OERopoly: A game to generate collective intelligence around OER

Collective Intelligence (CI ) is a phenomenon that emerges at the crossroads of three worlds: Open Educational Resources (OER), Web 2.0 technologies and Online Learning Communities. Building CI for the OER movement means capturing the richness of information, experiences, knowledge and resources, that the movement is constantly generating, in a way that they can be shared and reused for the benefit of the movement itself. The organisation of CI starts from collecting the knowledge and experiences of OER's practitioners and scholars in new creative forms, and then situating this knowledge in a collective 'pot' from where it can be leveraged with new 'intelligent' meanings and toward new 'intelligent' goals. This workshop is an attempt to do so by engaging participants in a CI experience, in which they will contribute to, and at the same time take something from, the existing CI around OER, Web 2.0 technologies and Online Learning Communities

Exploring users’ behavioral model in Web 2.0 applications - The moderating effects of hedonic versus utilitarian motivations

The Web 2.0 trend has enhanced the overwhelming demand for more pervasive human space in online social interaction. Therefore, it is imperative for the practitioners of Web 2.0 websites to understand users’ motivations to participate and develop specific services to stimulate a long-term usage. This study has proposed a research model that explores the factors affecting users’ intentions to use Web 2.0 applications. In addition, user’s usage motivations (i.e. hedonic versus utilitarian) are also compared. The results revealed that users’ intentions to use Web 2.0 applications is influenced by usefulness, ease of use, enjoyment, and social presence. In addition, users’ hedonic versus utilitarian motivations has the moderating influences on the research model

In what ways does policy on academic integrity, copyright and privacy need to respond in order to accommodate assessment with Web 2.0 tools?

Increasingly social web technologies, such as blogging and micro-blogging, audio and video podcasting, photo/video, social bookmarking, social networking, wiki writing or virtual worlds are being used as forms of authoring or content creation to support students&rsquo; learning in higher education. As Web 2.0 teaching practice is characterised by open access to information and collaborative networks there are both familiar and novel challenges for policy-makers in higher education institutions. The Government 2.0 Taskforce heralded legislative and practice changes necessary because of Web 2.0. We reflect on the qualitative feedback received from innovative higher education practitioners using Web 2.0 to assess student work. This indicates a need for information policy review to accommodate the cultural shift towards information exchange and communication across traditional institutional boundaries. Issues involved when implementing Web 2.0 assessments are identified to highlight requisite areas for policy improvement in higher education, in particular for academic integrity, copyright and privacy policies<br /

In what ways does policy on academic integrity, copyright and privacy need to respond in order to accommodate assessment with Web 2.0 tools?

Increasingly social web technologies, such as blogging and micro-blogging, audio and video podcasting, photo/video, social bookmarking, social networking, wiki writing or virtual worlds are being used as forms of authoring or content creation to support students’ learning in higher education. As Web 2.0 teaching practice is characterised by open access to information and collaborative networks there are both familiar and novel challenges for policy-makers in higher education institutions. The Government 2.0 Taskforce heralded legislative and practice changes necessary because of Web 2.0. We reflect on the qualitative feedback received from innovative higher education practitioners using Web 2.0 to assess student work. This indicates a need for information policy review to accommodate the cultural shift towards information exchange and communication across traditional institutional boundaries. Issues involved when implementing Web 2.0 assessments are identified to highlight requisite areas for policy improvement in higher education, in particular for academic integrity, copyright and privacy policie

Web 2.0 and business: Early results on perceptions of Web 2.0 and factors influencing its adoption

Web 2.0 is quickly evolving into one of the most important technologies to drive the business world. In about five years, it made its impact by converting the web into a platform for people to assemble and organize. Today it provides powerful tools for business use. Practitioners propose that they can lead to new product and service offerings, change business processes, and achieve remarkable levels of collaboration within and outside an organization. This research examines over fourteen hundred end-user responses and presents some early results. It empirically verifies the perceptions about the benefits of Web 2.0 and finds four factors that may influence the adoption of Web 2.0. Benefits like collaboration, process innovation, and cost reduction find strong recognition. The four underlying factors that appear to influence Web 2.0 adoption are Business improvement, Workplace collaboration, Innovation, and Personal use

Use Intute integration tools to personalise your Intute experience! How to ensure you retrieve relevant web content for academic studies and research in veterinary medicine

This paper explores the role of Web 2.0 tools and services in veterinary education, and in particular Web 2.0 developments by Intute, a free UK Higher Education Internet service providing access to the ‘Best of the Web’ for students, academics, researchers and practitioners. Web 2.0 technologies are changing the way veterinary students and academics access educational content on the Web and the Intute suite of Web 2.0 tools can help students and academics make sensible and considered use of Web 2.0. Using the Internet for academic study raises many issues, including accuracy, relevant content, the plethora of information, not enough time to find the ‘information rich’ Web resources, yet at the same time academic standards must not be compromised. For some, the Internet is the way forward for teaching and learning and delivering academic content on the Web. Web 2.0 technologies are a useful way of exploiting student’s enthusiasm for interactive and online tools, whilst at the same time we need to ensure that the Web resources are relevant and authoritative. This paper discusses the Intute integration project and how it allows users to exploit its resources and services within the context of their own websites and Virtual Learning Environment (VLEs). Discussed is the technical functionality supporting the project, Intute personalisation and integration options and tools (which include embedding the Intute search box, and RSS feeds), project results (including take-up and institutional exemplars), and conclusions on the use of this sort of Web 2.0 tool within an educational environment

Improving the professional knowledge base for education: Using knowledge management (KM) and Web 2.0 tools

Improving education systems is an elusive goal. Despite considerable investment, international studies such as the OECD Teaching and Learning International Survey (TALIS) project and the McKinsey Report How the world’s best performing schools come out on top indicate that improving teacher quality is more important than increased financial investment. Both reports challenge governments, academics and practitioners to adopt new ways of sharing and building knowledge. This paper makes the case for national education systems to adopt tried and tested knowledge management and web 2.0 tools used by other sectors and highlights the neglected potential of teacher educators as agents for improvement

Just Do It! Web 2.0 and the Breaking of the Tacit Dimension for Knowledge Acquisition

Does Web 2.0 facilitate the conversion of tacit knowledge to explicit knowledge? Prior research has focused on the conversion of tacit knowledge to explicit within the context of organizations and builds upon assumptions made during the period when information technologies were not readily available and accessible to the general population. Recently, there have been dramatic changes to the information technology landscape due to the advent of Web 2.0. A unique characteristic of the Web 2.0 era is the dissemination and absorption of knowledge and information by almost anyone at any time. This conceptual research in progress builds upon the theory that explicit and tacit knowledge are dichotomous constructs on a continuum scale. We use this theory to examine how features of Web 2.0 convert increasing kinds of tacit knowledge to explicit knowledge; allowing for greater dissemination and acquisition by the layman and artificial intelligence agents. For the layman, we discuss the current limitations we face in empirically documenting and measuring this phenomenon and the benefits of a randomized digital field experiment. We conclude with the implications of the research for academia and practitioners

Collaborative enterprise applications based on business and social artifacts

© 2015 IEEE. This paper discusses how to design and develop collaborative enterprise applications using business and social artifacts. Business artifacts populate the business world (associated with business process management platforms) and allow to facilitate the communication between IT and non-IT practitioners over application requirements to satisfy, for example. And social artifacts populate the social world (associated with Web 2.0 applications) and abstract the online activities that are executed over Web 2.0 applications such as tagging photos. Both worlds are connected to each other through social machines that allow business artifacts to act upon Web 2.0 applications such as creating new social artifacts and checking on the statuses of existing social artifacts. A system that demonstrates business artifact and social artifact collaboration is also presented in this paper

Exploring the application of web 2.0 technologies in the context of e-government

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel UniversityElectronic government (e-Government) in terms of public service delivery and administration has endured signification transformation over the last decade. More recently, modern second generation web technologies (Web 2.0) have started to be used to deliver e-Government. However, this in turn has brought about additional challenges. By its nature, Web 2.0 is more interactive than the traditional model of information provision or creation of digital services and as such opens up a new set of benefits, costs and risks to those who make use of it as part of their e-Government approach. In the main, the usage of Web 2.0 is in its infancy within e-Government and this creates a need for research into exploring the application of Web 2.0 technologies in e-Government and to provide practical advice to practitioners. This research draws on the existing literature to present a novel conceptual model that could be used to guide implementation and evaluation of Web 2.0. The conceptual model draws the existing literature into the traditional information systems (IS) evaluation model (benefits, costs and risks) specifically in terms appropriate to Web 2.0. In turn that evaluation is set in the context of the impact on the organisation in terms of organisational, technological and social consequences. This conceptual model was tested in a United Kingdom local government authority (LGA) that had recently started to make use of Web 2.0 in terms of service delivery and for internal work purposes by its employees. The result was a qualitative enquiry making use of interviews and documentary evidence to explore the validity of the conceptual model as a tool to assist decision making in this field. The findings elicited from the in-depth case study offer an insight into IS evaluation criteria and impact factors of Web 2.0 from both a practical setting and an internal organisational perspective. An interesting finding of this study was the contrast between the agreement on the need for evaluation of Web 2.0 tools and how to carry that out, and the fact that this had not been formally carried out by the case study with respect to its early Web 2.0 projects. This study concludes that a combined analysis of the evaluation and impact factors rather than a singular approach would better assist the decision making process that leads to effective application of Web 2.0 technologies. Keywords: e-Government, Web 2.0, Information Systems Evaluation, Impact, Local Government Authorities (LGAs).Brunel Business School - Graduate Research Assistant scholarship