WEB 2.0

Memoria para optar al título de Periodista / El autor no autoriza el acceso a texto completo de su documento / El presente proyecto de memoria "e-culture: red multimedial de Cultura electrónica" se inspira en las conclusiones obtenidas en mi seminario de investigación de Tesis de Grado:"Proyecciones del Comunicador Social en la era de Internet, fundamentos en la democracia electrónica y los multimedios on-line".

本研究動機是希望透過Web 2.0服務以善用集體智慧，目的在建立一個Web2.0服務發展的管理架構。從文獻中，我們整理Web2.0服務發展的特性，發現共創者和訪客的取得是經營Web2.0服務最重要的任務。根據印象管理理論以及臉書和維基百科兩個Web2.0服務發展過程，這項研究提出了一個四階段的Web 2.0服務發展生命週期。這四個階段依序是：模式確立、創新傳播、社群擴展和服務再造。除此之外，針對每一個階段，這項研究提出四個管理面向。這四個管理面向是：共創者管理、內容管理、控制管理和動態能力管理。接著我們深入探討台灣六個Web2.0服務的案例—玩運彩、愛評網、地圖日記、愛合購、MyGo和WEnews，進一步驗證我們提出的管理架構，並且豐富我們對Web2.0服務發展生命周期的認識。透過對於Web2.0服務發展生命週期的深入探討，期許研究成果能提供給Web 2.0服務管理者做為在管理上的參考依據。 / This study is motivated by the prospect of harvesting the collective intelligence of the Internet via Web 2.0 services and aims at building a framework for the management of Web 2.0 services development. By reviewing specific features of Web 2.0 services, we identify the acquisition of co-creators and viewers as the most influential task of Web 2.0 service development. Based on impression management theory and two typical Web 2.0 cases—Facebook and Wikipedia—we distinguish four phases of co-creator and viewer development throughout the life cycle of Web 2.0 services. The four phases are: model establishment, innovation dispersion, community expansion, and service re-invention. Besides, we also identify four dimensions of the management of Web 2.0 services development. The four dimensions are: co-creator, content, control, and dynamic capability. The four phases and the four management dimensions of Web 2.0 service development life cycle are then validated by industry experts and enriched by six Taiwan Web 2.0 service cases—PlaySport, iPeen, AnswerBox, ihergo, MyGo and WEnews. It is hoped that the elaboration of the life cycle of Web 2.0 services development can provide strategic input into the management of Web 2.0 services.

Submitted thesis is divided into two main parts. The first part is theoretical, focused on description of individual part of web 2.0 and on description of chosen applications and services. Second, practical part is focused on comparison of selected applications of web 2.0. To be more concrete, it is focused on blogging system comparison, online word processor comparison and on online maps comparison. In the appendix, there is own survey based on a questionnaire. The main objective of this thesis is to provide general summary of this issue. Besides delimitation of the term web 2.0, it is a summary of applications and services, which achieves the characteristics of web 2.0. As for subsidiary objectives, there is a possibility for users to choose optimal blogging system, online word processor or online map due to their demands. This possibility is based on conducted comparison.

Las empresas se están desarrollando en un contexto cada vez más acelerado, en el cual el cambio se ha vuelto una constante. Esta situación ha despertado el sentido de urgencia de las empresas, presionándolas a romper el estatus quo y tener respuestas más rápidas que les permitan sobrevivir en este entorno cada vez más competitivo. En este sentido, se requiere hablar de empresas más rápidas y agiles y consecuentemente de colaboradores con los mismos atributos. Por tanto, si las empresas cambian, sus colaboradores deben cambiar con ellas, y es este cambio el que demanda nuevos conocimientos y habilidades. Ante ello el área de Recursos Humanos, en especial la de capacitación, se vuelve una aliada estratégica. Siendo la capacitación tan relevante es vital que esta sea efectiva, por lo cual se debe hacer hincapié en los procesos de planeamiento de la misma. Y este planeamiento no sólo debe involucrar el análisis de las necesidades respecto a los conocimientos y habilidades de sus participantes sino también cómo es que se les puede brindar el mejor contexto para potenciar su proceso de aprendizaje. El tomar en cuenta al participante, ofreciéndole una herramienta más ad hoc a su perfil, tiene como consecuencia un mayor incentivo para incrementar su interés y por ende su participación en la capacitación. Esta premisa es la que acompaña todo el planteamiento del presente trabajo, donde se propone una herramienta de social learning 2.0 como respuesta a las demandas y necesidades de la generación “y”. ¿Por qué una herramienta de social learning 2.0? Para poder llegar a esta propuesta, se ha realizado un trabajo de investigación que tuvo como primer hito el conocer más a la generación “y”. De este modo, se encontró que esta generación es muy autónoma, valora mucho su tiempo y requiere de flexibilidad en todas las acciones que emprende, además de convivir cómodamente con la tecnología y todo lo relacionado mundo digital. Una vez obtenido este input, se emprendió la búsqueda de un modelo formativo que atendiera los requerimientos de esta generación, encontrando así que un plan de social learning 2.0 era el ideal. El social learning, 2.0 le ofrece a la generación “y” espacios colaborativos de co-construcción de aprendizajes en un contexto on line que logra romper las barreras de tiempo y espacio, de modo que el participante puede organizarse según lo crea conveniente. A partir de todo lo mencionado, para poder sustentar la investigación teórica, se ha realizado el análisis del impacto de una propuesta de social learning 2.0 para la generación “y” de Telefónica. Esta propuesta bautizada con el nombre Escuela Digital ha sido desplegada como piloto durante el último semestre del 2014, obteniendo resultados muy positivos en cuanto la participación, el número de horas efectivas así como también en lo que se refiere a los indicadores de interacción y niveles de satisfacción. Así mismo, el trabajo finaliza con un análisis comparativo donde se puede ver la eficiencia del plan formativo on line frente al plan formativo presencial. Finalmente, con todo lo expuesto se confirma que el modelo de social learning 2.0 cumple las expectativas de la generación “y”, incentivándolos positivamente a cumplir sus planes de formación establecidos. Así mismo, es importante mencionar que lo que se busca no es desestimar a alguna metodología en particular sino demostrar que una metodología sí puede ser mejor que otra cuando se trata de atender a un grupo o persona específica.

Web 2.0 is now used to describe a second generation of web-based services and tools, which allow their users to communicate, work together and share information. Corporate blogs, wikis, social networks, colaborative services, social bookmarking: there is a plenty of web 2.0 tools, they are constantly evolving and can be integrated into business. In the past few years there's been a significant process of adoption of web 2.0 and social technologies by businesses. Web 2.0 changes the way user interacts with another users and this enforces a change in the way business communicate with customers. As equally significant Web 2.0 changes a processes of internal collaboration. The object of my diploma work is an analysis of web 2.0 tools and services and possible benefits of their integration into business processes and information systems of the organizations. I will concentrate primarily on possibilities how to make business processes more effective, lower business costs, get new customers etc., not on advertising on social networks. I will also try to describe some latest relevant web 2.0 trends. The final goal of my work is to analyse an existing organisation and create an concept for web 2.0 tools and services adoption and integration. Readers will be able to find a latest trends and motivation for business inovations in my diploma work.

隨著Web 2.0系統在過去十年的迅猛發展，社會化媒體，比如社會化評分系統、社會化標籤系統、在線論壇和社會化問答系統，已經革命性地改變了人們在互聯網上創造和分享內容的方式。但是，面對社會化媒體數據的飛速增長，用戶面臨嚴重的信息過載的問題。現在，基於社會化媒體學習的社會化計算，已經發展成爲了幫助社會化媒體用戶有效解決信息需求的一個重要的研究領域。一般來說，用戶在社會化媒體中發佈信息，期望通過社會化計算尋找到合適的項目。爲了更好地理解用戶的興趣，分析不同類型的用戶產生數據是非常重要的。另一方面，返回給用戶的可以是項目，或是擁有相似興趣的其他用戶。除了基於用戶的分析，進行基於項目的分析也是非常有趣和重要的，比如理解項目的屬性，將語義相關的項目聚在一起爲了更好地滿足用戶的信息需求等。 / 本論文的目地是提出自動化和可擴展的模型來幫助社會化媒體用戶更有效的解決信息需求。這些模型基於社會化媒體中兩個重要的組成提出：用戶和項目。因此，基於以下兩個目標，我們提出一個統一的框架來整合用戶信息和項目信息：1) 通過用戶的行為找出用戶的興趣，并為之推薦可能感興趣的項目和相似興趣的用戶；2) 理解項目的屬性，並將語義相關的項目聚合在一起從而能更好的滿足用戶的信息需求。 / 爲了完成第一個目標，我們提出了一個新的矩陣分解的框架來整合不同的用戶行為數據，從而預測用戶對新項目的興趣。這個框架有效地解決了數據稀疏性以及傳統方法中信息來源單一的問題，其次，爲了給社會化媒體用戶提供自動發現類似興趣的其他用戶的方式，通過利用社會化標籤信息，我們提出了基於用戶興趣挖掘和基於興趣的用戶推薦的框架。大量的真實數據實驗驗證了提出的基於用戶的模型的有效性。 / 爲了完成第二個目標，我們在具問答性質的社會化媒體中提出了問題推薦的應用。問題推薦的目標是基於一個用戶問題推薦語義相關的問題。傳統的詞袋模型不能有效地解決相關問題中用詞不同的問題。因此，我們提出了兩個模型來結合詞法分析以及潛在語義分析，從而有效地衡量問題間的語義相關度。在問題分析中，當前研究缺少對問題屬性的認識。爲了解決這個問題，我們提出了一個有監督學習的方法來識別問題的主觀性。具體來說，我們提出了一種基於社會化信號的無人工參與的自動收集訓練數據的方法。大量實驗證實了提出的方法的效果超過了之前的其他算法。 / 概括起來，圍繞社會化媒體中兩個重要的組成，我們提出了兩個基於用戶的模型和兩個基於項目的模型來幫助社會化媒體的用戶更準確更有效地解決信息需求。我們通過不同社會化媒體中的大量實驗證實了提出模型的有效性。 / With the astronomical growth of Web 2.0 over the past decade, social media systems, such as rating systems, social tagging systems, online forums, and community-based question answering (Q&A) systems, have revolutionized people’s way of creating and sharing contents on the Web. However, due to the explosive growth of data in social media systems, users are drowning in information and encountering information overload problem. Currently, social computing techniques, achieved through learning with social media, have emerged as an important research area to help social media users find their information needs. In general, users post contents which reflect their interests in social media systems, and expect to obtain the suitable items through social computing techniques. To better understand users’ interests, it is very essential to analyze different types of user generate content. On the other hand, the returned information may be items, or users with similar interests. Beyond the user-based analysis, it would be quite interesting and important to conduct item-oriented study, such as understand items’ characteristics, and grouping items that are semantically related for better addressing users’ information needs. / The objective of this thesis is to establish automatic and scalable models to help social media users find their information needs more effectively. These models are proposed based on the two key entities in social media systems: user and item. Thus, one important aspect of this thesis is therefore to develop a framework to combine the user information and the item information with the following two purposes: 1) modeling users’ interests with respect to their behavior, and recommending items or users they may be interested in; and 2) understanding items’ characteristics, and grouping items that are semantically related for better addressing users’ information needs. / For the first purpose, a novel unified matrix factorization framework which fuses different types of users’ behavior data, is proposed for predicting users’ interests on new items. The framework tackles the data sparsity problem and non-flexibility problem confronted by traditional algorithms. Furthermore, to provide users with an automatic and effective way to discover other users with common interests, we propose a framework for user interest modeling and interest-based user recommendation by utilizing users’ tagging information. Extensive evaluations on real world data demonstrate the effectiveness of the proposed user-based models. / For the second purpose, a new functionality question suggestion, which targets at suggesting questions that are semantically related to a queried question, is proposed in social media systems with Q&A functionalities. Existing bag-of-words approaches suffer from the shortcoming that they could not bridge the lexical chasm between semantically related questions. Therefore, we present two models which combines both the lexical and latent semantic knowledge to measure the semantic relatedness among questions. In question analysis, there is a lack of understanding of questions’ characteristics. To tackle this problem, a supervised approach is developed to identify questions’ subjectivity. Moreover, we come up with an approach to collect training data automatically by utilizing social signals without involving any manual labeling. The experimental results show that our methods perform better than the state-of-theart approaches. / In summary, based on the two key entities in social media systems,we present two user-based models and two item-oriented models to help social media users find their information needs more accurately and effectively through learning with social media. Extensive experiments on various social media systems confirm the effectiveness of proposed models. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Zhou, Chao. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 130-163). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese. / Abstract --- p.i / Acknowledgement --- p.vi / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Overview --- p.1 / Chapter 1.2 --- Thesis Contribution --- p.9 / Chapter 1.3 --- Thesis Organization --- p.11 / Chapter 2 --- Background Review --- p.15 / Chapter 2.1 --- Recommender System Techniques --- p.15 / Chapter 2.1.1 --- Content-based Filtering --- p.16 / Chapter 2.1.2 --- Collaborative Filtering --- p.17 / Chapter 2.2 --- Information Retrieval Models --- p.23 / Chapter 2.2.1 --- Vector Space Model --- p.24 / Chapter 2.2.2 --- Probabilistic Model and Language Model --- p.27 / Chapter 2.2.3 --- Translation Model --- p.31 / Chapter 2.3 --- Machine Learning --- p.32 / Chapter 2.3.1 --- Supervised Learning --- p.32 / Chapter 2.3.2 --- Semi-Supervised Learning --- p.34 / Chapter 2.3.3 --- Unsupervised Learning --- p.36 / Chapter 2.4 --- Rating Prediction --- p.37 / Chapter 2.5 --- User Recommendation --- p.39 / Chapter 2.6 --- Automatic Question Answering --- p.40 / Chapter 2.6.1 --- Automatic Question Answering (Q&A) from theWeb --- p.40 / Chapter 2.6.2 --- Proliferation of community-based Q&A services and online forums --- p.41 / Chapter 2.6.3 --- Automatic Question Answering (Q&A) in social media --- p.42 / Chapter 3 --- Item Recommendation with Tagging Ensemble --- p.44 / Chapter 3.1 --- Problem and Motivation --- p.44 / Chapter 3.2 --- TagRec Framework --- p.45 / Chapter 3.2.1 --- Preliminaries --- p.45 / Chapter 3.2.2 --- User-Item Rating Matrix Factorization --- p.45 / Chapter 3.2.3 --- User-Tag Tagging Matrix Factorization --- p.47 / Chapter 3.2.4 --- Item-Tag Tagging Matrix Factorization --- p.49 / Chapter 3.2.5 --- A Unified Matrix Factorization for TagRec --- p.50 / Chapter 3.2.6 --- Complexity Analysis --- p.53 / Chapter 3.3 --- Experimental Analysis --- p.54 / Chapter 3.3.1 --- Description of Data Set and Metrics --- p.54 / Chapter 3.3.2 --- Performance Comparison --- p.55 / Chapter 3.3.3 --- Impact of Parameters and --- p.56 / Chapter 3.4 --- Summary --- p.58 / Chapter 4 --- User Recommendation via Interest Modeling --- p.60 / Chapter 4.1 --- Problem and Motivation --- p.60 / Chapter 4.2 --- UserRec Framework --- p.61 / Chapter 4.2.1 --- User Interest Modeling --- p.61 / Chapter 4.2.2 --- Interest-based User Recommendation --- p.65 / Chapter 4.3 --- Experimental Analysis --- p.67 / Chapter 4.3.1 --- Dataset Description and Analysis --- p.67 / Chapter 4.3.2 --- Experimental Results --- p.70 / Chapter 4.4 --- Summary --- p.75 / Chapter 5 --- Item Suggestion with Semantic Analysis --- p.76 / Chapter 5.1 --- Problem and Motivation --- p.76 / Chapter 5.2 --- Question Suggestion Framework --- p.77 / Chapter 5.2.1 --- Question Suggestion in Online Forums --- p.77 / Chapter 5.2.2 --- Question Suggestion in Community-based Q&A Services --- p.84 / Chapter 5.3 --- Experiments And Results --- p.88 / Chapter 5.3.1 --- Experiments in Online Forums --- p.88 / Chapter 5.3.2 --- Experiments in Community-based Q&A Services --- p.96 / Chapter 5.4 --- Summary --- p.105 / Chapter 6 --- Item Modeling via Data-Driven Approach --- p.106 / Chapter 6.1 --- Problem and Motivation --- p.106 / Chapter 6.2 --- Question Subjectivity Identification --- p.107 / Chapter 6.2.1 --- Social Signal Investigation --- p.107 / Chapter 6.2.2 --- Feature Investigation --- p.110 / Chapter 6.3 --- Experimental Evaluation --- p.112 / Chapter 6.3.1 --- Experimental Setting --- p.112 / Chapter 6.3.2 --- Effectiveness of Social Signals --- p.114 / Chapter 6.3.3 --- Effectiveness of Heuristic Features --- p.116 / Chapter 6.4 --- Summary --- p.122 / Chapter 7 --- Conclusion --- p.123 / Chapter 7.1 --- Summary --- p.123 / Chapter 7.2 --- Future Work --- p.124 / Chapter A --- List of Publications --- p.126 / Chapter A.1 --- Conference Publications --- p.126 / Chapter A.2 --- Journal Publications --- p.127 / Chapter A.3 --- Under Review --- p.128 / Bibliography --- p.129

Philosophiae Doctor - PhD (Library and Information Studies) / The study investigated the information behaviour of Nigerian undergraduates with a focus on online media, especially Web 2.0. Nigeria has a laudable vision tagged Nigeria Vision 20:2020 (NV 20:2020), which is to be one of the top 20 knowledge economies by the year 2020. To achieve this grand feat, the nation requires a skilled population with 21st century graduate attributes who are information literate. That is, graduates who possess the competencies and high capabilities to effectively use and disseminate information for optimum service delivery in this epoch of information proliferation and technologies that are yet evolving. To ascertain the preparedness of Nigeria for the laudable Vision 20:2020, the research work investigated the information behaviour of Nigerian undergraduates using a specialized university, the Federal University of Petroleum Resources, Effurun, as the case study site. The university was established in 2007 to meet the demands of the petroleum industry which is the largest in Nigerian in terms of Gross Domestic Product (GDP).

Tese de mestrado. Multimédia. Faculdade de Engenharia. Universidade do Porto, Escola Superior de Educação. Instituto Politécnico de Bragança. 2009

This report describes a self-study using an action research spiral of problem analysis, intervention design, trial, reflection and analysis. The main purpose of the study was to investigate and evaluate whether Web 2.0 technologies and, in particular, social software could be effectively integrated into a senior secondary English classroom. The methodology used in the study, while mainly qualitative, did include a degree of quantitative data-gathering. The study took place over two terms of the 2007 school year in a semi-rural school south of Auckland. My Year 12 English class of twenty-four students were participants in the study and I was the teacher-researcher. As part of the study the students responded to my 'blog' and created and maintained their own 'blogs'. These 'voices' are important threads in this narrative. Two of my colleagues acted as 'critical friends' in this process. During the study my own beliefs regarding new technology and the descriptor 'digital natives' were challenged. While the data collected and the interpretative analysis of it created further questions that need to be addressed, the findings indicate that there is a place for Web 2.0 technology and social software in English classrooms. The findings also show that in order for these applications to be integrated effectively, a number of issues need to be addressed. My recommendations as teacher-researcher at the 'chalk-face' attempting to keep up with the rapidly changing lives of our students concludes this report.