24 Matching Annotations
  1. Jan 2023
    1. the most significant Web 2.0 creation to harness a massaudience and engage a mass audience in knowledge production and dissemination isWikipedia

      Wikipedia really is an excellent example of why and how Web 2.0 was so impactful to online society. Unlike Web 1.0, where content consumers were mostly limited to read-only, Web 2.0 allowed content consumers to produce their own consumable content for the first time.

  2. Aug 2022
    1. Historical Hypermedia: An Alternative History of the Semantic Web and Web 2.0 and Implications for e-Research. .mp3. Berkeley School of Information Regents’ Lecture. UC Berkeley School of Information, 2010. https://archive.org/details/podcast_uc-berkeley-school-informat_historical-hypermedia-an-alte_1000088371512. archive.org.

      https://www.ischool.berkeley.edu/events/2010/historical-hypermedia-alternative-history-semantic-web-and-web-20-and-implications-e.

      https://www.ischool.berkeley.edu/sites/default/files/audio/2010-10-20-vandenheuvel_0.mp3

      headshot of Charles van den Heuvel

      Interface as Thing - book on Paul Otlet (not released, though he said he was working on it)

      • W. Boyd Rayward 1994 expert on Otlet
      • Otlet on annotation, visualization, of text
      • TBL married internet and hypertext (ideas have sex)
      • V. Bush As We May Think - crosslinks between microfilms, not in a computer context
      • Ted Nelson 1965, hypermedia

      t=540

      • Michael Buckland book about machine developed by Emanuel Goldberg antecedent to memex
      • Emanuel Goldberg and His Knowledge Machine: Information, Invention, and Political Forces (New Directions in Information Management) by Michael Buckland (Libraries Unlimited, (March 31, 2006)
      • Otlet and Goldsmith were precursors as well

      four figures in his research: - Patrick Gattis - biologist, architect, diagrams of knowledge, metaphorical use of architecture; classification - Paul Otlet, Brussels born - Wilhelm Ostwalt - nobel prize in chemistry - Otto Neurath, philosophher, designer of isotype

      Paul Otlet

      Otlet was interested in both the physical as well as the intangible aspects of the Mundaneum including as an idea, an institution, method, body of work, building, and as a network.<br /> (#t=1020)

      Early iPhone diagram?!?

      (roughly) armchair to do the things in the web of life (Nelson quote) (get full quote and source for use) (circa 19:30)

      compares Otlet to TBL


      Michael Buckland 1991 <s>internet of things</s> coinage - did I hear this correctly? https://en.wikipedia.org/wiki/Internet_of_things lists different coinages

      Turns out it was "information as thing"<br /> See: https://hypothes.is/a/kXIjaBaOEe2MEi8Fav6QsA


      sugane brierre and otlet<br /> "everything can be in a document"<br /> importance of evidence


      The idea of evidence implies a passiveness. For evidence to be useful then, one has to actively do something with it, use it for comparison or analysis with other facts, knowledge, or evidence for it to become useful.


      transformation of sound into writing<br /> movement of pieces at will to create a new combination of facts - combinatorial creativity idea here. (circa 27:30 and again at 29:00)<br /> not just efficiency but improvement and purification of humanity

      put things on system cards and put them into new orders<br /> breaking things down into smaller pieces, whether books or index cards....

      Otlet doesn't use the word interfaces, but makes these with language and annotations that existed at the time. (32:00)

      Otlet created diagrams and images to expand his ideas

      Otlet used octagonal index cards to create extra edges to connect them together by topic. This created more complex trees of knowledge beyond the four sides of standard index cards. (diagram referenced, but not contained in the lecture)

      Otlet is interested in the "materialization of knowledge": how to transfer idea into an object. (How does this related to mnemonic devices for daily use? How does it relate to broader material culture?)

      Otlet inspired by work of Herbert Spencer

      space an time are forms of thought, I hold myself that they are forms of things. (get full quote and source) from spencer influence of Plato's forms here?

      Otlet visualization of information (38:20)

      S. R. Ranganathan may have had these ideas about visualization too

      atomization of knowledge; atomist approach 19th century examples:S. R. Ranganathan, Wilson, Otlet, Richardson, (atomic notes are NOT new either...) (39:40)

      Otlet creates interfaces to the world - time with cyclic representation - space - moving cube along time and space axes as well as levels of detail - comparison to Ted Nelson and zoomable screens even though Ted Nelson didn't have screens, but simulated them in paper - globes

      Katie Berner - semantic web; claims that reporting a scholarly result won't be a paper, but a nugget of information that links to other portions of the network of knowledge.<br /> (so not just one's own system, but the global commons system)

      Mention of Open Annotation (Consortium) Collaboration:<br /> - Jane Hunter, University of Australia Brisbane & Queensland<br /> - Tim Cole, University of Urbana Champaign<br /> - Herbert Van de Sompel, Los Alamos National Laboratory annotations of various media<br /> see:<br /> - https://www.researchgate.net/publication/311366469_The_Open_Annotation_Collaboration_A_Data_Model_to_Support_Sharing_and_Interoperability_of_Scholarly_Annotations - http://www.openannotation.org/spec/core/20130205/index.html - http://www.openannotation.org/PhaseIII_Team.html

      trust must be put into the system for it to work

      coloration of the provenance of links goes back to Otlet (~52:00)

      Creativity is the friction of the attention space at the moments when the structural blocks are grinding against one another the hardest. —Randall Collins (1998) The sociology of philosophers. Cambridge, MA: Harvard University Press (p.76)

  3. Oct 2020
    1. 2.0 tools for learning human histology by First year MBBS students and thus make them aware of the features of these

      Medical research students Web 2.0 tools

    1. Procedia Social and Behavioral Sciences 1 (2009) 478–482Available online at www.sciencedirect.comWorld Conference on Educational Sciences 2009 To use or not to use web 2.0 in higher education? Gabriela Grosseck* West University of Timisoara, 4 Bd. C. Coposu, office 029, 300223 Timisoara, Romania Received October 8, 2008; revised December 16, 2008; accepted January 4, 2009 Abstract Web 2.0 has been, during the last years, one of the most fashionable words for a whole range of evolutions regarding the Internet. Although it was identified by the current analysts as the key technology for the next decade, the actors from the educational field do not really know what Web 2.0 means. Since the author started to explore and use Web 2.0 technologies in her own development/improvement, she has been intrigued by their potential and, especially, by the possibility of integrating them in education and in particular in the teaching activity. The purpose of this paper is both to promote scholarly inquiry about the need of a new type a pedagogy (Web 2.0 based) and the development / adoption of best practice in teaching and learning with web 2.0 in higher education (HE). The article main objectives are: • to introduce theoretical aspects of using Web 2.0 technologies in higher education • to present models of integrating Web 2.0 technologies in teaching, learning and assessment • to identify the potential benefits of these technologies as well as to highlight some of the problematic issues / barriers encountered, surrounding the pedagogical use of Web 2.0 in higher education • to propose an agenda for future research, and to develop pedagogy 2.0 scenarios for HE sector. © 2009 Elsevier Ltd. Keywords: Web 2.0; e-learning; higher education; social artifacts. 1. Insight

      Great research article to support my paper on topic of Web 2.0 technology.

    1. purpose of this section is to discuss the influence of Web 2.0 technologies on online collaboration based on different learning theories and modes

      This is fitting for my research paper which monitors this topic.

    1. This useful website provides a host of tools plus a description. 10 out of 10

    2. The following list includes free tools that you can use to stay on top of current events, including headlines and blogs.

      Resources that a teacher can never have enough of. I have used Animoto among others.

    1. found. The PST concern was most intense in the self-concern stage and then fluctuated from task-concern to impact-concern within a small range. Findings of the study provide valuable insights for personalising teacher education as to how levels of concern, self-efficacy for teaching, teacher knowledge and demographics influence the change process required for Web 2.0 integration in instruction.

      Perceptions even about technology matter.I am interested in learning about as many factors that contribute to adult learning about Wrb 2.0 tools

    1. Teaching with Web 2.0 Technologies: Benefits, Barriers and Lessons Learned

      In this article, the author defines Web 2.0 technology and use for Web 2.0 in higher education. Through a small study of educators, discovery includes advantages, obstacles, and general guidance for implementation of web 2.0 tools. The author supports use of Web 2.0 to supplement learning, not as a substitute for the educator. Technologies must be implemented strategically and purposefully. 7/10

    1. Using wikis for collaborative learning: Assessing collaboration through contribution

      Through a study of freshman students, the author aimed to determine the success of the Wiki for collaboration. Results revealed variances in learner responses and use of the tool. Lack of use was explained by individual barriers (family, social, work) and system barriers (wiki design). The authors conclude that for the Wiki to be an effective, collaborative tool, additional resources must be provided to the learner, and the Wiki must be meaningful in its design to foster that participation. 7/10

    1. Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication

      Trends in Web 2.0 technologies and various networking modalities are briefly reviewed. Furthermore, advantages and barriers in the use of said technologies are discussed. Implementation of social media as a learning tool can be advantageous, however, it must supplement learning, not replace a structured environment. The educator should still remain present in the learning environment. And, he/she should provide appropriate support and training, as well as model, respective online tools to ensure efficacy. 6/10

    1. Wiki Use that Increases Communication and Collaboration Motivation

      (Click on download full text to read.) Through a cooperative learning assignment, University students responded to a case study that implemented use of a Wiki. Results demonstrate that Wiki is an effective communication and collaboration tool (access, structure, versioning) for all individuals (introvert, extrovert). Recommendations and considerations for use in the learning environment were provided. 6/10

    1. 10 Active Learning Methods for Super Engaged Corporate Learners

      This article reviews the concept of active learning and its need in today's workplace training. Ten strategies to promote active learning via technology are discussed (collaborative virtual classrooms, mind mapping, brainstorming, scavenger hunts, role play/simulation, problem-based learning, discussion boards, teach back, jigsaw technique, flipped classroom, game based learning). This is a good resource for active learning strategies. (5/10)

  4. Jul 2020
    1. digitally mediated networked learning

      It's interesting to make this distinction. While I recognize that networked learning pre-dates the rise of the web, I suspect many students and educators would equate "network" with "the internet" at this point (and the internet means "Web 2.0" - that is, a collaborative space where the user/creator distinction is blurred).

  5. Nov 2019
    1. Integrating Technology with Bloom’s Taxonomy

      This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

    1. Training and Development Policy Wiki

      This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10

    1. Using Technology to Help First-Gen Students

      This article highlights the need for and benefits of implementing more technology tools to support first-generation college students' learning, engagement, and success. For many first-gen students, especially those from low-income backgrounds, the transition to college can be challenging; this leads to lower retention rates, performance, and confidence. The authors, drawing off of research, suggest mobile devices and Web 2.0 technologies to prevent these challenges. Example of such tools include dictionary and annotation apps that are readily-accessible and aid in students' understanding of material. Fist-gen students can also use social media apps (Twitter, Facebook, etc.) to maintain supportive connections with family, peers, and mentors. Rating: 8/10

  6. Mar 2019
    1. Reading on the web is a critical skill for engaging content online. They can be viewed as “exploring,” or “navigating the web.” Just as traditional reading requires knowledge of the text and concepts of print, reading online requires a basic understanding of web mechanics. Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.1 The web literacy skills and competencies identified under reading on the web are as follows. Search

      Web Literacy 2.0 discusses how people use web literacy in their everyday lives. For example, "navigating the web" needs to be taught just as the concepts of print do. Quality online readers know where to look, what to ignore, and how to locate information. Writing on the web is also a skill that needs to be explicitly taught. A writer must be able to learn through making and creating. They must be able to communicate their ideas in written word, through presentations as well as through well organized and chosen aesthetics. Rating 10/10

  7. Nov 2018
    1. Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT exampl

      This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. List of web 2.0 applications

      EDUTECH wiki is a site that contains a variety of links to lists to hep educators with web 2.0 applications improving productivity Caution: some of the links are not active!

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  8. Nov 2017
    1. basic Web 2.0 premises of aggregation, openness, tagging, portability, reuse, multichannel distribution, syndication, and user-as-contributor
    2. recent promise of Web 2.0

      A bit surprised by this “recent”. By that time, much of what has been lumped under the “Web 2.0” umbrella had already shifted a few times. In fact, the “Web 3.0” hype cycle was probably in the “Trough of Disillusionment” if not the Gartner-called “Slope of Enlightenment”.

  9. Jan 2016
    1. online commerce sites wanted customers to write in credit card numbers, mailing addresses, product reviews, and so on.

      So the active readership of web 2.0 is directly linked to the consumerism of the commercial web?...

      I'm so interested in the implications here: the democratization of the web, the breakdown of author/reader, producer/consumer (of knowledge), is rooted in capitalism?