Towards Assessing the Success of Social Software in Corporate Environments

Induced by the widespread use of social software in personal contexts, companies wish to profit from its advantages. Owing to limited IT budgets and the need to justify investments in such systems, it is important to assess the benefits of employing social software in the corporate context. In this paper, we propose conceptual models for assessing the success of two specific types of social software: wikis and weblogs. These conceptual models are based on the DeLone and McLean IS Success Model as well as on an extensive review of social software literature. The two resulting models form the foundation for future empirical work in this area

Integrating Blogs in Student teachers’ Practical Work

A variety of technological platforms can help advance teacher education. The current review focuses on the contributions of blogs and blogging in teacher education. The introduction will begin with an explanation of the blog platform, a description of its generic characteristics, and a review of the variety of blog functions. This will be followed by a review of research from various parts of the world that examined the practical uses and the benefits of the blog in the context of teacher education. The final section will present a summary of the benefits of blogging in teacher education and some implications for teacher [email protected] College of Education, Tel-Aviv, IsraelBiberman-Shalev, L. (2018). Personal blogs or communal blogs? Pre-service teachers’ perceptions regarding the contribution of these two platforms to their professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 69 (1), 253–262.Biberman-Shalev, L. (2020). 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Retrieved from: https://www.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-enPark, S., Baron, N.S. (2018). Experiences of writing on smartphones, laptops and paper in the digital age. In: J. Vincent, L. Haddon (Eds.), Smartphone cultures (pp. 150–162). New York, NY: Routledge.Parks, K.A., Dredger, K.S., Hicks, D. (2013). E-portfolio as a measure of reflective practice. International Journal of e-Portfolio, 3 (2), 99–115.Petko, D., Egger, N., Cantieni, A. (2017). Weblogs in teacher education internships: Promoting reflection and self-efficacy while reducing stress?. Journal of Digital Learning in Teacher Education, 33(2), 78–87.Piaget, J. (1968). Six psychological studies. New York, NY: Vintage Books.Stoszkowski, J., Collins, D. (2017). Using shared online blogs to structure and support informal coach learning-part 1: A tool to promote reflection and communities of practice. Sport, Education and Society, 22(2), 247–270.Tang, E., Lam, C. (2014). 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The effect of peer feedback for blogging on college students’ reflective learning processes. Internet and Higher Education, 11, 18–25.Yang, S.H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology and Society, 12(2), 11–21.1(13)9910

Practical experience in teaching inventory management with Edublogs

[EN] Purpose: The aim of this paper is to analyze the utility of edublogs in teaching-learning process applied to postgraduate Courses. Particularly, it describes an experience carried out while delivering a Course offered to students, mainly Industrial Engineers, of a certain Master program. Design/methodology/approach: In the first section of the paper, we perform a literature review with the aim of defining some basic concepts as blog, weblog or edublog. Later on, we compare some educational models to identify best practices related to new technologies, and particularly, to edublogs. Finally, we analyze our experience in a postgraduate Course. Findings and Originality/value: We have identified best practices on teaching using edublogs and we have applied them to a particular postgraduate Course. Research limitations/implications: Conclusions are obtained from only one experience (one postgraduate Course). We intend to extend the analysis to more postgraduate Courses and compare the obtained results. Practical implications: We have applied the previously described methodology and we have discussed advantages and disadvantages of using edublogs. Originality/value: We have compiled a wide list of best practices on teaching using new technologies and in particular edublogs. We have also evaluated the experience qualitatively according to such best practices and drawn conclusions that will improve the process.Partially financed by the project "El uso de blogs como herramienta de enseñanzaaprendizaje" (PIME-A003/10) from Universidad Politécnica de Valencia.García Sabater, JJ.; Vidal Carreras, PI.; Santandreu Mascarell, C.; Perelló Marín, MR. (2011). Practical experience in teaching inventory management with Edublogs. Journal of Industrial Engineering and Management. 4(1):103-122. https://doi.org/10.3926/jiem.2011.v4n1.p103-122S1031224