AWeb 2.0 coloca em evidência iniciativas que valorizam atividades comunitárias, colaborativas e democráticas. Os processos de filtragem e seleção de artigos para publicação científica caminham na contra-mão destes novos conceitos. A seleção de artigos para publicação, tanto em conferências quanto em periódicos, utiliza abordagens fechadas. O objetivo deste processo fechado é garantir que somente artigos de qualidade sejam publicados. Por outro lado, devido a falta de transparência, o processo fechado está sujeito a uma infinidade de problemas que podem surgir através de equívocos ou até mesmo de tendências anti-éticas. Constam na literatura vários exemplos de problemas com o processo de seleção fechado. Com a consolidação daWeb 2.0, ambientes abertos de edição de conteúdo conquistam cada vez mais espaço. Aproveitam contribuições espontâneas de usuários para crescer rapidamente. A aplicação do processo de edição utilizado por estes ambientes em um contexto de edição e revisão de artigos científicos pode modificar radicalmente o processo utilizado atualmente. Por outro lado, por estarem sujeitos ao acesso de usuários não comprometidos, ambientes abertos não apresentam fortes argumentos para estabelecer confiança entre usuários. Este trabalho apresenta um método dinâmico para indicação de pontos de qualificação aplicado em um protótipo desenvolvido para editoração de artigos. O protótipo segue um processo onde todas as etapas que envolvem edição, revisão e comentários dos artigos são abertas e transparentes. As qualificações indicadas pelo método são geradas a partir de dados quantitativos e qualitativos e são utilizadas para gerar um ranking de qualificação dos usuários. Este ranking tem o objetivo de contribuir para o estabelecimento de confiança entre usuários. / Web 2.0 evidence initiatives over communitarian, collaborative and democratic activities. The filtering processes for selection of papers for scientific publication goes against these new concepts. The selection of paper for publications in conferences and periodics uses closed review. The objective of this closed process is to guarantee the quality of these published papers. On the other hand, the closed process has transparency lack. It is subject to a infinity of problems that can even appear through mistakes or of anti-ethics trends. Some examples of problems with the closed process consists in literature. The consolidation of Web 2.0 brings more attention to open content edition environments. These environments use spontaneous user’s contributions to enlarge quickly. The application of the process used by open content edition environments can strongly change the currently closed process used to selection of scientific publications. On the other hand, the open process is subject to fake or not compromised users. This problem starts a lack of trust for unknown users. This work presents a method for qualification points generation applied in a prototype for edition and review of articles that extends MediaWiki, the Wikipedia’s environment. The prototype implements a process where all steps of edition, comment and review of articles are open. To complete lacks of trust between users, the prototype uses a dynamic qualification method. The qualifications indicated by this method are based in quantitative and qualitative data and the users are listed in a ranking ordered by best ratings.

An effective hypermedia educational system should be easy to use and understand. Different hypermedia educational systems have been evaluated for this purpose by researchers but there is no such study of student wiki system. To evaluate usability of a student wiki system i.e. FUKTwiki in the context of higher education, the authors adopt a multi-phased research approach. They conduct usability test of the system where graduate students are taken as subjects. The system is evaluated on the basis of results of usability test and a questionnaire specifically designed to know the subject‟s opinion. Further, to validate the findings a number of individual subjects participated in usability test and questionnaire are interviewed. The authors find that for higher education, student wiki systems could prove effective in student‟s learning but not with current set of tools and interfaces. Moreover it is important that a system should have sufficient amount of relevant and useful educational contents. There is need to improve student wiki systems in terms of interfaces, contents, and set of tools for creating and editing pages. / 0046739717017

Traditional approaches to knowledge collaboration and sharing have proven to be limited in the sense of addressing organizational needs of dynamic and distributed knowledge. More recently, the emergence of social media and the second generation of web technologies have introduced new ways and possibilities for sharing knowledge in organizations. In particular, the wiki technology, as one type of social media, is argued to mark a shift in the way people collaborate and share knowledge with each other on the web. It represents a new, open style of knowledge collaboration and sharing which allows anyone to freely and openly create and shape knowledge. In this respect, organizations have been attracted by this new dynamic approach which is based on open collaboration and flexible participation. More organizations are using wikis in order to effectively leverage distributed knowledge and improve their competitive edge. Against this backdrop, this research is concerned with examining how such organizations use social media, the wiki technology in particular, for sharing knowledge among individuals and groups. The aim is twofold: to develop an understanding of the ways by which these individuals and groups exchange and share knowledge with each other and to identify different factors that influence knowledge collaboration and sharing using a wiki in an organizational setting. The research is based on three published research papers which provide both theoretical and empirical accounts of knowledge collaboration and sharing using wikis. To these ends of this research, an interpretive case study was used as an empirical research method with interviews as primary sources of data. Several other data sources have been triangulated during the empirical inquiry including field visits, observations, and documents. The case took place at a large multinational organization that used a wiki as a collaborative platform to support knowledge sharing among members of several professional communities of practice. Eventually, the outcome of the research is a thorough understanding that describes knowledge collaboration and sharing using a wiki as a dynamic social process involving recursive and dynamic social interactions among members of communities of practice through which knowledge is collaboratively constructed and reconstructed and thus shared. It also presents a dual impact of wiki openness on knowledge collaboration and sharing within organizations.

Icke-kommersiella organisationer har fått en ökad betydelse för samhället vilket har medfört samhällsgranskning och kritik mot dessa organisationer. Utvecklingen kan leda till förändrade attityder för organisationerna med minskad kredibilitet som följd. Detta har en avgörande betydelse för deras utveckling och fortlevnad eftersom de interagerar med och är beroende av samhället. Ett alternativ för att bemöta den bristande kredibiliteten är Internet som via webbplatser tillhandahåller kommunikation med samhället både enkelt och ekonomiskt. Det har dock visat sig att icke-kommersiella organisationer ofta brister i uppdatering av dessa. Det finns således ett behov för dem att finna enkla och lätthanterliga verktyg för att administrera sina webbplatser. Ett möjligt sådant verktyg är det webbaserade redigeringsverktyget phpwiki. Denna studie undersöker hur detta verktyg kan integreras på en icke-kommersiell organisations webbplats för att underlätta administration. Undersökningen genomförs som en aktionsforskningsstudie baserat på ett antal cykler av observation, reflektion och analys dels ur ett praktiskt, dels ur ett teoretiskt perspektiv. Det praktiska resultatet från studien är dels en integrerad version av phpwiki på webbplatsen, dels en manual för hur det webbaserade redigeringsverktyget phpwiki kan integreras på en icke-kommersiell organisations webbplats. Studien påvisar att phpwiki är ett alternativ för att bemöta bristande kredibilitet i form av dåligt uppdaterade webbplatser. Den bekräftar även kritik som riktats mot aktionsforskning men påvisar samtidigt att bra modeller, tekniker, ramverk och kunskap kan förebygga detta.

In a rapidly growing global economy businesses must effectively manage their assets to remain competitive and promote company growth. Many companies are only now beginning to realize that employee knowledge is a valuable asset to their business and also needs to be managed. Organizations are exploring different ways to improve the sharing of knowledge within a business and how to keep employee’s with key knowledge within the business. This study investigates social media and the impact of business hierarchy on knowledge sharing within an organization. The use of social media, in our particular case, wikis, within an organization is investigated as part of the broader term Enterprise 2.0. This study is based on the theoretical understanding of wikis as tools that enable internalization, externalization and objectification of knowledge. This study investigates what may be the contributing factors that affect an employee’s use of a centralized wiki for knowledge sharing. This study focuses on the employees of a British software development and training company, SoftX, and used a mixed method research strategy based on the use of online surveys and face-to-face interviews. We used an online tool, SurveyMonkey, to register and correlate responses to our survey. In total, 99 responses were received and semi-structured, face-to-face interviews were conducted with five employees.   Correlations were used in establishing foundation for the analysis of the variables. Finally, the causality between the assumed factors affecting the use of the SoftX wiki is tested using multiple linear regression analysis. Several important factors presented themselves as a result of our study at SoftX which could explain the apparent lack of use of their wiki as a means of knowledge sharing within the business. The analysis demonstrates that the use of the SoftX's wiki by employees was influenced by organizational, personal and technological factors.

Web 2.0 technologies are increasing in popularity, offering huge possibilities, but also bringing new challenges to language learning classes. In the context of ESL and EFL teaching and learning Web 2.0 technologies, specifically blogs and wikis can be used for teaching collaborative process writing. This study investigates previous research on the use of blogs and wikis as tools for collaborative process writing in the context of ESL/EFL classrooms and identifies the advantages and disadvantages of using blogs and wikis for this purpose as well as tries to investigate how their use in ESL/EFL can be organized. The findings show that there are a number of advantages that speak for using blogs and wikis in ESL/EFL teaching and learning. However, there are also disadvantages that can interfere the successful use of blogs and wikis for collaborative process writing. As to possible ways of using blogs and wikis within ESL/EFL context, effective examples of group and pair work were identified.

This thesis is focused on using social applications from practical point of view in a real business environment. In fact, it is focused more on using them than dealing with hypothesis. There are two main objectives covering developing social application add-on and implementation of another type of social application in a company. The first objective is to develop social system, which provides functionality to fulfill team agenda for most of teams created within of scope on University of Economics. The second main objective is to describe important aspects of implementation Wiki system to one of departments in CSOB Company, the Bikipedia Project.

The thesis Use of Web 2.0 technologies in education introduces the concept of Web 2.0 and its basic characteristics. The first chapter is based on the explanation of major tools and technologies labelled as Web 2.0. The second chapter deals with specific services which have already found its place in education process. The same chapter evaluates the ways of dealing with their appropriate use, particularly in higher education. This chapter contains also the examples of successful use in education. The thesis is mainly concerned about using Web 2.0 tools in the environment of Czech schools. As Web 2.0 services are not new, I asked students and teachers at the University of Economics in Prague and asked what experience they have with such instruments in their personal life, so in context of education. The third chapter is entirely devoted to survey the use of Web 2.0 tools in the practice of The University of Economics in Prague. Content of the final chapter is a reflection of what direction the web will evolve in the coming years. It also evaluates social issues associated with the turbulent development of the Internet and Web 2.0.

Web 2.0 is a term describing the second stage of the web devel-opment in which static websites and presentations have trans-formed and continue to transform into a dynamic environment filled with user interaction and interpersonal communication. The aim of the diploma thesis was to introduce the reader to the term Web 2.0, describe the possibilities of its use and point out examples of successful application in practice. The first part of the diploma thesis tries to explain the term Web 2.0, define its basic properties and specify its typical ap-plications. The second part characterizes new generations of Internet users, provides description of the individual uses of Web 2.0 tools and services and summarizes their advantages and disadvantages. The final chapter provides examples of the use of the said tech-nologies and processes in practice which serve as a basis for evaluation of the current approaches and recommendations for potential users.

The problem was that there is a shortage of nurses who possess the leadership practices required to fill current and impending nursing leadership vacancies. Hospital-based nurse educators are in a prime position to foster a leadership mindset within nurses, and seek out potential nurse leaders; however, nurse educators first need to develop their own leadership practices and feel empowered to take on the role of mentoring future nurse leaders. The goal was to develop an online learning community where hospital-based nurse educators could develop their own nursing leadership practices through storytelling within an environment that included the elements of teaching presence, cognitive presence, and social presence. The online learning community would be considered an empowering environment, and nurse educators would improve their own feelings of empowerment. A wiki was used as the computer-user interface for the online learning community, and was designed based on the principles of human-computer interaction, learning theory, and instructional design. The wiki was separated into two learning communities, namely, the facilitated community and the self-organizing community. Some of the wiki pages were viewable by both communities, some were community specific, and other pages were private and viewable only to the nurse educator and the facilitator. The researcher/facilitator was the leader of the facilitated community, while self-organizing community members were responsible for leading their own community. The facilitator intervened in the self-organizing community when necessary, mostly to address technical issues. Through direct instruction via narrated presentations available to both communities, and leadership stories written and posted by the community members themselves, nurse educators learned about exemplary practices of leadership. Nurse educators in both communities significantly increased their own perceived leadership practices and perceived levels of empowerment. Educators in both learning communities identified that their communities included the elements of teaching, cognitive, and social presence. There were no differences between the communities, except on the teaching presence subscale of direct instruction, where the facilitated community was rated significantly higher. Given increases in empowerment levels, it was determined that both online learning communities could be considered empowering environments.