Οι συνεχείς εξελίξεις στο χώρο του Διαδικτύου έχουν επιφέρει σημαντικές αλλαγές στο χώρο της εκπαιδευτικής τεχνολογίας. Καθοριστικό ρόλο προς αυτήν την κατεύθυνση έχει διαδραματίσει το Web 2.0, μια δεύτερη γενιά διαδικτυακών υπηρεσιών βασισμένων κατ' εξοχήν στη συμμετοχή του κοινού και τη συνεργασία των χρηστών. Τα τελευταία χρόνια πολλές από τις τεχνολογίες του Web 2.0 έχουν αρχίσει να αξιοποιούνται στο χώρο της εκπαίδευσης. Παρουσιάζεται μια εκτενής έρευνα σχετικά με τη χρήση εργαλείων στην εκπαίδευση και γίνεται μια προσπάθεια αξιολόγησης της συνεισφοράς τους στην εκπαιδευτική διαδικασία. Για την αποτίμηση της αποτελεσματικότητας και καταλληλότητας των εργαλείων στη εκπαίδευση, σχεδιάστηκε, υλοποιήθηκε και αξιολογήθηκε μια πιλοτική μελέτη στη Δευτεροβάθμια Εκπαίδευση. Επιλέχθηκε το μάθημα της Φυσικής για την Α' Λυκείου και μαθητές από το Πρότυπο Πειραματικό Λύκειο Πανεπιστημίου Πατρών. Συγκεκριμένα η μελέτη παρουσιάζει μια εφαρμογή εκπαιδευτικής πλατφόρμας, Ασύγχρονης Τηλεκπαίδευσης που δημιουργήθηκε για το σκοπό αυτό, αφού προστέθηκε στην γνωστή πλατφόρμα Open eClass από την GUnet το υποσύστημα Ιστολόγιο. Η εφαρμογή ονομάστηκε ePhysics και συνδυάζει εργαλεία όπως το Ιστολόγιο, το Σύστημα Wiki, οι Σύνδεσμοι, το Twiducate κ.α. Η εφαρμογή αυτή χρησιμοποιήθηκε στα πλαίσια μιας αυθεντικής εκπαιδευτικής δραστηριότητας για να υποστηρίξει τη συνεργασία των μαθητών. Τα αποτελέσματα της έρευνας έδειξαν πως στα πλαίσια μιας σωστής σχεδίασης, το ePhysics μπορεί να χρησιμοποιηθεί με επιτυχία για την υποστήριξη της συνεργασίας σε πραγματικές εκπαιδευτικές συνθήκες και να αποτελέσει μια ευέλικτη και αποδοτική μορφή συνεργατικής μάθησης στη Δευτεροβάθμια Εκπαίδευση. / The constant changes of the Internet have resulted in significant changes in educational technology. A decisive part towards this evolution is Web 2.0, a new generation of web services based on the principle of participation and collaboration of users. During the last years, many Web 2.0 technologies are utilised in various aspects of education. Moreover, we present a detailed study of the integration of Wiki-based tools in education and attempt to evaluate their contribution in the educational activity. For the assessment of the suitability and effectiveness of web 2.0 - tools in education, we have designed, implemented, and evaluated a pilot case study for Secondary Education. We have chosen the course of “Physics” for the A Grade of Lyceum and students from the Experimental Lyceum of the University of Patras. More specifically, the study presents an implementation of educational platform, Asynchronous eLearning that was designed for this purpose, after it was added in the also known platform Open eClass by GUnet the subsystem Blog. Our implementation was named ePhysics and it combines several tools such as Blog, Wikis, Links, Twiducate etc. This implementation was used in an authentic educational activity in order to support the collaboration between the students. The results of this study have proved that, under a correct design, ePhysics can be used with great success for supporting real educational activities and is a very flexible and efficient form of collaborative learning in Secondary Education.

The role of the new media in young people’s lives has led to a debate about the potential of the internet as a means of influencing identity formation and youth participation. A growing body of academic research has shown an interest in understanding this influence. This thesis sets out to study political participation as a form of online engagement through the use of the various new media platforms and how it may affect the process of identity development of Arab youth in Britain. Prior to the recent political developments in the Middle East and the so-called ‘Arab Spring’, British Arab youth were suffering identity uncertainty and had expressed little interest in political participation. During the early stages of the Arab Spring, British Arab youth became involved, in one way or another, in political activities, mainly online. This research combines quantitative and qualitative methodologies in order to achieve accurate results. The targeted group for this study is those between 18 and 25 years old, who were born in Britain or have been living continuously in Britain for at least 10 years. Data collected includes a total of 178 questionnaire samples, and forty individual semi-structured interviews. The core argument of this study is that British Arab youth are willing to participate in politics as long as it is meaningful to them and to the people of their countries of origin. This engagement helps them to balance their cultural identity (Arab) with the host culture (British). That may not contradict with the fact that British Arab youth describe Britain as ‘home’ with confidence. In fact, the balance between Arab and British cultures serves as a stabiliser in the process of identity formation and reformation. The thesis also explores how this active political engagement is reflected, in general, on their own identity construction and development. The evidences of this study suggest that, while online media has a role in providing British Arab youth with accessible and effective online tools, the mechanism of participating and debating all issues without reservation, may contradict the cultural heritage of stepping back from political participation. Therefore, this research affirms the importance of online media tools for British Arab youth reaching new horizons. Participating in political activities is one form of negotiating identity formation or reformation, that in one way or another can contribute to a more effective role of the British Arab community in the public, political and cultural spheres of multicultural Britain.

The purpose of this thesis is to explore how categorisation of marginalised groups is done on Swedish Wikipedia. Taking its starting point in social constructionism and critical knowledge organisation research, classic knowledge organization is seen as inherently flawed. In its quest for universal knowledge organisation systems, the fact that knowledge is contingent (emerging and constructed), is obscured. This runs the risk of marginalising marginalised groups further. Instead it is claimed that knowledge organization systems ought to strive for transparency by inviting its users to witness and take part in the knowledge process. A discourse analysis was made on two source materials: an interview study with three editors of Swedish Wikipedia and openly available discussion threads from Swedish Wikipedia. The result of the discourse analysis shows that the wider to write at Wikipedia discourse contains two nodal points: neutrality and consensus. The neutrality nodal point is a floating signifier in the sense that two different discourses try to give it two different meanings. In one of the discourses neutrality is seen as possible to achieve when describing reality. Categorisation is uncomplicated, it is simply a case of reflecting the categories that already exist ”out there”. In another discourse neutrality is seen as something impossible to achieve when describing reality because it is ever-changing and many-faceted. Categorisation is hard and complicated. Between these two discourses there is a discursive struggle which is mitigated by the nodal point consensus. Through discussions leading to consensus a ”neutral enough” way of describing the world is achieved. Categorisation on Wikipedia can thus be seen to achieve the transparency that critical knowledge organization research requests: the categories are results of discussions that all reading users can access. But there is doubt as to how many of the reading users of Wikipedia actually find and read the discussion pages. If there are only a few who ever finds the discussions, the transparency remains low and the constructed nature of Wikipedias knowledge organization system remains obscured. This is a two years Master’s thesis in Library and Information Science.

An increasing number of universities are providing the current generation of students, the socalled ‘digital natives’ (Prensky, 2001) - with more flexible and innovative language learning environments through the use of free Web 2.0 tools, such as wikis, blogs, social networking, Second Life and podcasting. However, still relatively little is known about wikis in the context of teaching English for Academic Purposes. My project aims to fill this research gap. I applied a case study strategy, where three groups of students attending a course Academic reading and writing for teacher candidates were examined. This paper demonstrates how the wiki software was employed in the course to encourage teacher candidates to proof-read and edit their own and others’ texts in order to be more accurate in academic writing. The present case study applied several research methods, including analysis of the texts written by students on the wiki and chat-room comments, an interview with the teacher of examined groups and a student questionnaire. The analysis of peer revisions was carefully conducted with a particular focus on: the variations in the way that students corrected each others’ texts, types of revised language issues, and the extent to which the teacher candidates were correcting accurately. My findings show that the students paid close attention to sentence structure (e.g. clauses, punctuation), fixing sentence problems (e.g. parallelism, choppy and stringy sentences), inflection and academic style. It is noteworthy that most of these languages issues were discussed in class. Considerably less attention was given by students to questions like paragraph structure and content. The accuracy of students’ revisions varied depending on the type of corrected language issue. The general impression of employing the wiki in this course was favourable. Many of the teacher candidates admitted that they would like to utilize the wiki tool in their future teaching courses.

This ethnographic study examined middle school students engaged in a virtual learning environment used in concert with face-to-face instruction in order to complete a collaborative research project. Thirty-eight students from three eighth grade classes participated in this study where data were collected through observation of student work within the virtual learning environment, an online survey, and focus group sessions with students involved in the project. Results indicated students found the virtual learning environment to be valuable as a platform to complete a collaborative research assignment because of portability, ease of use, and organization. Embedded resources within the environment were helpful because of the convenience. Other people, including peers and teachers, were the preferred source of help when problems navigating the environment or finding information arose. Students communicated within the virtual learning environment as a social outlet, a way to check in, and a means to offer content related comments. Ideally the study's findings will give insight into student experiences in a virtual learning environment in order to help educators design more effective learning experiences and incorporate useful supports within such environments.

[EN] The research's goal is to determine if students report an improvement in their learning when using Web 2.0 tools. The study used the Wiki as a Web 2.0 tool because its collaborative work features, where several students can add, remove and improve a document's content progressively and asynchronously, while using a very friendly environment. The feedback option allows students and teacher to exchange comments on the progress, before editing or adding content. To measure the reports of student learning we did extensive research on learning theories as behaviorism, cognitivism, constructivism and connectivism. In addition, the literature review allowed us to study and understand different web 2.0 tools which are used in education. The research about state of the art and evaluation of web 2.0 tools used in education, is the foundation of the thesis model, which the following variables: Participation, Technology Skills, Sense of Community and Collaborative Learning. These allow measuring the reported student learning. Each variable was studied individually from different author's perspective, as well as the relationships presented in the model. This gives the theoretically validation of the final model thesis. The research was conducted on 472 students of 20 subjects of Business Administration Faculty in the Bolivian Private University where the Web 2.0 Wiki tool was applied. At the end, the students filled a survey that measured each of the aforementioned variables and scales validated by their respective authors. Empirical results allowed to determine the dimensionality, convergent validity, discriminant validity and reliability of scales. Also, relationships between variables belonging to the hypotheses, having positive effects on all of them, and showing that the final model corresponds and it's validate. / [ES] El objetivo del presente trabajo de investigación es comprobar si los estudiantes perciben una mejora en su aprendizaje cuando utilizan herramientas web 2.0, el estudio utilizó la herramienta web 2.0 Wiki por sus características de trabajo colaborativo, donde varias personas pueden añadir, quitar y mejorar el contenido de un documento progresivamente de manera asíncrona, en un entorno muy amigable. La opción de comentarios permite a los estudiantes y el profesor intercambiar opiniones sobre el avance del Wiki antes de editar o adicionar contenido. Para medir la percepción de aprendizaje de los estudiantes, se hizo una extensa lectura sobre las teorías de aprendizaje como el conductismo, cognitivismo, constructivismo y conectivismo. Asimismo, la revisión de la literatura permitió estudiar a la web 2.0 con las diferentes herramientas con las que brinda soporte a la educación. Con la investigación del estado del arte y la evaluación de la utilización de herramientas web 2.0 en la educación, se presenta el modelo de tesis, donde se toma en cuenta las variables de: Participación, Conocimientos en tecnología, Sentido de Comunidad y Aprendizaje Colaborativo que permiten medir la Percepción de Aprendizaje de los estudiantes. Desde la perspectiva de varios autores se estudia cada variable por separado, así como también las relaciones que presenta el modelo. Con ello, se llegó a sustentar teóricamente el modelo final de tesis. La investigación se llevó a cabo para 472 estudiantes en 20 materias de la facultad de Ciencias Empresariales de la Universidad Privada Boliviana, en los cuales se aplicó la herramienta web 2.0 Wiki. Al finalizar se les suministró una encuesta que medía cada una de las variables citadas anteriormente bajo escalas validadas por sus autores. Los resultados empíricos permitieron determinar la dimensionalidad, validez convergente, validez discriminante y la fiabilidad de las escalas . Asimismo, se validaron las relaciones entre las variables que pertenecen a las hipótesis obteniendo efectos positivos en todas ellas, demostrando que el modelo final corresponde. Este estudio contribuye a un mejor conocimiento de los aspectos que se deben tomar en cuenta cuando se aplican herramientas web 2.0 en la educación, gracias a su aplicación en la parte práctica se logró un bagaje de experiencias significativas que mejoran su utilización. / [CAT] L'objectiu del present treball de recerca és comprovar si els estudiants perceben una millora en el seu aprenentatge quan utilitzen eines web 2.0, l'estudi va utilitzar l'eina web 2.0 Wiki per les seues característiques de treball col·laboratiu, on diverses persones poden afegir, llevar i millorar el contingut d'un document progressivament de manera asíncrona, en un entorn molt amigable. L'opció de comentaris permet als estudiants i el professor intercanviar opinions sobre l'avanç del Wiki abans d'editar o addicionar contingut. Per a mesurar la percepció d'aprenentatge dels estudiants, es va fer una extensa lectura sobre les teories d'aprenentatge com el conductisme,**cognitivismo, constructivisme i **conectivismo. Així mateix, la revisió de la literatura va permetre estudiar a la web 2.0 amb les diferents eines amb les quals brinda suport a l'educació. Amb la recerca de l'estat de l'art i l'avaluació de la utilització d'eines web 2.0 en l'educació, es presenta el model de tesi, on es pren en compte les variables de: Participació, Coneixements en tecnologia, Sentit de Comunitat i Aprenentatge Col·laboratiu que permeten mesurar la Percepció d'Aprenentatge dels estudiants. Des de la perspectiva de diversos autors s'estudia cada variable per separat, així com també les relacions que presenta el model. Amb açò, es va arribar a sustentar teòricament el model final de tesi. La recerca es va dur a terme per a 472 estudiants en 20 matèries de la facultat de Ciències Empresarials de la Universitat Privada Boliviana, en els quals es va aplicar l'eina web 2.0 Wiki. En finalitzar se'ls va subministrar una enquesta que mesurava cadascuna de les variables citades anteriorment sota escales validades pels seus autors. Els resultats empírics van permetre determinar la **dimensionalidad, validesa convergent, validesa discriminant i la fiabilitat de les escales . Així mateix, es van validar les relacions entre les variables que pertanyen a les hipòtesis obtenint efectes positius en totes elles, demostrant que el model final correspon. Aquest estudi contribueix a un millor coneixement dels aspectes que s'han de prendre en compte quan s'apliquen eines web 2.0 en l'educació, gràcies a la seua aplicació en la part pràctica es va aconseguir un bagatge d'experiències significatives que milloren la seua utilització. / Grájeda Chacón, AF. (2016). Impacto de la utilización de la web 2.0 en el desempeño estudiantil [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/62314 / TESIS

A Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. This project created the program, "Wiki-Style Administration of Online Course Content" (WAOCC) which can be used as a teaching assistant board. Students can edit their works online and the instructor can review the work and correct it directly if necessary from the WAOCC.

This project develops a new version of the Wiki style administration of online course content. It will implement a teaching and learning tool that works as a easy and quick communication interface between instructor and student. The second purpose of the project is to design an easily extendable and maintainable architecture, which provides a generic Wiki system that can work for any information technology department and handle sets of courses and insturctors.

Enterprise Wikis haben sich zu einem wichtigen Bestandteil der Corporate Intranets entwickelt. Aufgrund ihrer Nutzungsoffenheit und hohen Flexibilität lassen sich Enterprise Wikis für vielfältigste Einsatzzwecke verwenden. Dabei ist die Nutzungsmotivation der Mitarbeiter ein kritischer Stellhebel für den Erfolg von Enterprise Wikis. In diesem Beitrag wird auf Basis des aus der Arbeitspsychologie stammenden Konzepts „motivation sources inventory“ von BARBUTO & SCHOLL eine Untersuchung mittels Online-Befragung mit 95 Teilnehmern aus 10 verschiedenen Unternehmen durchgeführt. Hierbei wurde ersichtlich, dass Enterprise Wikis von den Befragten durchweg als wertvoll eingeschätzt werden. Weiterhin stellen die Nützlichkeit von Enterprise Wikis für die tägliche Arbeit sowie das Bestreben, Kollegen bzw. das eigene Team zu unterstützen wichtige Quellen der Motivation dar. Bezüglich der intrinsischen Prozessmotivation bei Enterprise Wikis, d.h. Spaß an der Benutzung, konnten stark divergierende Meinungen festgestellt werden. Hingegen ist Lob bzw. Reputation nur für einen kleinen Teil der Befragten motivierend, im Enterprise Wiki beizutragen.:1 Einleitung 1.1 Stand der Forschung 1.2 Zielstellung 2 Das „Motivation Sources Inventory“ von Barbuto & Scholl 2.1 Die fünf Quellen der Motivation 2.2 Fazit und Würdigung des Motivation Sources Inventory 3 Vorgehen und Methodik 3.1 Auswahl der Unternehmen und explorative Interviews 3.2 Konzeption und Durchführung der Online-Befragung 4 Ergebnisse 4.1 Nutzungscharakteristika 4.2 Bedeutung und Ausprägung der fünf Motivationsquellen 5 Zusammenfassung und Ausblick 5.1 Ergebnisse 5.2 Limitationen 5.3 Forschungspotentiale

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