzed as fundamental knowledge source for the given topic, and terms strongly related to the given topic are extracted. Those terms are then used for ranking news articles and blog posts. In the scenario of complementary navigation from a news article to closely related blog posts, Japanese Wikipedia entries are ranked according to the number of strongly related terms shared by the given news article and each Wikipedia entry. Then, top ranked 10 entries are regarded as indices for further retrieving closely related blog posts. The retrieved blog posts are finally ranked all together. The retrieved blog posts are then shown to users as blogs of personal opinions and experiences that are closely related to the given news article. In our preliminary evaluation, through an interface for manually selecting relevant Wikipedia entries, the rate of successfully retrieving relevant blog posts improved.||0||0|
|Linking topics of news and blogs with wikipedia for complementary navigation||Yuki Sato
|RETRACTED ARTICLE: The Personal Knowledge Management Technology in the platform of E-learning||Ding G.
|ICCET 2010 - 2010 International Conference on Computer Engineering and Technology, Proceedings||English||2010||This paper comes to a conclusion that Personal Knowledge Management Technology is better to promote the generation, the transformation and the application of knowledge in the platform of E-learning by analyzing the development situation of blog and Wiki in the E-learning platform and comparing BBS which belongs to the traditional techniques with Blog of personal knowledge management technology. Then it designs a module of E-learning which is based on personal knowledge management. Finally, it forecasts the development direction of personal knowledge management.||0||0|
|Scholarly knowledge development and dissemination in an international context: Approaches and tools for higher education||Willis J.
|Computers in the Schools||English||2010||This paper looks at the process of collaboratively creating and disseminating information resources, such as journals, books, papers, and multimedia resources in higher education. This process has been facilitated and encouraged by two relatively new movements, open-source and, especially, open access. The most definitive expression of the principles of open access is the Budapest Open Access Initiative. It calls for the creation of journals that are freely available via the Internet to anyone. The broad principles of open access can be the foundation for creating many types of information resources-from online textbooks to sophisticated instructional videos. What distinguishes such open access resources is that they are distributed without charge to users and that most of the individual and institutional authors give permission for them to be revised, remixed, and reformed by users, who may then distribute the "new" version of the resource. Much of the work on open access information resources is collaborative and involves international teams with diverse experiences and areas of expertise. Such collaboration is not easy, but there is a growing set of electronic tools that support such work. The electronic toolbox for collaboratively creating new information resources includes tools that can serve as "electronic hallways" where potential collaborators can meet and interact informally; gateway Web sites and document repositories that support the exchange of information; Web tools that support groups with special interests; tools for supporting project teams; collaborative writing support systems including file sharing, document exchange, and version control software; wikis where a team can collaboratively write and revise documents, and project management software. There are also many avenues for disseminating information resources. These include open-access journals and the software packages that support them such as the Open Journal Systems package from the Public Knowledge Project, preprint and repository archives and the software for creating such archives (e.g., dspace, Fedora, Joomla, and Drupal), Web resources for indexing and locating relevant information, and international as well as virtual conferences and the software for operating such meetings. This paper explores the different approaches to both creating and disseminating information resources for higher education and evaluates some of the most commonly used software options for supporting these activities.||0||0|
|Students' acceptance of web 2.0 technologies in higher education: Findings from a survey in a Romanian University||Popescu E.||Proceedings - 21st International Workshop on Database and Expert Systems Applications, DEXA 2010||English||2010||This paper reports findings from a survey on students' attitude towards the use of Web 2.0 tools in a Romanian university. The purpose of the study is threefold: i) establish students' initial level of familiarity with various Web 2.0 tools, as well as their usage habits (time spent, frequency of accesses, purpose of use); ii) capture students' feedback after a practical learning experience involving the use of social software (in terms of ease-of-use, perceived usefulness, advantages and disadvantages); iii) analyze students' general opinion regarding the prospective large-scale introduction of Web 2.0 technologies in education. To this end, students participated in a team project assignment which required the use of blogs and wikis and were asked to fill in two opinion questionnaires. The paper provides a detailed report of the results, together with a discussion of findings and lessons learned.||0||0|
|Talking about data: Sharing richly structured information through blogs and wikis||Benson E.
|Proceedings of the 19th International Conference on World Wide Web, WWW '10||English||2010||The web has dramatically enhanced people's ability to communicate ideas, knowledge, and opinions. But the authoring tools that most people understand, blogs and wikis, primarily guide users toward authoring text. In this work, we show that substantial gains in expressivity and communication would accrue if people could easily share richly structured information in meaningful visualizations. We then describe several extensions we have created for blogs and wikis that enable users to publish, share, and aggregate such structured information using the same workflows they apply to text. In particular, we aim to preserve those attributes that make blogs and wikis so effective: one-click access to the information, one-click publishing of content, natural authoring interfaces, and the ability to easily copy-and-paste information and visualizations from other sources.||0||0|
|The personalized information exchange model for colleges and universities in web 2.0||Bai X.
|Proceedings of the International Conference on E-Business and E-Government, ICEE 2010||English||2010||Colleges and universities, as important knowledge storage bases, supply a platform for students to get knowledge, broaden their horizons, unfold themselves and display their individuality. However the current colleges' information systems are teacher-centered. Students' initiative and creativity are neglected and developed ineffectively. Web 2.0, including Blog, TAG, SNS, RSS, Wiki and so on social softwares, initiatives the ideas of open, sharing, participation, creation and user-centered which could meet the need of colleges' knowledge service. So this paper designs a personalized information exchange model for colleges and universities based on the Web2.0 technologies and furthermore develops the system and makes comment on it.||0||0|
|The power of truth||Stolley R.B.||Publishing Research Quarterly||English||2010||Democracy thrives on journalism, and journalism thrives on truth. The subject is Truth - what it is, how we find it and why it's important. In finding Truth, the internet is a rich and dangerous source. Nothing is better than a well-prepared, face to face interview. But Truth is not free. Journalism must find a way to elicit payment for all forms of disseminated Truth - print and online. One Truth seems clear: books and magazines will never disappear, be displaced or diminished to irrelevance.||0||0|
|Treat your customers as equals! Fostering customer collaboration through social media||Ellonen H.-K.
|International Journal of Electronic Marketing and Retailing||English||2010||The purpose of this paper is to explore, firstly, how companies and customers interact using social media, and secondly, how social-media-mediated interactions support customer collaboration. We identify two modes of interaction: the relationship-oriented mode and the instrumental mode. The former reflects relationship marketing in that it emphasises reciprocal and bilateral communication, while the latter reflects transaction marketing with its one-way and company-controlled communication. On the basis of the analysis of four cases, it is suggested that relationship-oriented social-media interactions support customer collaboration. In particular, it seems that ongoing customer-to-customer interactions supported by relationship-oriented company participation provide a fertile ground for diverse forms of virtual customer collaboration. We also found that the social-media applications used did not define the interaction mode. The responsibility for defining the objectives, choosing the applications and setting the mode lies within the hosting company. Copyright||0||0|
|University of strathclyde at headline ranking TREC BLOG 2010||Roussinov D.||NIST Special Publication||English||2010||The University of Strathclyde participated in TREC BLOG Headline Ranking task only. Our general theme was to explore how the lexical changes in the BLOG corpus can reflect the importance of the articles appearing in the news corpus. Three (3) runs were submitted. For automated run "strath1", our algorithm identified the word unigrams, the frequencies of mentioning of which in the blog corpus increased substantially on the day of the query. Up to 100 such words were used as a query to return and rank the headlines using the Terrier platform and its PL2 model. Automated run "strath3" was similar to "strath1" except the weights were estimated based on the amount of the increase in the frequency of use and applied to the query words. "Strath2" was a manual run. Event descriptions were taken from the "Current Event" articles of Wikipedia Portal on the day of each topic (e.g. 22 January 2008 for the first topic). The description of each event was sent to Bing search engine. The words that occurred more frequently within the snippets than on the Web in average, were used to query the headlines corpus. Our participation was in close collaboration with the University of Glasgow group, which provided 1) the index to the news corpus 2) the daily statistics on the lexicons of the blog corpus and 3) the classification of the headlines into the required set of categories.||0||0|
|Upgrading a coldfusion-based academic medical library staff intranet||Vander Hart R.
|Journal of Web Librarianship||English||2010||This article details the process of upgrading and expanding an existing academic medical library intranet to include a wiki, blog, discussion forum, and photo collection manager. The first version of the library's intranet from early 2002 was powered by ColdFusion software and existed primarily to allow staff members to author and store minutes of library team meetings. Other ColdFusion-based applications and functions were subsequently added, as were various other library documents and procedures. As a follow-up to the library's strategic plan, a library Staff Intranet Team was organized in early 2008 to reorganize the content of the intranet and to identify software tools that would allow greater staff participation in maintaining and updating intranet content. Early steps in the process included brainstorming, a card-sorting exercise, product research, a staff survey, and paper prototyping. The team focused on implementing various open-source, ColdFusion-based tools in order to accommodate existing technology, available budget, and time constraints. Challenges in implementing the tools included bypassing or modifying existing authentication systems and applying modifications that led to loss of native functionality. Despite usability testing and staff training, library staff have not universally welcomed or adopted all the new tools. Notwithstanding these challenges, the renovated staff intranet has shown promise in furthering the goals in the library's strategic plan to improve communication and facilitate collaboration among library staff.||0||0|
|Using a customized Wiki for classroom and online learning||Taylor A.||Ubiquitous Learning||English||2010||The use of online learning technology to support classroom learning has gradually gained acceptance in the higher education community, augmenting and in some cases supplanting the traditional lecture delivery method. This paper presents a case study which details the experiences of the author in developing what began as a simple Wiki platform into a highly functional classroom management system. The Wiki was developed using open source software acquired in 2002 and then customized and reprogrammed by the author and used in various higher education classroom settings from 2004 to 2009. The Wiki provides a central repository for all class activity and allows both the instructor and the student to add content to the class web site. The web site provides an orderly, streamlined presentation of course content that is appropriate for the course, an approach markedly different from that of a generically structured course management system such as BlackBoard, Sakai, or Moodle. The paper will first provide a historical perspective on the use of Wikis and other collaboration and knowledge aggregation software in the classroom, and then provide detail on the features and functions of the modified Wiki. Finally, analysis of student usage of the Wiki and the results of a student survey about the Wiki web site will be reviewed and discussed. This analysis provides additional insights on the use and effectiveness of the customized Wiki.||0||0|
|Using passage-based language model for opinion detection in blogs||Saad Missen M.M.
|Proceedings of the ACM Symposium on Applied Computing||English||2010||In this work, we evaluate the importance of Passages in blogs especially when we are dealing with the task of Opinion Detection. We argue that passages are basic building blocks of blogs. Therefore, we use Passage-Based Language Modeling approach as our approach for Opinion Finding in Blogs. Our decision to use Language Modeling (LM) in this work is totally based on the performance LM has given in various Opinion Detection Approaches. In addition to this, we propose a novel method for bi-dimensional Query Expansion with relevant and opinionated terms using Wikipedia and Relevance-Feedback mechanism respectively. We also compare the impacts of two different query terms weighting (and ranking) approaches on final results. Besides all this, we also compare the performance of three Passage-based document ranking functions (Linear, Avg, Max). For evaluation purposes, we use the data collection of TREC Blog06 with 50 topics of TREC 2006 over TREC provided best baseline with opinion finding MAP of 0.3022. Our approach gives a MAP improvement of almost 9.29% over best TREC provided baseline (baseline4).||0||0|
|Weaving a social data web with semantic pingback||Tramp S.
|Lecture Notes in Computer Science||English||2010||In this paper we tackle some pressing obstacles of the emerging Linked Data Web, namely the quality, timeliness and coherence of data, which are prerequisites in order to provide direct end user benefits. We present an approach for complementing the Linked Data Web with a social dimension by extending the well-known Pingback mechanism, which is a technological cornerstone of the blogosphere, towards a Semantic Pingback. It is based on the advertising of an RPC service for propagating typed RDF links between Data Web resources. Semantic Pingback is downwards compatible with conventional Pingback implementations, thus allowing to connect and interlink resources on the Social Web with resources on the Data Web. We demonstrate its usefulness by showcasing use cases of the Semantic Pingback implementations in the semantic wiki OntoWiki and the Linked Data interface for database-backed Web applications Triplify.||0||0|
|Xerox trails: A new web-based publishing technology||Rao V.G.
|Proceedings of SPIE - The International Society for Optical Engineering||English||2010||Xerox Trails is a new digital publishing model developed at the Xerox Research Center, Webster. The primary purpose of the technology is to allow Web users and publishers to collect, organize and present information in the form of a useful annotated narrative (possibly non-sequential) with editorial content and metadata, that can be consumed both online and offline. The core concept is a trail: a digital object that improves online content production, consumption and navigation user experiences. When appropriate, trails can also be easily sequenced and transformed into printable documents, thereby bridging the gap between online and offline content experiences. The model is partly inspired by Vannevar Bush's influential idea of the "Memex"  which has inspired several generations of Web technology . Xerox Trails is a realization of selected elements from the idea of the Memex, along with several original design ideas. It is based on a primitive data construct, the trail. In Xerox Trails, the idea of a trail is used to support the architecture of a Web 2.0 product suite called Trailmeme, that includes a destination Web site, plugins for major content management systems, and a browser toolbar.||0||0|
|Adoption of web based collaboration tools in the enterprise: Challenges and opportunities||Onyechi G.C.
|Proceedings of the 2009 International Conference on the Current Trends in Information Technology, CTIT 2009||English||2009||Many organisations nowadays are constantly seeking ways to improve their competitive edge and remain profitable. Organisations use new technology as a strategic tool which help create new ways of satisfying customer needs and working practices. Developments in internet technologies have led to the growing dependence on web-based technologies and more recently, collaboration software platforms. In spite of the vast amount of literature which describes the benefits organisations may reap through the use of these technologies, there is also skepticism regarding the adoption of these tools. This paper takes a critical look at the adoption of collaboration tools, focusing on social media, in the enterprise especially looking at the reason for skepticism in adopting these tools. Through surveys carried out amongst users of social media and case studies, the research looks at the value adding capabilities of social media in business, the challenges and opportunities, and adoption issues.||0||0|
|An empirical study on media characteristics and knowledge sharing in web 2.0 environment||Kim E.
|15th Americas Conference on Information Systems 2009, AMCIS 2009||English||2009||The success of the Enterprise 2.0 KMS (knowledge management systems) depends on the user's continuous participation in the process of knowledge sharing. This study attempts to identify the determinants of the user's intention to continuous knowledge sharing based on Expectation Confirmation Theory and Channel Expansion Theory. We also consider communication process modes (i.e., blog and wiki) as a moderator for perceived channel richness. The results of our analysis show the positive effects of all the predictors. With regard to the moderating effects of communication process modes, the effect of experiences shared with group members is greater in the channel to support conveyance, and the effects of experiences about the channel and the group task are greater in the channel to support convergence.||0||0|
|An empirical study on the use of web 2.0 by Greek adult instructors in educational procedures||Vrettaros J.
|Communications in Computer and Information Science||English||2009||In this paper is presented an empirical study and its results. The empirical study was designed through a pilot training program which was conducted in order to learn if Greek educators can learn to use and even adopt the use of web 2.0 tools and services in the educational process and in which extend, where the type of learning is either distant learning, blended learning or the learning takes place in the traditional classroom.||0||0|
|Communication process and collaborative work in web 2.0 environment||Kim E.
|ACM International Conference Proceeding Series||English||2009||Because the higher level of media richness improves the performance of collaborative works such as knowledge sharing, efforts to raise media richness are encouraged. The Channel Expansion Theory argues that individuals' perceptions of media richness vary according to each individual's knowledge base built from prior experiences related to the communication situation. This study explored the channel expansion effects in the new CMC environment, Web 2.0. In particular, we considered communication process modes (i.e., conveyance and convergence) as a factor moderating the effects. The research model was verified by an experiment with student subjects. Copyright||0||0|
|Content hole search in community-type content||Akiyo Nadamoto
|WWW'09 - Proceedings of the 18th International World Wide Web Conference||English||2009||In community-type content such as blogs and SNSs, we call the user's unawareness of information as a "content hole"and the search for this information as a "content hole search." A content hole search differs from similarity searching and has a variety of types. In this paper, we propose different types of content holes and define each type. We also propose an analysis of dialogue related to community-type content and introduce content hole search by using Wikipedia as an example. Copyright is held by the author/owner(s).||0||0|
|Content hole search in community-type content using Wikipedia||Akiyo Nadamoto
|ESSE: Exploring mood on the web||Sood S.O.
|AAAI Fall Symposium - Technical Report||English||2009||Future machines will connect with users on an emotional level in addition to performing complex computations (Norman 2004). In this article, we present a system that adds an emotional dimension to an activity that Internet users engage in frequently, search. ESSE, which stands for Emotional State Search Engine, is a web search engine that goes beyond facilitating a user's exploration of the web by topic, as search engines such as Google or Yahoo! afford. Rather, it enables the user to browse their topically relevant search results by mood, providing the user with a unique perspective on the topic at hand. Consider a user wishing to read opinions about the new president of the United States. Typing "President Obama" into a Google search box will return (among other results), a few recent news stories about Obama, the Whitehouse's website, as well as a wikipedia article about him. Typing "President Obama" into a Google Blog Search box will bring the user a bit closer to their goal in that all of the results are indeed blogs (typically opinions) about Obama. However, where blog search engines fall short is in providing users with a way to navigate and digest the vastness of the blogosphere, the incredible number of results for the query "President Obama" (approximately 17335307 as of 2/24/09) (Google Blog Search 2009). ESSE provides another dimension by which users can take in the vastness of the web or the blogosphere. This article outlines the contributions of ESSE including a new approach to mood classification. Copyright © 2009, Association for the Advancement of Artificial Intelligence (www.aaai.org).||0||0|
|Educating educators in the purposeful use of web 2.0 tools for teaching and learning||Doherty I.
|ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education||2009||Our paper reports on the provision and evaluation of continuing professional development workshops to teach educators how to use Web 2.0 applications and services constructively in their teaching. We describe the design research approach that we took to developing the workshops and we present the research results that led us to re-design the workshop format to the point where we are now delivering semi-structured, project-based workshops. Our paper concludes by discussing whether the project-based approach to teaching the workshops will result in higher levels of implementation by participants. We also consider whether introducing the university promotion process into the workshops will increase the incentive for participants to put what they have learned into practice. Copyright||0||0|
|Experiments and experiences in liaison activities: Lessons from new librarians in integrating technology, face-to-face, and follow-up||Kozel-Gains M.A.
|Collection Management||English||2009||As is the case in many university libraries, Albertsons Library at Boise State University, has hired many new librarians to replace retiring librarians. These newer librarians, typically with less than 3 years' academic library experience, are actively engaged in meeting the opportunities and challenges of subject liaison responsibilities using innovative Web-based tools. This article addresses liaison experiences with faculty-directed blogs, personalized faculty research pages, a wiki-based liaison manual, and the use of LibraryThing as a collection development tool. An overview of these efforts confirms that new technologies are only as good as the face-to-face communication and the follow-up that accompany their implementation. Much of the content in this article was presented at the 2007 and 2008 Acquisitions Institute conferences at Timberline Lodge at Mt. Hood, Oregon.||0||0|
|Feedback as dialogue: Exploring the links between formative assessment and social software in distance learning||Hatzipanagos S.
|Learning, Media and Technology||English||2009||The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment of emerging technologies and the opportunities for participation and dialogue afforded by social software. This paper explores and proposes a conceptual framework for this relationship. The claim is that the social dimensions of emerging technologies - specifically, blogs and wikis - allow for formative assessment practices to be re-invented or at the very least facilitated by essentially participative and student-focussed interventions. A comparison of these technologies against formative assessment mechanisms identifies the types of processes that these new tools might best support to encourage effective feedback approaches that both empower the learner and enhance their learning experience.||0||0|
|Forums and wikis and blogs, Oh my: Building a foundation for social computing in education||Ellis T.J.
|Proceedings - Frontiers in Education Conference, FIE||English||2009||The goal of this study was to build a conceptual foundation for the educational use of Web 2.0 social computing technology by conducting an analysis of the studies reporting pedagogical uses of wikis, blogs, and threaded discussion forums. The analysis included an identification of the distinguishing and the shared characteristics of each of these asynchronous computer mediated communication tools, followed by an assessment of the implications of those characteristics.||0||0|
|Forums and wikis and blogs, oh my: building a foundation for social computing in education||Timothy J. Ellis
Maxine S. Cohen
|Has undergraduate students' method of access to knowledge changed because of the presence of online sources of knowledge?||Tan W.K.
|Innovation and Knowledge Management in Twin Track Economies Challenges and Solutions - Proceedings of the 11th International Business Information Management Association Conference, IBIMA 2009||English||2009||This study investigates how undergraduate students in Taiwan are using different sources of knowledge to augment and complement their study efforts because of the presence of online sources of knowledge. The three online sources of knowledge investigated are professional blogs, Wikipedia and Yahoo! Knowledge+ while the two traditional sources are books as well as newspaper & magazine. The factors considered include three motivational items (information richness, convenience and social networking), credibility, reliance and satisfaction. Book emerges as the best source of knowledge in term of information richness and credibility. Online sources perform best in convenience and social networking. Undergraduate students rely heavily on Yahoo! Knowledge+, follows by book and professional blog. Professional blog combines the desired features of traditional and online sources of knowledge, hence making it a promising online source of knowledge. This research suggests instructors can set up professional blog to improve their effort to assist undergraduate students.||0||0|
|ICT for health: Social computing||Cabrera M.
|Assistive Technology Research Series||English||2009||A question of extraordinary interest for the active ageing paradigm is the importance given to preventive medicine and the promotion of healthy lifestyles. In this sense, we consider that Social Computing is a very good example since its potential is enormous and needs to be further explored. It is obvious that ICT technologies, in general, facilitate the wider and quicker dissemination of healthy lifestyles and the prevention of dangerous habits. However, what is the added value offered by Web 2.0 applications, and how have Internet users' attitudes changed? And more specifically, what are the advantages for older citizens? Social computing: 1) facilitates the fast dissemination of preventive health measures and of healthy ways of living; 2) shortens the sometimes long wait for an appointment with a health professional; 3) facilitates the personalisation of health-related information making it more realistically accessible by posting reminders to patients of their periodic clinical examinations or seasonal vaccinations and 4) provides information adapted to the level of disability or the physical limitations. © 2009 The European Community and IOS Press. All rights reserved.||0||0|
|Implications of digital technologies for book publishing||Tian X.
Martin Prof. B.
|4th International Conference on Cooperation and Promotion of Information Resources in Science and Technology, COINFO 2009||English||2009||This paper is based on an Australian governmentfunded research project looking at the implications of digitization for the book publishing industry, which was completed in 2008. Although Australian-based, the project and subsequent research have wider implications for application elsewhere. The paper initially provides a snapshot of Australian book publishing in a global context, and then summarizes our findings on the current and potential future impact of digital technologies. The original research employed an interpretive research paradigm, using a mixed methodology design, including an online survey of book publishers and the conduct of 14 case studies. Since completion of the project, the pace of technology-related change in book publishing has been addressed in follow-up research, based on a global context. In reporting this new research, the paper discusses in detail the diverse range of technologies, their limitations and the risks and opportunities they offer to the book publishing industry. This includes insights into the business as well as technical issues confronting the industry.||0||0|
|Linking Wikipedia entries to blog feeds by machine learning||Mariko Kawaba
|ACM International Conference Proceeding Series||English||2009||This paper studies the issue of conceptually indexing the blogosphere through the whole hierarchy of Wikipedia entries. This paper proposes how to link Wikipedia entries to blog feeds in the Japanese blogosphere by machine learning, where about 300,000 Wikipedia entries are used for representing a hierarchy of topics. In our experimental evaluation, we achieved over 80% precision in the task. Copyright 2009 ACM.||0||0|
|Mining cross-lingual/cross-cultural differences in concerns and opinions in blogs||Hiroyuki Nakasaki
|Lecture Notes in Computer Science||English||2009||The goal of this paper is to cross-lingually analyze multilingual blogs collected with a topic keyword. The framework of collecting multilingual blogs with a topic keyword is designed as the blog feed retrieval procedure. Mulitlingual queries for retrieving blog feeds are created from Wikipedia entries. Finally, we cross-lingually and cross-culturally compare less well known facts and opinions that are closely related to a given topic. Preliminary evaluation results support the effectiveness of the proposed framework.||0||0|
|New forms of Xanalogical storage and function||Fabio Vitali
|Proceedings of the 20th ACM Conference on Hypertext and Hypermedia, HT'09||English||2009||[No abstract available]||0||0|
|New web-based educational approaches||Kalagiakos P.
|Proceedings of the IADIS International Conference e-Learning 2009, Part of the IADIS Multi Conference on Computer Science and Information Systems, MCCSIS 2009||English||2009||Web 2.0 technological application environment includes YouTube, podcasting, flickr, blogs, wikis, virtual worlds and social sharing communities. The Web 2.0 environment is a network and a platform that delivers applications through the internet browser allowing and inspiring students with an unprecedented way to participate, contribute, access, socialize and co-create through a rich, interactive and user-friendly interface. Instead of static content we are now having the ability to remix content in different ways in order to suit contextual needs. Web 2.0 has the potential to complement, enhance, and add new collaborative dimensions to the classroom.||0||0|
|Query by document||Yang Y.
|Proceedings of the 2nd ACM International Conference on Web Search and Data Mining, WSDM'09||English||2009||We are experiencing an unprecedented increase of content contributed by users in forums such as blogs, social networking sites and micro-blogging services. Such abundance of content complements content on web sites and traditional media forums such as news papers, news and financial streams, and so on. Given such plethora of information there is a pressing need to cross reference information across textual services. For example, commonly we read a news item and we wonder if there are any blogs reporting related content or vice versa. In this paper, we present techniques to automate the process of cross referencing online information content. We introduce methodologies to extract phrases from a given "query document" to be used as queries to search interfaces with the goal to retrieve content related to the query document. In particular, we consider two techniques to extract and score key phrases. We also consider techniques to complement extracted phrases with information present in external sources such as Wikipedia and introduce an algorithm called RelevanceRank for this purpose. We discuss both these techniques in detail and provide an experimental study utilizing a large number of human judges from Amazons's Mechanical Turk service. Detailed experiments demonstrate the effectiveness and efficiency of the proposed techniques for the task of automating retrieval of documents related to a query document. Copyright 2009 ACM.||0||0|
|The new invisible man: How anonymity corrupts||Holmes J.||American Communication Journal||English||2009||Anonymous authorship is as old as the written word. Throughout history, people have hidden their identity to avoid persecution, prejudice, and personal condemnation. In modern free societies, with the barriers of intolerance removed, what is the purpose of anonymous authorship? As the internet revolution continues to produce new forums of communication, the desire to achieve the most appealing platform coincides with the need to make participation the least restrictive and most convenient. The result has been the emergence of user anonymity. This new Invisible Man attacks, vandalizes, and perverts with such impunity, that it is changing the very structure of civil discourse.||0||0|
|Towards the integration of social media with traditional information systems||Rees M.
|Lecture Notes in Computer Science||English||2009||This paper was inspired by the authors' personal experience of using social media systems over the last two years. During that time both authors have used a range of public, private and hosted social media systems for their professional activities and well as for personal use. They and other colleagues are convinced that a unified approach to social media systems can benefit the communications processes within their institution and its interaction with their important existing and potential clients, the students and alumni. After discussing the existing ad hoc use of social media the authors propose an action plan to achieve a cohesive approach to the more effective exploitation of social media.||0||0|
|Tutorial: Introduction to web 2.0||Sutter J.||Communications of the Association for Information Systems||English||2009||This tutorial outlines major changes in the Internet that enable the world wide web to become more interactive and participative. These changes led to new capabilities such as weblogs (blogs), wikis, social networking sites, and application mashups. Millions of individuals became active users of these facilities. Increasingly, companies are finding ways to monetize these features.||0||0|
|Using blogs and wikis in a graduate public health course||Cobus L.||Medical Reference Services Quarterly||English||2009||Blogs and wikis are examples of Web 2.0 technology that facilitate collaboration in the online world. In the health sciences, the emergence of these social tools potentially increases the risk of generating harmful or biased information. Therefore, it is the health professional's responsibility to have the skills to critically appraise Web content that has not undergone traditional peer review. This was the focus in a three-credit graduate Urban Public Health course taught by a librarian and was addressed with assignments using blog and wiki technology within the course management tool Blackboard. The assignments fostered comprehension of the issues surrounding blogs and wikis as they relate to public health.||0||0|
|Using wordnet's semantic relations for opinion detection in blogs||Missen M.M.S.
|Lecture Notes in Computer Science||English||2009||The Opinion Detection from blogs has always been a challenge for researchers. One of the challenges faced is to find such documents that specifically contain opinion on users' information need. This requires text processing on sentence level rather than on document level. In this paper, we have proposed an opinion detection approach. The proposed approach focuses on above problem by processing documents on sentence level using different semantic similarity relations of WordNet between sentence words and list of weighted query words expanded through encyclopedia Wikipedia. According to initial results, our approach performs well with MAP of 0.28 and P@10 of 0.64 with improvement of 27% over baseline results. TREC Blog 2006 data is used as test data collection.||0||0|
|Utilizing computer-mediated communication tools for problem-based learning||Lo H.-C.||Educational Technology and Society||English||2009||This study aims to strategically use computer-mediated communication (CMC) tools to build online communication environments for problem-based learning (PBL). A six-stage process was proposed for online PBL learning in this study: 1) identifying the problem, 2) brainstorming, 3) collecting and analyzing information, 4) synthesizing information, 5) co-building knowledge, and 6) refining the outcomes. The one hundred undergraduate students who participated in this study were randomly grouped into 13 groups. Multiple methods of data collection were adopted to investigate students' learning activities in the online PBL course. The methods of data triangulation and investigator triangulation were used to analyze the following: 1) the use of CMC tools, 2) students' learning achievement, 3) students' experience in the online PBL course, and 4) group learning activities. The empirical evidence showed that students were able to communicate, discuss, and cobuild the knowledge from the collected information. With the online communication, they were able to seek solutions to the problems in learning activities. Meanwhile, students were satisfied with the online PBL course. The successful experience of course design in this study can encourage instructors to use open-source or free-hosted CMC services to develop online PBL courses.||0||0|
|Web 2.0: Capabilities, business value and strategic practice||Nath A.K.
|15th Americas Conference on Information Systems 2009, AMCIS 2009||English||2009||Web 2.0 is the adoption of open technologies and architectural frameworks to facilitate participative computing. Web 2.0 has the potential to deliver rich peer-to-peer interactions among users, enable collaborative value creation across business partners and create dynamic new services and business models. With the emergence of new information technology it is necessary for organizations to redefine and reassess the new technology and its business value. Extant research does not provide managers guidance on how they can utilize their web 2.0 presence to add value creating activities for the organization. In this research we develop a conceptual foundation for the value propositions enabled by web 2.0 technologies. We provide taxonomy of features, capabilities and organizational value added activities. We develop a model of Web 2.0 capabilities and the nature of value adding services they can provide.||0||0|
|Leer y escribir en la web social: uso de blogs, wikis y multimedia compartida en educación||Cristian Cabezas Mardones||Serie Bibliotecología y Gestión de Información||Spanish||March 2008||Brief literature review about the interconnection of social web/ web 2.0, education and library. Its focus is the development of reading, writing and multimedia creation skills. As a conclusion a set of good practices is identified to help the adoption of social software in an educational environment.||2||0|
|A bliki model to support political discourse formation||Lourenco R.P.||WikiSym 2008 - The 4th International Symposium on Wikis, Proceedings||English||2008||This paper presents a bliki model which combines the potential of a blog and a wiki in order to support the creation of a constellation of political discourses in the public sphere and promote critical reflection among them. The model is inspired on traditional local public participation events that usually take the form of a face-to-face meeting where participants discuss some issue or problem and, in the end, produce a document summarizing the highlights of the event. The model embraces the collaborative paradigm fostered by the Internet and tries to support the creation of a set of documents (using a wiki), each one representing a particular discourse, whose content is generated from the discussion held in a blog. It is based on the identification of relevant ideas expressed in the blog, which are then sorted according to the point of view (discourse) they support, and are incorporated into the wiki document representing that discourse by those participants supporting it.||0||0|
|A web 2.0 based computer knowledge learning platform||Yuanxin O.
|Proceedings - International Conference on Computer Science and Software Engineering, CSSE 2008||English||2008||Traditional web-based online learning systems usually focus on the dispatch of knowledge, and lack of ways for students to get involved. Introduction to Computer Basics (ICB) is one of the first professional courses for freshmen majored in computer science, as well as information technology. To make the learning platform of ICB more helpful, a Web 2.0 based computer knowledge learning platform is presented, which changes the focus from course content to the students participation. Web2.0 elements including personal and group spaces, wiki cyclopedia, interest mining and personalized recommendation, and RSS resource subscription are integrated. The platform has been put into use already, and got satisfaction from both teachers and students.||0||0|
|Back to basics: Electronic pedagogy from the (virtual) ground up||Ehrlich J.||Shakespeare||English||2008||Educators today have no agreement on what "electronic Shakespeares" in the classroom might mean, or even what they should mean. In this essay, I will survey a variety of electronic resources that have been used in classrooms effectively, and examine a variety of ways that students can use them to learn. In doing so, I hope to suggest ways in which these tools can be used effectively in the classroom today, regardless of which tools ultimately become part of a teacher's arsenal in 20 years. Jerome McGann argues that "humanities education ... will not take the use of digital technology seriously until one demonstrates how its tools improve the ways we explore and explain aesthetic works ...". It is my hope that this exploration can help to provide that kind of explanation. By looking in turn at wikis, blogs, online texts, concordances and a wide range of "performance media", I hope to identify those areas where good pedagogy can be enhanced by the strengths of the Internet. In doing so, I argue that using the Internet in the classroom can be a humanizing tool and a promotion of the kinds of close reading the Internet may otherwise discourage. Nonetheless, electronic Shakespeares look a lot like electronic Joyces and electronic bibles: like Shakespeare's cultural ubiquity, his exceptionality is a social construction, not apparent in the application of electronic methods.||0||0|
|Collaborative spaces and user-generated content in a lifelong learning program||Koracak B.V.||MCCSIS'08 - IADIS Multi Conference on Computer Science and Information Systems; Proceedings of e-Learning 2008||English||2008||Within the CARNet E-learning Academy - a mixed-mode educational program on e-learning consisting of three specialised certificates - a set of resources has been developed in a wiki, in addition to the regular LMS learning environment. The initial plan was to develop a collaborative space in which the Academy participants could explore various e-learning tools and build, use, develop and expand this common testing laboratory. However, over four offerings of the programs the resources proved to be underused. This paper will focus on the resources, tools and activities within the E-learning Toolkit, analyse the results of their use and suggest conclusions and new developments that should be undertaken.||0||0|
|Creating and consuming web 2.0 in art education||Buffington M.L.||Computers in the Schools||English||2008||Web 2.0 has the potential to dramatically affect educational practices in a variety of ways. Within the field of art education, students and teachers can utilize Web 2.0 to further student understanding and art-making. The potential for students to create the Web is an aspect of Web 2.0 that is particularly well suited for an art classroom. Through examples from teachers and from the author's own practice, this article details potential uses of delicious, flickr, blogs, podcasts, and wiki. Through these technologies, students may collaboratively build knowledge, develop a deeper understanding of their own artworks and those of other artists, and interact with artworks in new ways. © 2008 by The Haworth Press. All rights reserved.||0||0|
|Cross-lingual blog analysis based on multilingual blog distillation from multilingual wikipedia entries||Mariko Kawaba
|ICWSM 2008 - Proceedings of the 2nd International Conference on Weblogs and Social Media||English||2008||The goal of this paper is to cross-lingually analyze multilingual blogs collected with a topic keyword. The framework of collecting multilingual blogs with a topic keyword is designed as the blog distillation (feed search) procedure. Mulitlingual queries for retrieving blog feeds are created from Wikipedia entries. Finally, we cross-lingually and cross-culturally compare less well known facts and opinions that are closely related to a given topic. Preliminary evaluation results support the effectiveness of the proposed framework. Copyright © 2008, Association for the Advancement of Artificial Intelligence (www.aaai.org). All rights reserved.||0||0|
|Disconnected in a connected world||Karpinski J.L.||Medical Reference Services Quarterly||English||2008||This article outlines five Web 2.0 resources and looks at the use of these tools among medical and nursing professionals and students at the Hospital, Medical School, and Nursing School of the University of Pennsylvania. Questionnaires showed that a majority of the individuals surveyed were unfamiliar with Web 2.0 resources. Additional respondents recognized the tools but did not use them in a medical or nursing context, with a minimal number using any tools to expand their medical or nursing knowledge. A lack of time to set up and use the resources, difficulty of set-up and use, skepticism about the quality of user-generated medical content, and a lack of perceived need for Web 2.0 resources contributed substantially to non-use. The University of Pennsylvania Biomedical Library is responding by increasing the availability of basic, quick, and easy-to-use instructional materials for selected Web 2.0 resources.||0||0|
|Enhancing the student experience using web 2.0 technologies (Wikis, Blogs and Webcam Recordings) to encourage student engagement and to develop collaborative learning: A case study||Clarke J.
|Proceedings of the 7th European Conference on e-Learning, ECEL 2008||English||2008||The use of Web 2.0 technologies on the Digital Economy module first began as part of a TQEF funded project during 05/06 delivery. Part of the coursework assessment requires the use of the technically demanding software package Dreamweaver. Support material in the form of Blackboard quizzes; FAQs; and screen capture demonstrations together with additional seminar material relating to the module was prepared and feedback from students was very positive and encouraged a greater level of student engagement and interaction. Following a post delivery review, the module team therefore reworked the group coursework element and revised the presentation of seminar and workshop materials to ensure that students accessed all material at an appropriate time and were encouraged to engage more actively with the module. For the 06/07 delivery each group was provided with voluntary access to wiki pages as a secure collaborative environment to record their group's assessment ideas and to work on them accordingly. Not all groups used the facility but all groups were required to post up their final website and presentation slides and comments to their wiki pages by the date of the assessment presentation itself. This case study will examine in detail how students and staff engaged with the wikis, blogs, podcasts and webcam recordings in the 07/08 module delivery. We will then discuss how Web 2.0 technologies have impacted on the students' engagement with the module; the impact, if any, on the quality of their work; the impact on the feedback process; and how, exactly, the student experience has been enhanced.||0||0|
|External query expansion in the blogosphere||Weerkamp W.
Maarten de Rijke
|NIST Special Publication||English||2008||We describe the participation of the University of Amsterdam's ILPS group in the blog track at TREC 2008. We mainly explored different ways of using external corpora to expand the original query. In the blog post retrieval task we did not succeed in improving over a simple baseline (equal weights for both the expanded and original query). Obtaining optimal weights for the original and the expanded query remains a subject of investigation. In the blog distillation task we tried to improve over our (strong) baseline using external expansion, but due to differences in the run setup, comparing these runs is hard. Compared to a simpler baseline, we see an improvement for the run using external expansion on the combination of news, Wikipedia and blog posts.||0||0|
|Groups formation and operations in the web 2.0 environment and social networks||Lai L.S.L.
|Group Decision and Negotiation||English||2008||The Internet and the Web are evolving to a platform for collaboration, sharing, innovation and user-created content-the so-called Web 2.0 environment. This environment includes social and business networks, and it is influencing what people do on the Web and intranets, individually and in groups. This paper describes the Web 2.0 environment, its tools, applications, characteristics. It also describes various types of online groups, especially social networks, and how they operate in the Web 2.0 environment. Of special interest is the way organization members communicate and collaborate mainly via wikis and blogs. In addition, the paper includes a proposed triad relational model (Technology-People-Community) of social/work life on the Internet. Particularly, social/work groups are becoming sustainable because of the incentives for participants to connect and network with other users. A discussion of group dynamics that is based on the human needs for trust, support, and sharing, regardless if the setting is a physical or virtual one, follows. Finally, future research directions are outlined. © 2008 Springer Science+Business Media B.V.||0||0|
|Library 2.0: A review of the literature||Boxen J.L.||Reference Librarian||English||2008||In recent years the professional literature has seen an increase in articles written about Library 2.0 implementation in academic reference departments. These articles have focused on the integration and introduction of services such as blogs, wikis, social networking Websites, RSS, and podcasting. This article reviews the content of this literature to see which articles demonstrate a qualitative or quantitative benefit to the libraries where they are used.||0||0|
|On its way to K-12 classrooms, web 2.0 goes to graduate school||Norton P.
|Computers in the Schools||English||2008||As corporate and higher education settings increasingly use Web 2.0 tools, the time has come to think about preparing K-12 in-service teachers to find ways in which these tools might support classroom teaching and learning goals. This article describes a graduate course designed and taught in spring 2007. Using a modeling and situated learning framework, the article discusses Web 2.0 tools, K-12 education, and the course design. It also presents a summary of course participants' survey responses concerning their perceptions of their learning experience. Survey responses demonstrated that teacher-learners appreciated and endorsed the design of the course and felt their learning experiences scaffolded their ability to use Web 2.0 tools in their classroom and school context. The article concludes with several design recommendations and examples of classroom applications. © 2008 by The Haworth Press. All rights reserved.||0||0|
|Public chemical compound databases||Williams A.J.||Current Opinion in Drug Discovery and Development||English||2008||The internet has rapidly become the first port of call for all information searches. The increasing array of chemistry-related resources that are now available provides chemists with a direct path to the information that was previously accessed via library services and was limited by commercial and costly resources. The diversity of the information that can be accessed online is expanding at a dramatic rate, and the support for publicly available resources offers significant opportunities in terms of the benefits to science and society. While the data online do not generally meet the quality standards of manually curated sources, there are efforts underway to gather scientists together and 'crowdsource' an improvement in the quality of the available data. This review discusses the types of public compound databases that are available online and provides a series of examples. Focus is also given to the benefits and disruptions associated with the increased availability of such data and the integration of technologies to data mine this information.||0||0|
|Social selected learning content out of web lectures||Ketterl M.
|HYPERTEXT'08: Proceedings of the 19th ACM Conference on Hypertext and Hypermedia, HT'08 with Creating'08 and WebScience'08||English||2008||Virtpresenter is a system for recording lectures and for re-using recorded contents in other didactic scenarios. Here we demonstrate how the interaction of earlier visitors in form of footprints can be used for extracting relevant passages in time based media. We illustrate how to extract online web lecture snippets for enriching static contents of a course wiki page or student blogs.||0||0|
|Social software: Fun and games, or business tools?||Warr W.A.||Journal of Information Science||English||2008||This is the era of social networking, collective intelligence, participation, collaborative creation, and borderless distribution. Every day we are bombarded with more publicity about collaborative environments, news feeds, blogs, wikis, podcasting, webcasting, folksonomies, social bookmarking, social citations, collaborative filtering, recommender systems, media sharing, massive multiplayer online games, virtual worlds, and mash-ups. This sort of anarchic environment appeals to the digital natives, but which of these so-called 'Web 2.0' technologies are going to have a real business impact? This paper addresses the impact that issues such as quality control, security, privacy and bandwidth may have on the implementation of social networking in hide-bound, large organizations.||0||0|
|To wiki or to blog: Piloting social software technologies for assessment in a large first year information systems class||Alam S.L.||ACIS 2008 Proceedings - 19th Australasian Conference on Information Systems||English||2008||This paper describes two exploratory pilot projects using the social software technology (i.e. blog and wiki) for assessment purposes to teach an introductory Information Systems subject at University of Canberra in 2007. Social software technologies known as web 2.0 have gained considerable interest among academics across the higher education landscape. These tools have features that focus on the social construction of collective knowledge, communication, reflection and peer networking. However, while there are many claimed pedagogical benefits, little is known about the impact and effectiveness of social technologies to support innovative approaches to Information System assessment tasks in large classes. In this study the author reflects on the process of integrating social technologies into the teaching syllabus for assessment purposes and presents a reflective account of the outcomes of the trial from both student and staff perspectives. Important teaching and learning issues associated with the development and implementation of social technology based assessment tasks for large classes are discussed. This analysis confirms the importance of usability, workload and 'fit for task' for technology-infused teaching and learning for large classes.||0||0|
|Use of Web 2.0 technology to enhance customer relationships||Christian Wagner
|PACIS 2008 - 12th Pacific Asia Conference on Information Systems: Leveraging ICT for Resilient Organizations and Sustainable Growth in the Asia Pacific Region||English||2008||The broadening of Web 2.0 offerings opens up new opportunities and challenges to improve customer relationships. Customers can have an active voice, but this voice has to be carefully "managed" so as to create a lively dialog between customers and the company and to produce ultimately a win-win relationship. The panel discusses opportunities and challenges and shares experiences.||0||0|
|Web 2.0: A vehicle for transforming education||Gooding J.||International Journal of Information and Communication Technology Education||English||2008||Web 2.0: A Vehicle for Transforming Education includes practical and accessible overviews of some of the most commonly used and most useful technologies. The article serves as an idea generator, especially for teachers looking for ways to update their courses or to explore new concepts in learning. Technologies once only imagined are now opportunities to be implemented in the classroom. Audio and video conferencing, blogs, podcasts, RSS feeds, social bookmarking, and wikispaces are popular means of communicating in today's society. However, Web technology is developing at such an exponential rate that even the newest of these technologies, like Web 2.0, may one day soon be a footnote in computer history. Once these newer technologies are better understood and appreciated, educators can evolve their teaching strategies to help their students remain competitive in the global society. Copyright||0||0|
|A framework for inter-organizational collaboration using communication and knowledge management tools||Nuschke P.
|Lecture Notes in Computer Science||English||2007||Organizations are often involved in joint ventures or coalitions with multiple, diverse partners. While the ability to communicate across organizational boundaries is important to their success, the organizations may have different cultures, processes, and jargon which inhibit their ability to effectively collaborate. The objective of this paper is to identify a framework that enables organizations to communicate complex knowledge across organizational boundaries. It leverages communication and knowledge management tools such as the wiki, and calls for more integration between these tools.||0||0|
|A new method for identifying detected communities based on graph substructure||Kameyama S.
|Proceedings - 2007 IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology - Workshops, WI-IAT Workshops 2007||English||2007||Many methods have been developed that can detect community structures in complex networks. The detection methods can be classified into three groups based on their characteristic properties. In this study, the inherent features of the detection methods were used to develop a method that identifies communities extracted using a given community detection method. Initially, a common detection method is used to divide a network into communities. The communities are then identified using another detection method from a different class. In this paper, the community structures are first extracted from a network using the method proposed by Newman and Girvan. The extracted communities are then identified using the proposed detection method that is an extension of the vertex similarity method proposed by Leicht et al. The proposed method was used to identify communities in a blog network (blogosphere) and in a Wikipedia word network.||0||0|
|All that Glisters is not gold' - Web 2.0 and the Librarian||Anderson P.||Journal of Librarianship and Information Science||English||2007||Web 2.0 and social media applications such as blogs, wikis and social networking sites offer the promise of a more vibrant, social and participatory Internet. There is a growing interest within the library community in debating the potential impact that such services might have within libraries and such debates have gathered around the moniker of 'Library 2.0'. To date, however, there has been little theoretical work and there is a need to develop more formal definitions and frameworks. This editorial discusses the origins of the term Web 2.0, provides a structured framework for rationalizing the implications of Web 2.0 services and outlines some of the areas in which librarians are positioned to provide a unique contribution to the further development of such services. Copyright||0||0|
|Blogs, Wikis and Podcasts: Social software in the library||Bordeaux A.
|Serials Librarian||English||2007||Social software, particularly blogs, wikis, and podcasting, are new tools that help libraries connect with users. Abigail Bordeaux shared the practical experience of Binghamton University Libraries using a blog for news and events and a staff wiki for collaboration and information sharing. She also explored the emergence of podcasts at libraries. Libraries were encouraged to experiment with social software to engage with patrons who commonly use these tools for other purposes. © by The Haworth Press, Inc. All rights reserved.||0||0|
|Blogs, wikis, and discussion forums: Attributes and implications for clinical information systems||Weiss J.B.
Campion Jr. T.R.
|Studies in Health Technology and Informatics||English||2007||Informaticians increasingly view clinical information systems as asynchronous communication systems instead of data processing tools. Outside of health care, popular web technologies like blogs, wikis, and discussion forums have proven to be platforms for effective asynchronous communication. These popular technologies have implications for improving the coordination of clinical care and social support. In order to appropriately evaluate these webbased tools for use in clinical information systems, it will be essential for the informatics community to formally identify the distinguishing attributes of these communication methodologies. The authors propose seven interpersonal and informational attributes to compare and contrast the purposes of blogs, wikis, and discussion forums. This attribute-based approach to analyzing emerging web technologies will lead to a better understanding of the design choices involved in web-based information systems. Two case studies demonstrate how informatics researchers and developers can consider these attributes in the design and evaluation of clinical information systems. © 2007 The authors. All rights reserved.||0||0|
|Construction of a knowledge management framework based on Web 2.0||Liyong W.
|2007 International Conference on Wireless Communications, Networking and Mobile Computing, WiCOM 2007||English||2007||ICT have a profound impact on the mode of organizational learning and that it offers a number of advantages and opportunities. But it also brings about a lot of potential problems in the field of knowledge management. Web2.0 is a term coined by Tim O'Reilly. It redefines the interactions between Internet and users and brings about a new Internet ecosystem. In this paper, we firstly introduced the main components and technologies of Web 2.0, then we proposed a framework that can corporate the Web 2.0 technologies into the filed of KM. Besides, we also proposed a knowledge management service strategy based on Web 2.0. With the help of the framework and the strategy, the potential problems will be solved to a great extent.||0||0|
|End of paper: Electronic Book Technologies||White K.
|Collection Management||English||2007||Kim White and Sarah Townsend created the End [of] Paper blog while preparing for their panel on "Electronic Book Technologies." In their blog they discussed innovations in creative-critical works, reference works; mass market publications; electronic textbooks; ephemera; and collaborative constructions. They also discussed issues of preservation; standardization; and literacy. Fittingly, their paper was presented in blog format. Exemplary texts from each category were presented. Links to many of these texts as well as the text of the presentation itself can be found on the blog website "End [of] Paper" www.endofpaper.blogspot.com. To accompany your web journey, we are including a bibliography of related electronic resources. © Copyright (c) by The Haworth Press, Inc. All rights reserved.||0||0|
|Engaging the YouTube Google-eyed generation: Strategies for using web 2.0 in teaching and learning||Duffy P.||ECEL 2007: 6th European Conference on e-Learning||English||2007||YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education. The implication here is a possible shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint, websites, animation) towards a ubiquitous user-centric, user-content generated and user-guided experience. It is not sufficient to use online learning and teaching technologies simply for the delivery of content to students. A new "Learning Ecology" is present where these Web 2.0 technologies can be explored for collaborative and (co)creative purposes as well as for the critical assessment, evaluation and personalization of information. Web 2.0 technologies provide educators with many possibilities for engaging students in desirable practices such as collaborative content creation, peer assessment and motivation of students through innovative use of media. These can be used in the development of authentic learning tasks and enhance the learning experience. However in order for a new learning tool, be it print, multimedia, blog, podcast or video, to be adopted, educators must be able to conceptualize the possibilities for use within a concrete framework. This paper outlines some possible strategies for educators to incorporate the use of some of these Web 2.0 technologies into the student learning experience.||0||0|
|In-house use of Web 2.0: Enterprise 2.0||Kakizawa Y.||NEC Technical Journal||English||2007||The concept of Enterprise 2.0 that uses the Web 2.0 technology for corporate affairs is expandino. The ooncept of Enterprise 2.0 is implemented by combining technologies for blogging, SNS, Wiki and RSS as well as open-source software. Enterprise 2.0 may be delivered to the customer as a service as well as a system.||0||0|
|Innovation in agricultural digital library services based on Web 2.0||Baoji W.
|New Zealand Journal of Agricultural Research||English||2007||After several years of development, agricultural digital libraries in China have made great achievements in the acquisition and accessibility of documentation and information. However, many of their services focus on the indexing and transfer of information, based on a service concept as an agricultural information provider. As internet technology evolves from Web 1.0 to Web 2.0, the manner in which information is produced, organised, and disseminated has changed. User behaviour and their modes of using information are also changing. In this paper, we briefly introduce the principle and the operating model of Web 2.0 and go on to analyse the relationship between Web 2.0 and digital library technologies. After analysing some limitations with existing library services, we suggest that Web 2.0 be used in agricultural digital libraries to improve services, focusing on the user and on how to meet their needs.||0||0|
|Keep your eyes on the enterprise: Emails, wikis, blogs, and corporate risk||Martin N.||EContent||English||2007||The importance of email management, which is used for used for informing employees about corporate news, is discussed. International Data Corporation has estimated that 60% of email information belongs to sales, proposals, marketing plans, contracts, customer profiles, and personnel files. Emial-management solution for Microsoft indexes and classifies older and stored knowledge, which is very useful the company. Corporations that depend on email and instant messaging as their primary communication and collaboration tools need to manage them to avoid risk of losing essential data or precious assets, such as audio or visual media. Emial contains trade secrets, or product development strategies, which are sensitive and need to be properly managed. Emails and instant messaging have also become electronic evidence and helped many companies to defend themselves against legal actions.||0||0|
|Library 2.0: An overview||Connor E.||Medical Reference Services Quarterly||English||2007||Web 2.0 technologies focus on peer production, posting, subscribing, and tagging content; building and inhabiting social networks; and combining existing and emerging applications in new and creative ways to impart meaning, improve search precision, and better represent data. The Web 2.0 extended to libraries has been called Library 2.0, which has ramifications for how librarians, including those who work in medical settings, will interact and relate to persons who were born digital, especially related to teaching and learning, and planning future library services and facilities.||0||0|
|Maintaining a federated search service: Issues and solutions||Rainwater J.||Internet Reference Services Quarterly||English||2007||federated search service does not stand still. Software changes on a fairly predictable schedule but content is constantly in flux as vendors make changes in their products and platforms and libraries and librarians make changes in their selection of products and vendors. It is important to have a plan for distribution of maintenance responsibilities and a workflow that integrates the maintenance of the federated search tool into existing routines. The extent to which these routines can be automated is a focus of this article. © 2007 by The Haworth Press, Inc. All rights reserved.||0||0|
|Mass spectrometry and Web 2.0||Murray K.K.||Journal of Mass Spectrometry||English||2007||The term Web 2.0 is a convenient shorthand for a new era in the Internet in which users themselves are both generating and modifying existing web content. Several types of tools can be used. With social bookmarking, users assign a keyword to a web resource and the collection of the keyword 'tags' from multiple users form the classification of these resources. Blogs are a form of diary or news report published on the web in reverse chronological order and are a popular form of information sharing. A wiki is a website that can be edited using a web browser and can be used for collaborative creation of information on the site. This article is a tutorial that describes how these new ways of creating, modifying, and sharing information on the Web are being used for on-line mass spectrometry resources. Copyright||0||0|
|Medical Librarian 2.0||Connor E.||Medical Reference Services Quarterly||English||2007||Web 2.0 refers to an emerging social environment that uses various tools to create, aggregate, and share dynamic content in ways that are more creative and interactive than transactions previously conducted on the Internet. The extension of this social environment to libraries, sometimes called Library 2.0, has profound implications for how librarians will work, collaborate, and deliver content. Medical librarians can connect with present and future generations of users by learning more about the social dynamics of Web 2.0's vast ecosystem, and incorporating some of its interactive tools and technologies (tagging, peer production, and syndication) into routine library practice. © 2007 by The Haworth Press, Inc. All rights reserved.||0||0|
|Online communities of practice: Are they principled and how do they work?||Molphy M.
|ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education||English||2007||In 2006 the Academic Development and Support (AD&S) Unit at a Melbourne university was faced with the dilemma of providing support to an academic member of staff relocating to Brunei. This paper looks at how AD&S worked with the academic to establish an online community of practice to meet her learning and teaching needs. All three members gained invaluable knowledge and experience from participating in this venture and Wenger's seven principles of design for establishing successful communities of practice naturally evolved throughout the project. Their shared interest in online technologies allowed them to safely explore new strategies for teaching online and gave them an opportunity to come up to speed with tools such as Skype, blogs, wikis, video clips, and mp3 sound bites. The skills gained from participating in this community, and the sharing of experiences, allowed each member to confidently look beyond the group to trial and share their new knowledge and experience in a variety of new educational contexts.||0||0|
|Opportunities for librarians: Experiments with social software||Blummer B.||Journal of Access Services||English||2007||Social software transforms communication on the Web by creating communities of like-minded users. Librarians adopted social software technologies such as blogs and wikis early on to communicate with staff as well colleagues outside of their organizations. In addition, librarian-authored blogs facilitate discussions among information professionals on issues affecting the community. The appearance of social software Web sites such as Flickr, Del.icio.us, and Connotea add a new dimension to the concept of social software since they allow users to create tags aswell as audiences for content organization and views. These types of social softwareWeb sites offer a wealth of opportunities for librarians for supplying services as well as resources from library Web sites. In March 2006 I utilized Ning's cloning capabilities to create a class project which centered on reviews of libraries and their Web pages. I linked my "Library Reviews" project in Ning to Flickr by creating a "Library Reviews" group on this site. I also created a group in Google Groups titled "Library Reviews."Google Groups facilitates discussions among members on group related topics. This project provided me with numerous learning experiences. In addition to increasing my knowledge of the content and services available fromdifferent types of libraries, I gained skill in utilizing the features of Ning and Flickr such as editing the program code, assigning tags, uploading pictures, and fine tuning maps. This new technology offers a wealth of opportunities for librarians. doi:10.1300/ J204v03n04_01 © Copyright (c) by The Haworth Press, Inc. All rights reserved.||0||0|
|Personal broadcasting: Applications in higher education||Wolf P.D.||Journal of Computing in Higher Education||English||2007||Personal Broadcasting, which includes podcasting, vodcasting, phonecasting, Webcasting, blogging, and wikis, is one of the emerging technologies that will have a significant effect on education within the next five years. This article describes the techniques used in personal broadcasting, describes how they are being used in higher education, outlines some advantages and disadvantages of personal broadcasting, and speculates on the role of personal broadcasting in student learning outcomes.||0||0|
|The potential of blogs and wikis in healthcare education||Sandars J.||Education for Primary Care||English||2007||[No abstract available]||0||0|
|Tulane faculty symposium on digital trends: An experiment in instructional technology and outreach||French A.
|Proceedings ACM SIGUCCS User Services Conference||English||2007||Tulane Faculty Symposium on Digital Trends: An experiment in instructional technology and outreach. In many universities, instructional technology groups struggle with creating new opportunities for collaboration with faculty. Nonexistent or infrequent communication, overburdened workload, and lack of active outreach and resources prevent the full and appropriate utilization of instructional technology teams. At Tulane University, these challenges are being addressed through a multi-faceted program designed to bring instructional technology and faculty into a mutually beneficial partnership. One aspect of this outreach program, the Tulane Faculty Symposium on Digital Trends, was specifically designed to introduce faculty to the instructional technology group and instructional new media topics through discussion-based sessions on current technology trends. This program was launched in March 2007, and the response from campus faculty has been overwhelmingly positive.||0||0|
|Understanding member motivation for contributing to different types of virtual communities: A proposed framework||Moore T.D.
|Proceedings of the 2007 ACM SIGMIS Computer Personnel Research Conference: The Global Information Technology Workforce, SIGMIS-CPR 2007||English||2007||Previous research indicates that the type and purpose of a virtual community (wiki, blog, and Internet Forum) may play a role in determining a member's motivation for contribution to a virtual community, but does not fully explore this idea. This study aggregates the disparate ideas and terminology of previous research on virtual communities and presents a more parsimonious grouping of fourteen motivational factors. These fourteen factors provide a framework for examining what drives members to contribute. Two preliminary studies offer some support for the framework. Copyright 2007 ACM.||0||0|
|Validating wikis (and other collaborative writing tools)||Bernick P.
|IEEE International Professional Communication Conference||English||2007||Though a person with a shovel may dig a hole in an hour, the same hole couldn't be achieved in a minute by giving 60 shovels to 60 people. For some, good solutions don't involve throwing more people at a task Contrast this with Linus's Law, first coined by Eric Raymond, which claims that "with many eyes, the bugs are few". The claim is supported by the successful collaborative development model and robustness of the Linux operating system. In the past, typewriters and word processors might have been the equivalent of digital shovels. But several new collaborative authoring tools create new opportunities for adding eyes to the construction of documents. To avoid creating a new technology myth by suggesting that these tools will solve all of the problems associated with collaborative authoring (and without creating new ones), this paper explores some of these tools. We identify some of their strengths and weaknesses, look at how some are using them, and suggest some tasks for which each tool seems well suited.||0||0|
|What's with this blog thing?||Glass R.L.||IEEE Software||English||2007||Do blogs and wikis help or hinder the communication of software engineering knowledge?||0||0|
|Blogs and wikis: A personal journey||Ward R.||Business Information Review||English||2006||Describes the use of social software and social media, incorporating blogs and wikis, to develop websites to support internal communication and collaboration in a law firm. Explains that blogs foster regular and timely personal communication and dialogue for a defined group, and wikis can be used to create knowledge resources or as a collaborative working or project management tool. Outlines the traditional knowledge management model for law firms, and explains how the arrival of a new global head of know-how and training prompted the investigation of how social media might support the firm's knowhow systems. Provides advice on how to successfully set up an initial blog or wiki project. Copyright||0||0|
|Blogs, wikis and creative innovation||Quiggin J.||International Journal of Cultural Studies||English||2006||In this article, recent developments in the creation of web content, such as blogs and wikis, are surveyed with a focus on their role in technological and social innovation. The innovations associated with blogs and wikis are important in themselves, and the process of creative collaboration they represent is becoming central to technological progress in general. The internet and the world wide web, which have driven much of the economic growth of the past decade, were produced in this way. Standard assumptions about the competitive nature of innovation are undersupported in the new environment. If governments want to encourage the maximum amount of innovation in social production, they need to de-emphasize competition and emphasize creativity and cooperation. Copyright||0||0|
|E-Democracy: Can blogs and wikis enhance the participation of gen Y in the democratic process?||Backhouse J.||Proceedings of the European Conference on e-Government, ECEG||English||2006||Over the last decade or so, a significant proportion of citizens in many liberal democracies have demonstrated a declining interest in the trappings of the democratic process and a related apathy about voting itself. There is a particular concern for the attitudes of young adult citizens, part of the demographic often-called Generation Y. For this generation, many of the customary styles of community involvement and interaction with government no longer seem relevant to the way they live their everyday lives. For example, while newspaper readership in general is falling worldwide, this trend is especially noticeable among Gen Y. They are not adopting the reading habits of their parents. This is a noteworthy development since newspapers, as part of mainstream media, have traditionally been an important source of information and engagement in political debate. An obvious response to this dilemma is to use ICT technologies, including blogs and wikis, to provide replacements for, or indeed enhancements to, traditional communal and democratic artefacts. Stereotypically, these are the technologies that Gen Y relates to and that help provide their sense of community and involvement. This paper reviews the nature and growth of blogs and wikis. It examines the literature on the relevance and effectiveness of these technologies for enhancing democratic participation particularly for Gen Y. The paper concludes that these tools have some potential to engage a significant proportion of Gen Y constituents. Nevertheless they are not a magic bullet. These tools need to have a societal fit and to be implemented in a way that encourages broad participation rather than just strident involvement by a few activists. Even amongst Gen Y, a generation usually considered being ICT literate and eager, there is a risk that systems not well implemented, will only serve to increase disengagement.||0||0|
|Expanding communication mechanisms: They're not just E-mailing anymore||Murnan C.A.||Proceedings of the 34th Annual ACM SIGUCCS Fall 2006 Conference, SIGUCCS '06||English||2006||Students are walking around with cell phones, making calls and text-messaging. For many, this has now become their main communication mechanism with friends and family. College faculty and staff still count on e-mail as the main communication tool, amongst themselves and with students. Student demand for email accounts from new students before they even arrive on campus has increased exponentially in the past couple of years. Web pages are used to provide information to the outside community and internally, across campus. Web pages have often become the main mechanism for providing step-by-step documentation. Meanwhile, wikis, blogs and MySpace® have entered the online communication world. Students look at our web pages, but how often? They all have college-provided e-mail accounts, but do they use them? What is the best mechanism these days to get the word out, and what will be the mechanism in the future? This paper will explore the mechanisms and approaches that students, and others on campus, are using to communicate now, and will present thoughts on where we're going in the future and the impact that will have on user services. Copyright 2005 ACM.||0||0|
|Expanding communication mechanisms: they're not just e-mailing anymore||Murnan C.A.||Proceedings ACM SIGUCCS User Services Conference||English||2006||Students are walking around with cell phones, making calls and text-messaging. For many, this has now become their main communication mechanism with friends and family. College faculty and staff still count on e-mail as the main communication tool, amongst themselves and with students. Student demand for e-mail accounts from new students before they even arrive on campus has increased exponentially in the past couple of years. Web pages are used to provide information to the outside community and internally, across campus. Web pages have often become the main mechanism for providing step-by-step documentation. Meanwhile, wikis, blogs and MySpace have entered the online communication world. Students look at our web pages, but how often? They all have college-provided e-mail accounts, but do they use them? What is the best mechanism these days to get the word out, and what will be the mechanism in the future? This paper will explore the mechanisms and approaches that students, and others on campus, are using to communicate now, and will present thoughts on where we're going in the future and the impact that will have on user services. Copyright 2006 ACM.||0||0|
|Library 2.0 theory: Web 2.0 and its implications for libraries||Maness J.M.||Webology||English||2006||This article posits a definition and theory for "Library 2.0". It suggests that recent thinking describing the changing Web as "Web 2.0" will have substantial implications for libraries, and recognizes that while these implications keep very close to the history and mission of libraries, they still necessitate a new paradigm for librarianship. The paper applies the theory and definition to the practice of librarianship, specifically addressing how Web 2.0 technologies such as synchronous messaging and streaming media, blogs, wikis, social networks, tagging, RSS feeds, and mashups might intimate changes in how libraries provide access to their collections and user support for that access. Copyright © 2006, Jack M. Maness.||0||1|
|Modelling blended learning environments: Designing an academic development blog||Lefoe G.
|ASCILITE 2006 - The Australasian Society for Computers in Learning in Tertiary Education||English||2006||A major challenge facing academic developers is meeting the development needs of both time poor academics and those staff in multi-location campuses, especially sessional tutors, who may start teaching several weeks before electronic access is enabled. Necessary restrictions placed on access to local intranet and Learning Management Systems meant rethinking how to meet the needs of all staff and in the process model good practice through the use of blended learning environments. One regional university, with seven national and one international campus, is currently redesigning their staff development program to incorporate the use of blogs and wikis to provide access for all staff to a collaborative space to support improved teaching. This paper provides a rationale for the new direction and outlines the design phase to incorporate the use of collaborative technologies within the staff development program. It outlines the challenges faced in designing the environment and provides an overview of the design for the pilot phase. Copyright © 2006 Lefoe, G., Meyers, W.||0||0|
|Pitfalls and potentials of social software in higher education||Puntschart I.
|WEBIST 2006 - 2nd International Conference on Web Information Systems and Technologies, Proceedings||English||2006||The overwhelming success of all different types of social software, such as WIKIs, Blogs etc. is about to change the way how communities interact with each other. Most of the systems are being used on a voluntary basis run and maintained by individuals who have a deep wish to transfer and share their knowledge with others. This transfer and sharing, however, often takes place outside any educational setting even though the main purpose of educational settings such as universities is to educate students through sharing and transferring knowledge. Up to now social software tools are used very rarely in universities to support teaching and training, and this is the case even though students are keen on using exactly these tools in their spare time. This observation leads to the guiding research question for our work: How can social software be used most effectively and efficiently in higher education? In order to find answers we conducted four case studies at Graz University of Technology with more than 350 students involved.||0||0|
|The transformation of the Web: How emerging communities shape the information we consume||Kolbitsch J.
|Journal of Universal Computer Science||English||2006||To date, one of the main aims of the World Wide Web has been to provide users with information. In addition to private homepages, large professional information providers, including news services, companies, and other organisations have set up web-sites. With the development and advance of recent technologies such as wikis, blogs, podcasting and file sharing this model is challenged and community-driven services are gaining influence rapidly. These new paradigms obliterate the clear distinction between information providers and consumers. The lines between producers and consumers are blurred even more by services such as Wikipedia, where every reader can become an author, instantly. This paper presents an overview of a broad selection of current technologies and services: blogs, wikis including Wikipedia and Wikinews, social networks such as Friendster and Orkut as well as related social services like del.icio.us, file sharing tools such as Flickr, and podcasting. These services enable user participation on the Web and manage to recruit a large number of users as authors of new content. It is argued that the transformations the Web is subject to are not driven by new technologies but by a fundamental mind shift that encourages individuals to take part in developing new structures and content. The evolving services and technologies encourage ordinary users to make their knowledge explicit and help a collective intelligence to develop. © J.UCS.||0||1|
|Web 2.0 and Business: A pointer to the intranets of the future?||Tredinnick L.||Business Information Review||English||2006||Explores the application of Web 2.0 technologies to business intranets, and their potential use in managing and developing business information and knowledge assets. Considers how Web 2.0 approaches on the public web are subtly reshaping the relationship between users and information. Argues that Web 2.0 is not a technological innovation, but is changing the understanding of the status of information, knowledge and the role of the user in information applications. Suggests that, as information proliferates, control is being gradually ceded to users, opening up the possibility of a new, more democratic, and more evaluative phase in the exploitation of information within organizations. Copyright||0||0|
|Wikis and creative innovation Blogs||John Quiggin||International Journal of Cultural Studies , No. 4, 481-496||2006||In this article, recent developments in the creation of web content, such as blogs and wikis, are surveyed with a focus on their role in technological and social innovation. The innovations associated with blogs and wikis are important in themselves, and the process of creative collaboration they represent is becoming central to technological progress in general. The internet and the world wide web, which have driven much of the economic growth of the past decade, were produced in this way. Standard assumptions about the competitive nature of innovation are undersupported in the new environment. If governments want to encourage the maximum amount of innovation in social production, they need to de-emphasize competition and emphasize creativity and cooperation..||0||0|
|"Blogs" and "Wikis" are valuable software tools for communication within research groups||Sauer I.M.
|Artificial Organs||English||2005||Appropriate software tools may improve communication and ease access to knowledge for research groups. A weblog is a website which contains periodic, chronologically ordered posts on a common webpage, whereas a wiki is hypertext-based collaborative software that enables documents to be authored collectively using a web browser. Although not primarily intended for use as an intranet-based collaborative knowledge warehouse, both blogs and wikis have the potential to offer all the features of complex and expensive IT solutions. These tools enable the team members to share knowledge simply and quickly-the collective knowledge base of the group can be efficiently managed and navigated.||0||0|
|The end of print: Digitization and its consequence - Revolutionary changes in scholarly and social communication and in scientific research||Davidson L.A.||International Journal of Toxicology||English||2005||The transformation from print to digital media for scientific communication, driven in part by the growth of the Internet and the tremendous explosion in the amount of information now available to everybody, is creating fundamental changes in institutions such as publishers, libraries, and universities that primarily exist for the creation, management, and distribution of information and knowledge. Scientific, technological, and medical journals are the first publications to be completely transformed from print to digital format but monographs are beginning to appear in digital format as well and soon all communication and publishing of scientific information will be entirely electronic. In fact, this change is affecting all components of the scientific enterprise, from personal correspondence and laboratory methods to peer reviewing and the quality assessment of scientific research. Along with these radical and rapid changes in information presentation and distribution are coincident changes in the expectations of both the public and other scientists, with both groups demanding ever more rapid, open, and global access to scientific information than has been available in the past. The consequence of this revolution in the mechanics of communications technology is threatening the very existence of a number of highly regarded institutions such as intellectual property, commercial publishers, scientific societies, and academic libraries and might soon begin to threaten even the traditional university. Copyright||0||0|