a brief field guide to the ecology of tools, services and activities that could contribute to Personal Learning Environments. Talk by Mike Malloch to the Workplace PLEs seminar, London Knowledge Lab, Nov 1 2006
The document discusses issues with current institutional repository architectures and how they can be improved to better align with Web 2.0 principles. It suggests repositories could become more like social networks by focusing on user interfaces, global aggregation, social interaction around content, and simple metadata standards. A new vision is needed where repositories re-envision scholarly communication as a true Web process rather than just replicating print-based models online.
The document discusses the evolution from Web 2.0 to Web 3.0 and how this relates to libraries and information professionals. Web 2.0 allowed for remixing and mashing up of content but had issues with fragmentation and silos of information. Web 3.0, also called the Semantic Web, aims to make information on the web more open, interoperable and under user control through technologies like ontologies, taxonomies and folksonomies. ThisSemantic Web approach could help libraries with tasks like indexing, classification and metadata. The document also briefly outlines some potential applications of Web 3.0 like social networking integration and mobile access to information.
Document of presentation(web 3.0)(part 2)Abhishek Roy
Web 3.0 aims to link devices and integrate data from various sources to generate new information streams and approaches for machines to connect to the web. It builds upon previous versions by enabling two-way communication and sharing of content across social networks from desktops, mobile websites, and apps. However, an official definition of Web 3.0 has not been established as it is still under development by organizations like W3C to link data through semantic technologies and allow interoperability across applications.
The document discusses the history and evolution of the World Wide Web from Web 1.0 to present. It suggests that Web 3.0, also called the Semantic Web, will connect online and offline data through technologies like semantic web, cloud computing, and microformats to allow machines to better understand web pages. Key aspects of Web 3.0 may include fewer dedicated email services, connecting currently separated social networks and data silos, and giving users more control over their online experiences and data through browser-based applications.
The document discusses the relevance of Web 2.0 applications for nursing informatics and professional development. It provides examples of how blogs, wikis, social networking, and other Web 2.0 tools can be used for content creation, sharing information, and connecting people in healthcare. Challenges in using these tools include privacy concerns, proprietary vs open-source platforms, and engagement of users.
The document discusses how digital natives have grown up in a world surrounded by emerging technologies and are accustomed to multitasking, random accessing information, and networking. It notes statistics on time spent on digital activities and contrasts how digital natives process information in a nonlinear, integrated manner compared to digital immigrants. The document then provides an overview of common activities done by digital natives online, such as communicating, sharing, buying/selling, exchanging, meeting, collecting, searching, analyzing, reporting, programming, socializing, learning, coordinating, evaluating and gaming. It concludes with discussing the concept of Web 2.0 and social software.
a brief field guide to the ecology of tools, services and activities that could contribute to Personal Learning Environments. Talk by Mike Malloch to the Workplace PLEs seminar, London Knowledge Lab, Nov 1 2006
The document discusses issues with current institutional repository architectures and how they can be improved to better align with Web 2.0 principles. It suggests repositories could become more like social networks by focusing on user interfaces, global aggregation, social interaction around content, and simple metadata standards. A new vision is needed where repositories re-envision scholarly communication as a true Web process rather than just replicating print-based models online.
The document discusses the evolution from Web 2.0 to Web 3.0 and how this relates to libraries and information professionals. Web 2.0 allowed for remixing and mashing up of content but had issues with fragmentation and silos of information. Web 3.0, also called the Semantic Web, aims to make information on the web more open, interoperable and under user control through technologies like ontologies, taxonomies and folksonomies. ThisSemantic Web approach could help libraries with tasks like indexing, classification and metadata. The document also briefly outlines some potential applications of Web 3.0 like social networking integration and mobile access to information.
Document of presentation(web 3.0)(part 2)Abhishek Roy
Web 3.0 aims to link devices and integrate data from various sources to generate new information streams and approaches for machines to connect to the web. It builds upon previous versions by enabling two-way communication and sharing of content across social networks from desktops, mobile websites, and apps. However, an official definition of Web 3.0 has not been established as it is still under development by organizations like W3C to link data through semantic technologies and allow interoperability across applications.
The document discusses the history and evolution of the World Wide Web from Web 1.0 to present. It suggests that Web 3.0, also called the Semantic Web, will connect online and offline data through technologies like semantic web, cloud computing, and microformats to allow machines to better understand web pages. Key aspects of Web 3.0 may include fewer dedicated email services, connecting currently separated social networks and data silos, and giving users more control over their online experiences and data through browser-based applications.
The document discusses the relevance of Web 2.0 applications for nursing informatics and professional development. It provides examples of how blogs, wikis, social networking, and other Web 2.0 tools can be used for content creation, sharing information, and connecting people in healthcare. Challenges in using these tools include privacy concerns, proprietary vs open-source platforms, and engagement of users.
The document discusses how digital natives have grown up in a world surrounded by emerging technologies and are accustomed to multitasking, random accessing information, and networking. It notes statistics on time spent on digital activities and contrasts how digital natives process information in a nonlinear, integrated manner compared to digital immigrants. The document then provides an overview of common activities done by digital natives online, such as communicating, sharing, buying/selling, exchanging, meeting, collecting, searching, analyzing, reporting, programming, socializing, learning, coordinating, evaluating and gaming. It concludes with discussing the concept of Web 2.0 and social software.
The document discusses the evolution of the World Wide Web from Web 1.0 to Web 2.0 to Web 3.0. It defines Web 2.0 as a stage where the web has become a platform for user-generated content and collaboration through technologies like blogs, wikis, social media, etc. It outlines some key characteristics and technologies of Web 2.0, provides examples of popular Web 2.0 sites, and discusses benefits and drawbacks. The document then introduces Web 3.0, also called the Semantic Web, as aiming to make web content understandable by machines through semantic markups to enable more intelligent applications and services.
Web 3.0 refers to a semantic web where information is given understood meaning to enable better organization and search. It involves representing data using Resource Description Framework (RDF) and ontologies, defining relationships between concepts using Web Ontology Language (OWL), and formulating rules using Semantic Web Rule Language (SWRL) to enable reasoning about data. This moves the web towards being a web of data that can be processed by machines to better satisfy user needs.
Resources for the Tuesday Tech Lab at the Wisconsin Prevention Conference. The presentation offers materials and resources for Social Networking specifically Facebook, Twitter and Blogs
This document provides an overview of Web 1.0, Web 2.0, and Web 3.0 as well as how Google tools like Google Docs, Sites, Groups, and Earth can enhance engagement in courses. It discusses the benefits of collaboration using Google Apps and provides examples of how tools like Docs, Sites, and VoiceThread have been used. Real-world teaching examples and pros and cons of using Web 2.0 tools are also presented.
The document discusses the use of Web 2.0 tools like RSS readers, wikis, and social networks to facilitate personal learning networks (PLNs) and knowledge sharing. It notes that these tools allow learners to actively create and participate in information instead of just consuming it. The document also outlines several principles of effective knowledge sharing, including the importance of communities of practice, storytelling, and balancing online and offline interactions.
website, browser,Domain name, Email, Social networks,EcommerceSumbal Noureen
This document discusses various types of websites and internet-related topics. It begins by defining what a website is and some original purposes. It then lists and describes 10 common types of websites. Following this, it explains several additional internet concepts in sections, including browsers, search engines, domains, IP addresses, email, instant messaging, social networks, content, streaming, e-commerce, and distance learning.
Learning is a fundamentally social process that is enhanced by new Web 2.0 tools that strengthen social interactions and collaboration. These tools support informal and workplace learning in important ways for knowledge workers and adult learners. Web 2.0 allows for augmented social cognition and more effective learning communities through user participation, interaction, tagging, and other social processes.
Tim Samoff - Social Media As Online (Social) PedagogyTim Samoff
This document discusses using social media tools in online classrooms. It argues that social media should be integrated into learning management systems to create more social and interactive learning environments. Specific social media tools like Facebook, Twitter, Flickr and YouTube are presented as examples of how to facilitate social interaction, accessible publishing and interactive dialogue among students. The benefits of incorporating Twitter into a classroom are discussed, like keeping a history and allowing for collaboration. Lastly, instructions are provided on how to generate embed codes for social media widgets and add them to an LCMS through custom widgets and pasting HTML.
Social media is one of the growing businesses of the time. so many entrepreneurs want to start at the same type of business. It's a very basic class project proposal.
This document provides an overview of social media tools, technologies, and platforms that libraries are currently using. It discusses opportunities and challenges of social media use, trends in how people access information, and examples of how some libraries are connecting with users through blogs, Twitter, Facebook, and mobile apps. The document also includes a list of useful social media tools and links for further research.
The document discusses the evolution of the World Wide Web from version 1.0 to the proposed version 3.0. Web 1.0 allowed only one-way consumption of information from static web pages. Web 2.0 enabled two-way interaction and user-generated content through technologies like blogs and social media. Proposed Web 3.0 would feature a semantic web with interconnected knowledge and intelligent systems that can understand language and context. It faces challenges of vastness, vagueness, uncertainty, inconsistency, and potential for deceit in user-generated information.
Comparative study of web 1, Web 2 and Web 3Dlis Mu
Paper presented at the 6th International CALIBER 2008 International Conference on From Automation to Transformation. University of Allahabad, Allahabad, 28 to 29, February and 1 March, 2008
The document provides guidelines for safe and private use of Facebook. It explains that Facebook's default privacy settings expose personal information to strangers, so users should carefully customize their settings. Key recommendations include only friending people you know in real life, limiting what profile information is visible to searches, avoiding posting photos without permission, and remembering that deleting online doesn't make information disappear completely. Additional resources are provided to help users learn more about social media privacy and safety.
This document discusses social networking and social software. It defines social networking as maps of relationships between individuals, and social software as allowing people to connect through computer networks. It then outlines different types of social networking sites like MySpace and LinkedIn, how users can customize profiles and make connections. It also covers tagging and folksonomies for organizing user-generated content on sites like Flickr, YouTube, and Delicious. Overall, the document examines the diverse social media landscape and how personal, collaborative, and DIY applications allow for sharing and republishing content.
This document defines common online terminology such as email, wiki, social bookmarking, HTML, podcast, VoIP, online chat, streaming, blog, social networking, URL, and web feed. Email refers to electronic messaging over a computer network. A wiki is a collaboratively edited website. Social bookmarking services allow users to bookmark and share web documents.
Slides for a talk on "Monitoring the Impact of Your Strategies" given by Brian Kelly, UKOLN at an SCA SEO workshop.
See http://www.ukoln.ac.uk/web-focus/events/workshops/sca-seo-20090629/
This document contains answers to 11 questions about various internet-related topics such as the definition of a webquest, PDF files, file extensions like .exe, examples of Web 2.0 technologies, and how to translate phrases online. It was created for a class assignment to demonstrate proficiency with searching for information online using tools like search engines and websites. The document provides basic information about internet applications and resources that could benefit students, parents, and educators for educational purposes.
The document discusses the evolution of the World Wide Web from Web 1.0 to the current Web 3.0. Web 1.0 referred to the earliest stages of static websites without interactive content. Web 2.0 introduced user-generated content, social networking, and more dynamic elements. While not officially released, Web 3.0 is focused on semantic technologies like artificial intelligence to further personalize the user experience. Major players like Amazon, Zappos, and Cisco are leveraging these Web 3.0 capabilities today.
The document discusses various emerging technologies that can be used to save time, organize research, and improve teaching including RSS feeds, blogs, wikis, social bookmarking, virtual meetings, and instant messaging. It provides brief definitions and explanations of what each technology is and why it is useful. Examples of specific software and tools are also mentioned. Overall tips for using these technologies in an educational setting are provided.
The document discusses the evolution of the World Wide Web from Web 1.0 to Web 2.0 to Web 3.0. It defines Web 2.0 as a stage where the web has become a platform for user-generated content and collaboration through technologies like blogs, wikis, social media, etc. It outlines some key characteristics and technologies of Web 2.0, provides examples of popular Web 2.0 sites, and discusses benefits and drawbacks. The document then introduces Web 3.0, also called the Semantic Web, as aiming to make web content understandable by machines through semantic markups to enable more intelligent applications and services.
Web 3.0 refers to a semantic web where information is given understood meaning to enable better organization and search. It involves representing data using Resource Description Framework (RDF) and ontologies, defining relationships between concepts using Web Ontology Language (OWL), and formulating rules using Semantic Web Rule Language (SWRL) to enable reasoning about data. This moves the web towards being a web of data that can be processed by machines to better satisfy user needs.
Resources for the Tuesday Tech Lab at the Wisconsin Prevention Conference. The presentation offers materials and resources for Social Networking specifically Facebook, Twitter and Blogs
This document provides an overview of Web 1.0, Web 2.0, and Web 3.0 as well as how Google tools like Google Docs, Sites, Groups, and Earth can enhance engagement in courses. It discusses the benefits of collaboration using Google Apps and provides examples of how tools like Docs, Sites, and VoiceThread have been used. Real-world teaching examples and pros and cons of using Web 2.0 tools are also presented.
The document discusses the use of Web 2.0 tools like RSS readers, wikis, and social networks to facilitate personal learning networks (PLNs) and knowledge sharing. It notes that these tools allow learners to actively create and participate in information instead of just consuming it. The document also outlines several principles of effective knowledge sharing, including the importance of communities of practice, storytelling, and balancing online and offline interactions.
website, browser,Domain name, Email, Social networks,EcommerceSumbal Noureen
This document discusses various types of websites and internet-related topics. It begins by defining what a website is and some original purposes. It then lists and describes 10 common types of websites. Following this, it explains several additional internet concepts in sections, including browsers, search engines, domains, IP addresses, email, instant messaging, social networks, content, streaming, e-commerce, and distance learning.
Learning is a fundamentally social process that is enhanced by new Web 2.0 tools that strengthen social interactions and collaboration. These tools support informal and workplace learning in important ways for knowledge workers and adult learners. Web 2.0 allows for augmented social cognition and more effective learning communities through user participation, interaction, tagging, and other social processes.
Tim Samoff - Social Media As Online (Social) PedagogyTim Samoff
This document discusses using social media tools in online classrooms. It argues that social media should be integrated into learning management systems to create more social and interactive learning environments. Specific social media tools like Facebook, Twitter, Flickr and YouTube are presented as examples of how to facilitate social interaction, accessible publishing and interactive dialogue among students. The benefits of incorporating Twitter into a classroom are discussed, like keeping a history and allowing for collaboration. Lastly, instructions are provided on how to generate embed codes for social media widgets and add them to an LCMS through custom widgets and pasting HTML.
Social media is one of the growing businesses of the time. so many entrepreneurs want to start at the same type of business. It's a very basic class project proposal.
This document provides an overview of social media tools, technologies, and platforms that libraries are currently using. It discusses opportunities and challenges of social media use, trends in how people access information, and examples of how some libraries are connecting with users through blogs, Twitter, Facebook, and mobile apps. The document also includes a list of useful social media tools and links for further research.
The document discusses the evolution of the World Wide Web from version 1.0 to the proposed version 3.0. Web 1.0 allowed only one-way consumption of information from static web pages. Web 2.0 enabled two-way interaction and user-generated content through technologies like blogs and social media. Proposed Web 3.0 would feature a semantic web with interconnected knowledge and intelligent systems that can understand language and context. It faces challenges of vastness, vagueness, uncertainty, inconsistency, and potential for deceit in user-generated information.
Comparative study of web 1, Web 2 and Web 3Dlis Mu
Paper presented at the 6th International CALIBER 2008 International Conference on From Automation to Transformation. University of Allahabad, Allahabad, 28 to 29, February and 1 March, 2008
The document provides guidelines for safe and private use of Facebook. It explains that Facebook's default privacy settings expose personal information to strangers, so users should carefully customize their settings. Key recommendations include only friending people you know in real life, limiting what profile information is visible to searches, avoiding posting photos without permission, and remembering that deleting online doesn't make information disappear completely. Additional resources are provided to help users learn more about social media privacy and safety.
This document discusses social networking and social software. It defines social networking as maps of relationships between individuals, and social software as allowing people to connect through computer networks. It then outlines different types of social networking sites like MySpace and LinkedIn, how users can customize profiles and make connections. It also covers tagging and folksonomies for organizing user-generated content on sites like Flickr, YouTube, and Delicious. Overall, the document examines the diverse social media landscape and how personal, collaborative, and DIY applications allow for sharing and republishing content.
This document defines common online terminology such as email, wiki, social bookmarking, HTML, podcast, VoIP, online chat, streaming, blog, social networking, URL, and web feed. Email refers to electronic messaging over a computer network. A wiki is a collaboratively edited website. Social bookmarking services allow users to bookmark and share web documents.
Slides for a talk on "Monitoring the Impact of Your Strategies" given by Brian Kelly, UKOLN at an SCA SEO workshop.
See http://www.ukoln.ac.uk/web-focus/events/workshops/sca-seo-20090629/
This document contains answers to 11 questions about various internet-related topics such as the definition of a webquest, PDF files, file extensions like .exe, examples of Web 2.0 technologies, and how to translate phrases online. It was created for a class assignment to demonstrate proficiency with searching for information online using tools like search engines and websites. The document provides basic information about internet applications and resources that could benefit students, parents, and educators for educational purposes.
The document discusses the evolution of the World Wide Web from Web 1.0 to the current Web 3.0. Web 1.0 referred to the earliest stages of static websites without interactive content. Web 2.0 introduced user-generated content, social networking, and more dynamic elements. While not officially released, Web 3.0 is focused on semantic technologies like artificial intelligence to further personalize the user experience. Major players like Amazon, Zappos, and Cisco are leveraging these Web 3.0 capabilities today.
The document discusses various emerging technologies that can be used to save time, organize research, and improve teaching including RSS feeds, blogs, wikis, social bookmarking, virtual meetings, and instant messaging. It provides brief definitions and explanations of what each technology is and why it is useful. Examples of specific software and tools are also mentioned. Overall tips for using these technologies in an educational setting are provided.
The document discusses transitioning to more collaborative technologies like Web 2.0 within an organization. It emphasizes training employees on new tools, developing strategies for social media use aligned with business goals, and engaging both internally and externally through platforms like LinkedIn, blogs, and social networks. The benefits mentioned include staying closer to customers and partners, seamless cross-group collaboration, and unleashing productivity through social software.
Pattern Languages are spoken by every screen we view, everything we see out our windows. There are new patterns to learn with regard to social software. Becoming aware of these new patterns is important.
The US Army Medical Research and Materiel Command is headquartered at Fort Detrick, Maryland and is the research and development arm of the Army Medical Department. It has an annual budget of approximately $2.5 billion and employs around 5,000 people worldwide. The document discusses knowledge management and sharing within organizations and between groups, and proposes tools like daily web portals, social networks, and standards to facilitate collaborative work and reuse of information.
This document summarizes a presentation about Web 2.0 and what it means for business. It discusses key concepts of Web 2.0 like user participation, collective intelligence, and lightweight software. Examples are given of how these concepts are implemented on sites like Wikipedia, Flickr, and Google. The presentation also covers implications for business, including embracing a Web 2.0 mentality, using analytics, and designing applications that leverage networked resources and user contributions.
A quick overview of the various technologies i came across during my enterprise 2.0 research. The content for the slides comes from content shared in the Enterprise 2.0 conference and Dion Hinchcliffe as well. (I do not claim ownership of creating all the content, its more of aggregation of content and adding to it)
The document discusses preparing school libraries for future challenges and opportunities presented by new technologies. It examines key issues like the increasing use of ICT and information literacy. It then explores specific technologies like blogs, wikis, RSS, social networking, tagging and more. The document provides tips on how libraries can enhance their role by experimenting with and integrating these technologies. It also discusses strategies for convincing school leadership of the importance of adapting to changing technologies and student needs.
This document discusses using social media tools internally within an organization to harness knowledge sharing. It outlines some of the key challenges including gaining trust within the organization, understanding different tools like blogs, wikis and their benefits, as well as addressing security concerns that may arise from using these new forms of collaboration. The document provides examples of how some companies have successfully implemented social media tools internally to improve communication, knowledge sharing and engagement among employees.
The document discusses organizing one's life through digital tools and social bookmarking. It proposes creating a "DiigoMashup" to organize resources using the Diigo bookmarking tool, and sharing updates across multiple social media platforms like blogs, Twitter, Facebook, and Dropbox. This would allow automatic posting of bookmarks, descriptions, tags and comments to different groups and networks for collaboration. Screenshots display how bookmarks, tags, and RSS feeds could be displayed on a website and shared through this "one-click" framework.
This document discusses the evolution of the web from static Web 1.0 to more dynamic and collaborative Web 2.0. It defines some key aspects of Web 2.0 like user-generated content and participation. It then explores how various Web 2.0 applications like blogs, wikis, photo and video sharing, and social bookmarking can be used in educational settings to promote student-centered, collaborative learning. Examples are given of specific Web 2.0 tools for tasks like creating online documents, bibliographic management, and creating personal learning networks. Both the opportunities and potential challenges of using Web 2.0 in the classroom are mentioned.
This document discusses strategies for implementing social media and metadata management in SharePoint. It begins with definitions of social media and metadata. It then discusses why metadata is important for enabling search, discovery, and reuse of content. Common problems with inconsistent or lacking metadata are explained. The document outlines best practices for planning a social media strategy including defining requirements, centralizing taxonomy, and recruiting key stakeholders. Emerging technologies that integrate with social media are also highlighted.
Nelms Presentation Web 2.0 Tools For Classroom Instructionnealman
The document discusses how teachers can use Web 2.0 tools like blogs, wikis, podcasting, RSS feeds, social bookmarking, photosharing, and more to enhance classroom instruction. It provides examples of how each tool can be implemented, such as using blogs for class introductions or wikis for collaboration. The presentation emphasizes that these tools facilitate new pedagogies by allowing students to actively participate and create online content.
Let's see how some consumer and enterprise technologies are coming together to help organizations with expert location, knowledge management, portable identity, communities of practice, and re-imagining email as a collaboration tool.
Hypertext2007 Carole Goble Keynote - "The Return of the Prodigal Web"hypertext2007
Carole Goble, Professor in the School of Computer Science in the University of Manchester. This is the slides of the keynote presentation opening the Hypertext 2007 Conference in Manchester, UK on the 10th September 2007.
Visit http://www.ht07.org for more details
Workshop Where Do I Share And Store My Info Deeltijd Ww ScholingSamuel Driessen
Sheets from a workshop to help people understand the differences between information processes and technology. And to help them relate information processes to the right technology to increased productivity and improve information and knowledge management.
The document discusses how Web 2.0 technologies can be used to engage digital native students in social studies classrooms. It notes that today's students think and process information differently due to growing up with the internet, and recommends using interactive, collaborative, and customizable technologies. Specific Web 2.0 tools mentioned include wikis, blogs, and podcasts, which allow students to identify important questions, locate and evaluate information, communicate and collaborate with others.
The document discusses effective organizational communication techniques. It provides an overview of traditional communication tools and newer Web 2.0 technologies. Some key points discussed include blending traditional and newer digital tools, understanding different audience needs, and harnessing social media to engage employees and share knowledge across organizations.
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
14. blog tumblelog micro blog mixed media bigger items more structure Narrative forum email SMS bigger item mixed media more structure / context Messaging e-confer -ence virtual world online chat mixed media easier access Presence
15.
16. Classification of Web 2.0 Technologies communication content freq+sync size+struct wiki blog forum email SMS twitter online chat tumblelog social book marks RSS 2Life eConfer-ence
20. tumblelog micro blog tumblelog micro blog blog wiki blog forum email SMS e-confer -ence virtual world online chat wiki social book marks RSS mixed media bigger items more structure bigger item mixed media more structure / context mixed media easier access more structure / persistence bigger items more items bigger items more items bigger items mixed media more structure / persistence more structure / persistence bigger items better structure? bigger items mixed media more structure / persistence more structure / persistence more items / structure more structure / persistence more structure / persistence more persistence
21. blog tumblelog micro blog forum email SMS e-confer -ence virtual world online chat wiki social book marks RSS comms classification higher freq. / intensity higher freq.
From http://en.wikipedia.org/wiki/File:Web_2.0_Map.svg, original 2006 Adaptation/simplification of http://kosmar.de/archives/2005/11/11/the-huge-cloud-lens-bubble-map-web20/
New Oxford American Dictionary Word of the Year for 2005. Defined as "a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player" The New Oxford American Dictionary , second edition. Ed. Erin McKean. Oxford University Press, 2005 But also defined as “podcast A portmanteau word made up from the words ‘broadcast’ and ‘iPod’. The strict definition of podcast is some file containing digital media which is stored on a central Web site and whose creation is then broadcast to users of that web site using a Web feed . The term, however, is frequently used much more loosely, for example it is often used to describe an audio file that is resident on a web site.” A Dictionary of the Internet . Darrel Ince. Oxford University Press, 2009