Flickr: A case study of Web2.0

The “photosharing” site Flickr is one of the most commonly cited examples used to define Web2.0. This paper explores where Flickr’s real novelty lies, examining its functionality and its place in the world of amateur photography. The paper draws on a wide range of sources including published interviews with its developers, user opinions expressed in forums, telephone interviews and content analysis of user profiles and activity. Flickr’s development path passes from an innovative social game to a relatively familiar model of a website, itself developed through intense user participation but later stabilising with the reassertion of a commercial relationship to the membership. The broader context of the impact of Flickr is examined by looking at the institutions of amateur photography and particularly the code of pictorialism promoted by the clubs and industry during the C20th. The nature of Flickr as a benign space is premised on the way the democratic potential of photography is controlled by such institutions. Several optimistic views of the impact of Flickr such as its facilitation of citizen journalism, “vernacular creativity” and in learning as an “affinity space” are evaluated. The limits of these claims are identified in the way that the system is designed to satisfy commercial purposes, continuing digital divides in access and the low interactivity and criticality on Flickr. Flickr is an interesting source of change, but can only to be understood in the perspective of long term development of the hobby and wider social processes

Facilitating social constructivist learning environments for product design Students using social software (Web2) and wireless mobile device.

It is well understood and has been well documented that there is much to gain by using social software in creating collaborative learning communities. However little is known about using a context independent interactive collaborative environment with an emphasis upon sharing, ease of use, customization and personal publishing (MobileWeb2). This paper describes an innovative and integrated MobileWeb2 technology in a product design live project setting, that assists product designers to solve a real problem to serve a real client. Students and teaching staff use a smartphone to capture design decisions and prototypes and collate and share these via an online eportfolio. From the data collected from staff/students surveys it was found that this method provided a stimulating collaborative environment that develops personal skill to bring out their latent creativity in such a way that these will become part of their project. Opportunities for mobile web2 product design projects are outlined. The logistics of providing access to appropriate hardware and software for all students are also discussed

E- LEARNING IN BUSINESS ORGANISATIONS – NEW CONCEPTS, TECHNOLOGIES AND MODELS

E-learning systems (EL) have established themselves as a key management instrument in business strategies for human resource management, for the improvement of the efficiency of processes for professional staff development and for the development of corporate knowledge. The aim of this article is to present some of the new concepts for EL – an ecosystem for EL, collaborative learning, lifelong learning, ubiquitous learning, EL as a method for knowledge creation and the generation of collective intelligence.Furthermore, it aims to outline the potential of the key information technologies – mobile technologies, Web 2.0 and cloud services - for the development of efficient strategies and models for EL usage, its transition into an efficient and effective business practice and its establishment as a leading, electronically implemented activity (e-activity). To achieve the objective of the research article the following methods have been used – logical methods such as analysis, synthesis and comparison, and theoretical research methods such as abstracting and summarizing. The main empirical method applied is that of modelling

ALT-C 2011 Abstracts

This is a PDF of the abstracts for all the sessions at the 2011 ALT conference. It is designed to be used alongside the online version of the conference programme. It was made public on 1 September, with a "topped and tailed" made live on 2 September

Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic

Experience in the Use of Social Media in Medical and Health Education

Objectives: Social media are online tools that allow collaboration and community building. Succinctly, they can be described as applications where “users add value”. This paper aims to show how five educators have used social media tools in medical and health education to attempt to add value to the education they provide. Methods: We conducted a review of the literature about the use of social media tools in medical and health education. Each of the authors reported on their use of social media in their educational projects and collaborated on a discussion of the advantages and disadvantages of this approach to delivering educational projects. Results: We found little empirical evidence to support the use of social media tools in medical and health education. Social media are, however, a rapidly evolving range of tools, websites and online experiences and it is likely that the topic is too broad to draw definitive conclusions from any particular study. As practitioners in the use of social media, we have recognised how difficult it is to create evidence of effectiveness and have therefore presented only our anecdotal opinions based on our personal experiences of using social media in our educational projects. Conclusion: The authors feel confident in recommending that other educators use social media in their educational projects. Social media appear to have unique advantages over non-social educational tools. The learning experience appears to be enhanced by the ability of students to virtually build connections, make friends and find mentors. Creating a scientific analysis of why these connections enhance learning is difficult, but anecdotal and preliminary survey evidence appears to be positive and our experience reflects the hypothesis that learning is, at heart, a social activity

Tracing the Use of Communication Technology in Higher Education: a literature review

Communication Technologies are used in Higher Education Institutions worldwide, producing changes in the design of teaching and learning practices, giving rise to learning paradigms such as e-learning, b-learning, m-learning and cloud learning. Research embraces different perspectives, emphasizing that Internet and Communication Technologies use is not potentiating innovation or disruptiveness of more traditional forms of education, while another perspective argues that there is disruptiveness that is becoming ever more powerful, promoting changes in the roles and way teachers and students work. The present review suggests that web 2.0 technologies has promoted new forms of communication, interaction and sharing between users and content in formal education settings. Furthermore, the realization of how vast and disperse the body of literature is, concerning the use of Communication Technologies in HE, revealed as significant the main goals of the project “Portuguese Public Higher Education Use of Communication Technologies”, that aims to characterize Portuguese higher education institutions according to their use and best practices, disseminating the information obtained through an online visualization information tool. The ultimate goal of the project is to contribute towards making valuable and up-to-date information available to Higher Education Institutions and users, facilitating and potentiating research in the area

Learning2.0. The Impact of Web2.0 Innovation on Education and Training in Europe

This report presents the outcomes of the expert workshop held at the Institute for Prospective Technological Studies (IPTS) on 29 and 30 October 2008 to discuss the impact of the social computing on Education and Training (E&T) in Europe. The workshop aimed to validate the results of the Learning 2.0 study, launched by IPTS in collaboration with DG EAC. The study explored the impact of social computing on E&T in Europe (in terms of contribution to the innovation of educational practice, and to more inclusive learning opportunities for the knowledge society). It also assessed Europe¿s position in the take up of social computing in formal educational contexts and - by identifying opportunities and challenges - devised policy options for EU decision makers. The report offers a structured account of the debate that took place during the two day workshop. It reflects the discussion on the potential of social computing take up in organized educational contexts, focusing on innovation (from the pedagogical, organisational and technological standpoints), and on inclusion. It further discusses how, despite the recent emergence of the phenomenon mostly outside E&T institutions, its primarily experimental nature within formal E&T contexts, and the speed of its evolution, there are clear signs that it can transform educational practice and that a new schooling culture is called for. The report then presents the main risks that were identified by the experts and proposes a number of items for research and the policy agenda to respond to the educational needs of society as it is being transformed by the social computing wave. Finally, it summarizes the trends identified as likely to affect the future evolution of the learning landscape.JRC.J.4-Information Societ

Microblogging for Strengthening a Virtual Learning Community in an Online Course

This paper examines how a microblogging tool (i.e., Twitter) can be effectively used to strengthen a virtual learning community (VLC) in the two sections of a fully online graduate course. Students in this course were consisted of K-12 teachers, school technology specialists, corporate trainers, and military personnel. The microblogging activities were designed to allow quick peer interaction to build the momentum of social learning in the VLC. In this study, we collected quantitative data on sense of community through a Likert scale survey, and rich qualitative data on students\u27 perception about microblogging activities. It was found that students’ sense of community was generally high and students were positive about their microblogging experiences. In addition, microblogging was found to be useful and valuable in sustaining students\u27 learning by doing such as sharing real-world design examples, critiquing design examples with technical knowledge learned in class, and quick and short commenting with peer support in a VLC. Based on the findings, the authors aim to provide design suggestions for educators and instructional designers to incorporate this social web tool in strengthening virtual learning communities in a meaningful and engaging way