<p>The role of web 2.0 technologies has become windfall for knowledge building in higher education in the entire modern world. Web 2.0 technologies (Podcasts, Wikis, and Blogs) are being explored for collaboration, innovation, and creative purposes in digital literacy. The ICT based system (Learning Management System, Student Portal, Web mail) of Växjö University lacks web 2.0 technologies (Podcasts, Blogs, and Wikis) that are important for classroom learning for knowledge building. This research intends to investigate and describe the educational importance of web 2.0 (Podcasts, Wikis, and Blogs) as a possible source to facilitate class room learning in higher education in Sweden. In this regard, role of web 2.0 in its current usage in the teaching and learning have been identified and, thereby, possible measures for more improvements have been suggested in this research. Keeping in view the potential of web 2.0 as content development and management technologies and incorporating their role in formative evaluation of students, peer assessment, collaborative content creation, and individual as well as group reflection on learning experiences, the researcher conducted a survey by asking very simple and short questions as to how far has this potential been exploited in Sweden. Based on the findings and the empirical evidences thereof a model has been proposed for maximum utility of web 2.0 technologies.</p>

Le Web 2.0 a montré l'importance des systèmes collaboratifs. Il a permis de transformer des internautes en écrivains du Web. De nombreux outils sociaux tels que les wikis et les blogs sont utilisés par des larges communautés produisant une grande quantité d'informations. Afin d'améliorer la recherche, la navigation et l'interopérabilité, les outils sociaux évoluent en intégrant les technologies du Web sémantique. Les wikis suivent cette tendance et évoluent vers des wikis sémantiques. L'introduction des technologies du Web sémantique dans les outils sociaux pose un certain nombre de problèmes tels que le passage à l'échelle et le support des procédés d'édition collaborative pour garantir la qualité des contenus. Dans ce manuscrit, nous adressons ces problèmes par une instanciation du modèle de réplication optimiste. Dans le cadre des wikis sémantiques, nous répliquons un nouveau type de données composé de pages wikis et d'annotations sémantiques. Nous nous plaçons dans un contexte où le nombre de répliques n'est pas connu et varie à l'exécution à l'instar des réseaux P2P. En tant que système collaboratif, un système de réplication optimiste est correct s'il respecte le modèle de cohérence CCI. Nous proposons Swooki et DSMW, deux instanciations du modèle de réplication optimiste pour les wikis sémantiques assurant la cohérence CCI sur le nouveau type de données répliqué. Swooki est le premier wiki sémantique P2P, il adresse particulièrement les problèmes de passage à l'échelle et de tolérance aux pannes. Tandis que DSMW permet de construire un réseau ami-à-ami sémantique et s'intéresse plus aux problèmes de représentation des procédés.

<p>The change in the present global world puts pressure on companies to develop new strategies for gaining competitive advantage. The new fast technology leads companies to try to outshine one another to reach further into the world of innovation. Sharing knowledge online demands brave and huge changes from managers and employees. The use of new tools for faster more open communication requires a change of mindset from the involved parties. Our aim was to determine if the internal open communication was the solution to a more open knowledge sharing work climate. The Purpose of our study is to investigate if knowledge sharing indirectly foster a more learning and innovative organization. Which leads us to one of our main questions: can a wikis- tool for internal communication be an enabler for a more open and knowledge sharing working climate? In this thesis we are focusing on the new communication tool for a better internal collaboration which has the ability to facilitate the work for employees if it is implemented in a positive manner. All our research was performed in Ramböll a global company that gave us useful access and information for our thesis. We performed our study by using qualitative research such as interviews, dialogue and observations<em>.</em> The result from our study showed us how the open communication and knowledge sharing can strengthen the core communication to foster a more learning and innovative company. Open communication as enabler of the power of innovation in global companies.</p>

The role of web 2.0 technologies has become windfall for knowledge building in higher education in the entire modern world. Web 2.0 technologies (Podcasts, Wikis, and Blogs) are being explored for collaboration, innovation, and creative purposes in digital literacy. The ICT based system (Learning Management System, Student Portal, Web mail) of Växjö University lacks web 2.0 technologies (Podcasts, Blogs, and Wikis) that are important for classroom learning for knowledge building. This research intends to investigate and describe the educational importance of web 2.0 (Podcasts, Wikis, and Blogs) as a possible source to facilitate class room learning in higher education in Sweden. In this regard, role of web 2.0 in its current usage in the teaching and learning have been identified and, thereby, possible measures for more improvements have been suggested in this research. Keeping in view the potential of web 2.0 as content development and management technologies and incorporating their role in formative evaluation of students, peer assessment, collaborative content creation, and individual as well as group reflection on learning experiences, the researcher conducted a survey by asking very simple and short questions as to how far has this potential been exploited in Sweden. Based on the findings and the empirical evidences thereof a model has been proposed for maximum utility of web 2.0 technologies.

The change in the present global world puts pressure on companies to develop new strategies for gaining competitive advantage. The new fast technology leads companies to try to outshine one another to reach further into the world of innovation. Sharing knowledge online demands brave and huge changes from managers and employees. The use of new tools for faster more open communication requires a change of mindset from the involved parties. Our aim was to determine if the internal open communication was the solution to a more open knowledge sharing work climate. The Purpose of our study is to investigate if knowledge sharing indirectly foster a more learning and innovative organization. Which leads us to one of our main questions: can a wikis- tool for internal communication be an enabler for a more open and knowledge sharing working climate? In this thesis we are focusing on the new communication tool for a better internal collaboration which has the ability to facilitate the work for employees if it is implemented in a positive manner. All our research was performed in Ramböll a global company that gave us useful access and information for our thesis. We performed our study by using qualitative research such as interviews, dialogue and observations. The result from our study showed us how the open communication and knowledge sharing can strengthen the core communication to foster a more learning and innovative company. Open communication as enabler of the power of innovation in global companies.

Version-controlled documents, such as Wikipedia or program codes in Subversion, demands a novel methodology to be analyzed efficiently. The documents are continually edited by one or more authors in contrast of the case of static documents. These collaborative processses make traditional methodologies to be ineffective, yet needs for efficient methodologies are rapidly developing. This paper proposes two new models based on Local Space-time Smoothing (LSS) which captures important revision patterns while Cumulative Revision Map (CRM) tracks word insertions and deletions in particular positions of a document. These two methods enable us to understand and visualize the revision patterns intuitively and efficiently. Synthetic data and real-world data are used to demonstrate its applicability.

Recent years have seen the emergence of Web 2.0 in English as a Foreign Language (EFL) teaching and learning, in which students are exposed to an online space where they are not only passive recipients of the featured content but actively engaged in a dynamic interaction and construction of their knowledge and understanding. This study illuminates the nature of Web 2.0 technology integration in EFL writing and examines how the interactive and collaborative features of blogs and wikis were incorporated into an undergraduate writing course in Taiwan. This study adopted mixed research methods to explore the pre-determined dimensions and underlying factors related to and influencing learner satisfaction. A total of 37 Taiwanese EFL students were recruited. At the end of the writing course, they filled out the demographic and learner satisfaction survey online. Sixteen students and the instructor took part in the interviews. The quantitative data were collected from the survey and writing test scores, while the qualitative data were collected from retrospective interviews, online archived assignments, course-related materials, and observations. Correlation analysis was applied to identify the association between the different dimensions and factors with learner satisfaction. Descriptive statistics, interview data and writing test scores were analyzed to determine the impact of the different factors on learner satisfaction. Dimensions and factors correlated with learner satisfaction include: (1) course dimension—course effectiveness; (2) technology dimension—perceived usefulness (of wikis), perceived usefulness (of blogs), perceive ease of use (for blogs); (3) environmental dimension—learner community support, peer assessment system (for wikis); and, (4) instructor dimension—instructor feedback timeliness. No factors in the learner dimension were found to be associated with learner satisfaction. According to the instructor and students' reflections, the technology background of Taiwanese university students, and their learning needs and culture can explain the findings related to their satisfaction with the blog- and wiki-supported writing course. In light of the findings, several implications are drawn for instructional design, classroom practice and research methods in EFL writing. / text

The use of ITs in education has created new opportunities for learning and has introduced new ways for knowledge acquisition. Web 2.0 technology presents a variety of tools that can support learning procedure in all levels of Education. Wikis constitute one of the most widespread tools that support cooperation and Project-based learning. This study examines the possibility of a wider use of Wikis for the “Project”, a course that has been taught in Greek High Schools for the last four years. Recently the Greek Ministry of Education attempted to make a shift from traditional learning methods to modern teaching ways that use ITs in all level of education. “Project” course constitutes a pilot course for this attempt and follows new innovating ways of learning. The course has an interdisciplinary character and aims to exploit the benefits of the Project-based learning and to enhance students to cooperation and interaction. The research explores the way that Wikis could support the basic aims of the course and the circumstances under which learners and teachers could be motivated for this use. This qualitative study was conducted in the 1st Lyceum of Eleusis, “Aristoteleio”, and followed the Action-oriented Research approach. The research included interviews with five teachers and a focus group of students. The main outcomes showed that important changes in the Greek Educational system should be done in order for this use to be enhanced.

The purpose of this study was to investigate how Scardamalia’s (2002) socio-cognitive determinants of knowledge building emerge in a computer-supported collaborative writing task, and to understand students’ perceptions of knowledge building experience and the use of tools, including wikis, to support the collaborative writing process. The setting of this study was a graduate level online course on Computer-Supported Collaborative Learning (CSCL), in which all course activities were conducted collaboratively in an online environment. Data sources included: transcripts of online inputs in the wiki areas; interviews with 15 participants; participants’ reflective journals; transcripts of asynchronous online discussions and synchronous chats. Data were analyzed using content analysis for the transcripts of wiki areas and grounded theory approach (Strauss & Corbin, 1998) was used in the analysis of data from the interviews. Results of the data analysis indicated that the three groups in this study participated in the collaborative knowledge building activity in different ways. The three factors that influenced their participation in the activity included: group dynamics, collaborative writing task, and collaborative writing tools. These factors interacted with each another and impacted their knowledge building discourse in the following ways: improvable ideas, constructive use of authoritative sources, epistemic agency, and embedded and transformative assessment. As a result of their engagement in knowledge building discourse, participants successfully completed the collaborative writing project and shared a strong sense of community and co-ownership of the knowledge product. The findings of this study may shed light on the strategies and environmental factors that encourage knowledge building discourse as well as the synergetic combination of technology tools and knowledge building task. In addition, understanding the process of knowledge building in a computer-supported collaborative writing task and the participants perception of knowledge building and the use of tools may help instructor better prepare learners to become collaborative learners and effective knowledge workers. / text

Thesis (M.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Feb. 6, 2009). Includes bibliographical references (p. 85-90).