Lino Oliveira gives a presentation on information management with Web 2.0 applications and practices. He discusses the evolution of the web from Web 1.0 to Web 2.0, highlighting features like user-generated content, participation, collaboration, and social media. Oliveira also covers popular Web 2.0 applications, techniques for organizing information like tags and social bookmarking, and ways to share information using social networks and RSS feeds. He concludes by speculating on potential future developments for the web like augmented reality and the Internet of Things.
The document discusses the use of blogs for teaching and learning. It introduces blogs as a tool of Web 2.0 that allows for knowledge sharing and collaboration. Blogs can support student reflection, knowledge building, and monitoring of the learning process. The document provides tips for educators on getting started with blogs and integrating them into the classroom, such as starting small and seeking help from other educators.
The document discusses using information and communication technologies (ICT) to enhance teaching and learning. It covers defining Web 2.0 and how it has changed knowledge sharing. Various e-learning tools are presented, including options for collaboration, productivity, multimedia creation, organization, and social interaction. Challenges of implementing these tools in pedagogical practices are also addressed.
Lecture3: What is the DATA on the Social Web (VU Amsterdam Social Web Course)Lora Aroyo
This document provides an overview of different data types and formats on the social web, including blogs, wikis, crowdsourcing, folksonomies, vocabularies, microformats, and schema. It discusses the history and characteristics of blogs, wikis, and crowdsourcing platforms. It also explains semantic data formats like FOAF, SIOC, activity streams, XFN, Open Graph, microformats, HTML microdata, schema.org, and RDFa that are used to represent social web data.
This document summarizes a presentation about using Web 2.0 tools for school administrators and board members. It defines some common Web 2.0 terms like wikis, blogs, and podcasting. It encourages the use of these tools to engage students and communicate with communities. Specific tools demonstrated include Google Docs, Google Forms, Jing, and Skype for collaborating and creating multimedia content more easily.
Integrating social media into your educational practice hvNell Eckersley
This document discusses how to incorporate social media into adult education practices. It begins with an introduction to social media and its components like web 2.0, cloud computing, and mobile learning. It then discusses why social media should be used in adult education, addressing myths, and providing examples of how to integrate it into Bloom's Taxonomy. Specific tools are then outlined like Go2Web20, Top 100 Tools for Learning, Bitly for URL shortening, QR codes, Pinterest, Twitter, and Wiggio groups. The document concludes by taking questions and providing contact information for further resources.
This document discusses emerging Web 2.0 technologies and social media tools that can be used in adult education. It provides an overview and introduction to various social media platforms like Bitly, QR codes, Pinterest, Twitter, Google Voice, PollEverywhere, and top 100 tools for learning lists. The document discusses how these tools can be integrated into adult education based on Bloom's taxonomy and the 5 moments of learning. Contact information is also provided for further information.
The document discusses the use of blogs for teaching and learning. It introduces blogs as a tool of Web 2.0 that allows for knowledge sharing and collaboration. Blogs can support student reflection, knowledge building, and monitoring of the learning process. The document provides tips for educators on getting started with blogs and integrating them into the classroom, such as starting small and seeking help from other educators.
The document discusses using information and communication technologies (ICT) to enhance teaching and learning. It covers defining Web 2.0 and how it has changed knowledge sharing. Various e-learning tools are presented, including options for collaboration, productivity, multimedia creation, organization, and social interaction. Challenges of implementing these tools in pedagogical practices are also addressed.
Lecture3: What is the DATA on the Social Web (VU Amsterdam Social Web Course)Lora Aroyo
This document provides an overview of different data types and formats on the social web, including blogs, wikis, crowdsourcing, folksonomies, vocabularies, microformats, and schema. It discusses the history and characteristics of blogs, wikis, and crowdsourcing platforms. It also explains semantic data formats like FOAF, SIOC, activity streams, XFN, Open Graph, microformats, HTML microdata, schema.org, and RDFa that are used to represent social web data.
This document summarizes a presentation about using Web 2.0 tools for school administrators and board members. It defines some common Web 2.0 terms like wikis, blogs, and podcasting. It encourages the use of these tools to engage students and communicate with communities. Specific tools demonstrated include Google Docs, Google Forms, Jing, and Skype for collaborating and creating multimedia content more easily.
Integrating social media into your educational practice hvNell Eckersley
This document discusses how to incorporate social media into adult education practices. It begins with an introduction to social media and its components like web 2.0, cloud computing, and mobile learning. It then discusses why social media should be used in adult education, addressing myths, and providing examples of how to integrate it into Bloom's Taxonomy. Specific tools are then outlined like Go2Web20, Top 100 Tools for Learning, Bitly for URL shortening, QR codes, Pinterest, Twitter, and Wiggio groups. The document concludes by taking questions and providing contact information for further resources.
This document discusses emerging Web 2.0 technologies and social media tools that can be used in adult education. It provides an overview and introduction to various social media platforms like Bitly, QR codes, Pinterest, Twitter, Google Voice, PollEverywhere, and top 100 tools for learning lists. The document discusses how these tools can be integrated into adult education based on Bloom's taxonomy and the 5 moments of learning. Contact information is also provided for further information.
Este documento apresenta a tese de doutoramento de Lino Oliveira sobre a implementação de uma plataforma integrada de sistemas de gestão de conteúdos e aplicações Web 2.0 para instituições de ensino superior. A tese aborda a motivação, enquadramento, identificação do problema, questões de investigação e metodologia de investigação utilizada.
Lino Oliveira apresenta suas credenciais acadêmicas e profissionais como professor e pesquisador. O documento descreve as ferramentas da Web 2.0 utilizadas em suas atividades, incluindo o Moodle para gerenciar cursos online. Oliveira também discute como as ferramentas da Web 2.0 podem ser usadas no ensino para maior interação e acompanhamento dos alunos.
Participação na Sessão A das Jornadas Pedagógicas de Tecnologias e Inovação em Educação do Politécnico do Porto que decorreram no ISCAP no dia 29 de junho de 2016.
O documento discute como a Web social pode ser usada para potencializar a aprendizagem. Descreve como ferramentas como RSS, social bookmarking, notetaking social e plataformas como Scoop.it podem ser usadas para agregar, organizar e compartilhar informações de maneira a facilitar a aprendizagem.
Lino Oliveira apresenta como a Web social pode potenciar a aprendizagem. Ele discute como ferramentas da Web 2.0 como blogs, wikis e redes sociais podem melhorar a interação entre estudantes e professores, facilitar a colaboração e a gestão da informação. Oliveira também apresenta o modelo PLEfolio para integrar essas ferramentas em ambientes pessoais de aprendizagem.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
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.
TELECOM Bretagne Social Web and Web 2.0 25 janvier 2012Daniel Dufourt
1) The document discusses the social web and web 2.0, outlining applications like blogs, wikis, social bookmarking, media sharing, and social networking.
2) It also covers personal learning/working environments where individuals build their own learning goals and environments by mashing up different web 2.0 services.
3) Enterprise 2.0 is discussed as well, where social software is used within and between companies using tools like blogs, wikis and social networking.
This document outlines the social web and web 2.0. It defines the social web as implementations of social or business networking on the web using examples that are increasingly appearing. The social web is effective because it is social, provides simplicity, is accessible across multiple devices, has specific focuses, and has extendible apps/widgets. Web 2.0 applications discussed include blogs, wikis, collaborative editing, online games/virtual worlds, social bookmarking, media sharing, and social networking. Personal learning environments are defined as sets of lightweight services and tools controlled by individuals to support specific, personal learning goals. Enterprise 2.0 applies these technologies in corporate environments.
The document discusses a professional development program called Learning 2.0 that explores various Web 2.0 technologies like blogs, wikis, RSS feeds, and social networking sites. The program is designed to help staff learn how to use these tools, keep up with information technology advances, and offer improved services to users. It describes the self-paced online format of the program and outlines some potential applications of these technologies in libraries and schools.
The document discusses the rise of Web 2.0 and how it has changed the way students learn and interact online. It defines Web 2.0 as a platform where users can actively participate by creating and sharing content. It provides examples of popular Web 2.0 applications like YouTube, Facebook, blogs and wikis that allow collaboration and user participation. The document argues that Web 2.0 tools are aligned with constructivist pedagogies and will require educational institutions to rethink their approach to teaching as students are now digital natives accustomed to these technologies.
The document discusses how Web 2.0 tools can be used to engage today's students in learning. It notes that today's students multi-task, work in teams, create and consume content online, and are always connected. It suggests that Web 2.0 tools allow learning to take place anywhere, be experiential, relevant to real world problems, and collaborative. Some specific Web 2.0 tools mentioned for the classroom include wikis, Google forms, live polling, slide sharing, video streaming, desktop sharing, and microblogging tools like Twitter.
The document discusses the evolution of the World Wide Web from Web 1.0 to 3.0. Web 1.0 (1989-2004) consisted of static, read-only websites without interactive content. Web 2.0 (2004-present) enabled dynamic and user-generated content through technologies like social media and wikis. Web 3.0 (predicted future) is expected to incorporate artificial intelligence and semantic web technologies, allowing information to be stored and interpreted by computers and enabling more immersive and context-aware experiences on the internet.
Web 2 0_tools_social_networking_and_more_2010orrange
This presentation introduces various Web 2.0 tools for personal, professional, and classroom use. It details popular social media platforms like Facebook, Twitter, YouTube, and Google, describing how each can be used. The presentation also covers additional organizational and sharing tools including Doodle, Bit.ly, Delicious, Survey Monkey, Jing, Skype, Poll Everywhere, and SlideShare. The presenter encourages integrating these tools when appropriate but also stresses maintaining separate personal and professional online identities.
The document discusses a business course on digital business in the digital age. The course covers topics like the evolution of digital technologies and their impact on business functions and trends. It explores how digital technologies have transformed marketing, media, production and more. The course consists of 14 weekly lectures on topics like Web 2.0, social media, enterprise 2.0, marketing 2.0, and future business trends. Students will present a final project.
Social Media and Social Networking using SharePoint 2010Netwoven Inc.
Learn the Social Networking capabilities of SharePoint 2010 that improves organizational collaboration & communication in-turn driving business value from the experts at Netwoven and AvePoint.
The document outlines an agenda for a social media seminar. The agenda includes presentations on LinkedIn, Facebook, Twitter, YouTube, Pinterest and Foursquare. It also covers coffee breaks, lunch, and a concluding session on managing social media networks and time. Speakers include Mark, Scott, Xiao, and Ellie, and topics range from using various social media platforms for business to exposing businesses' visual sides and leveraging location-based services.
Social media based dissemination strategies for Erarmus project managersWeb2LLP
This document summarizes a presentation about improving internet strategies and maximizing social media presence for Erasmus LLP projects. The presentation discusses:
- Familiarizing project managers with basics of a digital dissemination strategy using social media
- Sharing tips on using social media like Instagram, Twitter, and YouTube for dissemination
- Addressing common problems project teams face in using social media, like lack of skills, resources, and multilingual challenges
- Providing resources developed by the Web2LLP project like handbooks, videos, and tutorials to help project teams improve their social media strategies.
Good Practice by Focuss.Info: Community Contributed Content with Web 2.0 Soci...Richard Lalleman
The document discusses the Focuss.Info Initiative, which uses social bookmarking tools and Web 2.0 technologies to allow individuals and institutions to share and contribute favorite websites. It enables users to save websites on the internet for multiple people to access. Key features include minimal technical maintenance and a focus on sharing to disappear disciplinary borders in research. It also addresses questions around whether these tools are driven by the majority or can replace generic search engines.
Technology integration in the adult education classroomNell Eckersley
This document provides an overview of integrating social media tools into adult education classrooms. It discusses concepts like digital literacy, social media components, and tools like Facebook, Twitter, and Wiggio. Examples are given for how each tool can be used for educational purposes. Directions are provided for signing up and using Wiggio, including joining a sample group called "SoMe Tools in Adult Ed". The document aims to introduce adult learners to various social media and suggest ways they can be applied in education settings.
The document discusses how Web 2.0 tools can be used for teaching and learning. It provides examples of specific Web 2.0 tools like social bookmarking, wikis, image and video sharing sites. It encourages readers to identify ways that teachers and learners can apply these tools and principles of creativity, usability, openness and collaboration. Finally, it suggests some Web 2.0 tools and principles that could be incorporated into an online training session on animal photography.
Este documento apresenta a tese de doutoramento de Lino Oliveira sobre a implementação de uma plataforma integrada de sistemas de gestão de conteúdos e aplicações Web 2.0 para instituições de ensino superior. A tese aborda a motivação, enquadramento, identificação do problema, questões de investigação e metodologia de investigação utilizada.
Lino Oliveira apresenta suas credenciais acadêmicas e profissionais como professor e pesquisador. O documento descreve as ferramentas da Web 2.0 utilizadas em suas atividades, incluindo o Moodle para gerenciar cursos online. Oliveira também discute como as ferramentas da Web 2.0 podem ser usadas no ensino para maior interação e acompanhamento dos alunos.
Participação na Sessão A das Jornadas Pedagógicas de Tecnologias e Inovação em Educação do Politécnico do Porto que decorreram no ISCAP no dia 29 de junho de 2016.
O documento discute como a Web social pode ser usada para potencializar a aprendizagem. Descreve como ferramentas como RSS, social bookmarking, notetaking social e plataformas como Scoop.it podem ser usadas para agregar, organizar e compartilhar informações de maneira a facilitar a aprendizagem.
Lino Oliveira apresenta como a Web social pode potenciar a aprendizagem. Ele discute como ferramentas da Web 2.0 como blogs, wikis e redes sociais podem melhorar a interação entre estudantes e professores, facilitar a colaboração e a gestão da informação. Oliveira também apresenta o modelo PLEfolio para integrar essas ferramentas em ambientes pessoais de aprendizagem.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
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.
TELECOM Bretagne Social Web and Web 2.0 25 janvier 2012Daniel Dufourt
1) The document discusses the social web and web 2.0, outlining applications like blogs, wikis, social bookmarking, media sharing, and social networking.
2) It also covers personal learning/working environments where individuals build their own learning goals and environments by mashing up different web 2.0 services.
3) Enterprise 2.0 is discussed as well, where social software is used within and between companies using tools like blogs, wikis and social networking.
This document outlines the social web and web 2.0. It defines the social web as implementations of social or business networking on the web using examples that are increasingly appearing. The social web is effective because it is social, provides simplicity, is accessible across multiple devices, has specific focuses, and has extendible apps/widgets. Web 2.0 applications discussed include blogs, wikis, collaborative editing, online games/virtual worlds, social bookmarking, media sharing, and social networking. Personal learning environments are defined as sets of lightweight services and tools controlled by individuals to support specific, personal learning goals. Enterprise 2.0 applies these technologies in corporate environments.
The document discusses a professional development program called Learning 2.0 that explores various Web 2.0 technologies like blogs, wikis, RSS feeds, and social networking sites. The program is designed to help staff learn how to use these tools, keep up with information technology advances, and offer improved services to users. It describes the self-paced online format of the program and outlines some potential applications of these technologies in libraries and schools.
The document discusses the rise of Web 2.0 and how it has changed the way students learn and interact online. It defines Web 2.0 as a platform where users can actively participate by creating and sharing content. It provides examples of popular Web 2.0 applications like YouTube, Facebook, blogs and wikis that allow collaboration and user participation. The document argues that Web 2.0 tools are aligned with constructivist pedagogies and will require educational institutions to rethink their approach to teaching as students are now digital natives accustomed to these technologies.
The document discusses how Web 2.0 tools can be used to engage today's students in learning. It notes that today's students multi-task, work in teams, create and consume content online, and are always connected. It suggests that Web 2.0 tools allow learning to take place anywhere, be experiential, relevant to real world problems, and collaborative. Some specific Web 2.0 tools mentioned for the classroom include wikis, Google forms, live polling, slide sharing, video streaming, desktop sharing, and microblogging tools like Twitter.
The document discusses the evolution of the World Wide Web from Web 1.0 to 3.0. Web 1.0 (1989-2004) consisted of static, read-only websites without interactive content. Web 2.0 (2004-present) enabled dynamic and user-generated content through technologies like social media and wikis. Web 3.0 (predicted future) is expected to incorporate artificial intelligence and semantic web technologies, allowing information to be stored and interpreted by computers and enabling more immersive and context-aware experiences on the internet.
Web 2 0_tools_social_networking_and_more_2010orrange
This presentation introduces various Web 2.0 tools for personal, professional, and classroom use. It details popular social media platforms like Facebook, Twitter, YouTube, and Google, describing how each can be used. The presentation also covers additional organizational and sharing tools including Doodle, Bit.ly, Delicious, Survey Monkey, Jing, Skype, Poll Everywhere, and SlideShare. The presenter encourages integrating these tools when appropriate but also stresses maintaining separate personal and professional online identities.
The document discusses a business course on digital business in the digital age. The course covers topics like the evolution of digital technologies and their impact on business functions and trends. It explores how digital technologies have transformed marketing, media, production and more. The course consists of 14 weekly lectures on topics like Web 2.0, social media, enterprise 2.0, marketing 2.0, and future business trends. Students will present a final project.
Social Media and Social Networking using SharePoint 2010Netwoven Inc.
Learn the Social Networking capabilities of SharePoint 2010 that improves organizational collaboration & communication in-turn driving business value from the experts at Netwoven and AvePoint.
The document outlines an agenda for a social media seminar. The agenda includes presentations on LinkedIn, Facebook, Twitter, YouTube, Pinterest and Foursquare. It also covers coffee breaks, lunch, and a concluding session on managing social media networks and time. Speakers include Mark, Scott, Xiao, and Ellie, and topics range from using various social media platforms for business to exposing businesses' visual sides and leveraging location-based services.
Social media based dissemination strategies for Erarmus project managersWeb2LLP
This document summarizes a presentation about improving internet strategies and maximizing social media presence for Erasmus LLP projects. The presentation discusses:
- Familiarizing project managers with basics of a digital dissemination strategy using social media
- Sharing tips on using social media like Instagram, Twitter, and YouTube for dissemination
- Addressing common problems project teams face in using social media, like lack of skills, resources, and multilingual challenges
- Providing resources developed by the Web2LLP project like handbooks, videos, and tutorials to help project teams improve their social media strategies.
Good Practice by Focuss.Info: Community Contributed Content with Web 2.0 Soci...Richard Lalleman
The document discusses the Focuss.Info Initiative, which uses social bookmarking tools and Web 2.0 technologies to allow individuals and institutions to share and contribute favorite websites. It enables users to save websites on the internet for multiple people to access. Key features include minimal technical maintenance and a focus on sharing to disappear disciplinary borders in research. It also addresses questions around whether these tools are driven by the majority or can replace generic search engines.
Technology integration in the adult education classroomNell Eckersley
This document provides an overview of integrating social media tools into adult education classrooms. It discusses concepts like digital literacy, social media components, and tools like Facebook, Twitter, and Wiggio. Examples are given for how each tool can be used for educational purposes. Directions are provided for signing up and using Wiggio, including joining a sample group called "SoMe Tools in Adult Ed". The document aims to introduce adult learners to various social media and suggest ways they can be applied in education settings.
The document discusses how Web 2.0 tools can be used for teaching and learning. It provides examples of specific Web 2.0 tools like social bookmarking, wikis, image and video sharing sites. It encourages readers to identify ways that teachers and learners can apply these tools and principles of creativity, usability, openness and collaboration. Finally, it suggests some Web 2.0 tools and principles that could be incorporated into an online training session on animal photography.
Social media based dissemination strategies for Erarmus project managersWeb2Learn
This document discusses strategies for improving internet and social media strategies for Erasmus LLP projects. It provides an overview of a training session that will familiarize project managers with developing a digital dissemination strategy using social media. The training will cover the basics of social media, tips for using different tools in dissemination plans, and addressing common problems projects face. It also summarizes findings from research on how LLP projects currently use the internet and social media, identifying a need to focus on engagement over just information sharing. The document provides examples of various social media tools and networking strategies projects can implement in their plans.
The document discusses the concepts of Web 2.0, entrepreneurship, and Learning 2.0. It defines Web 2.0 as the next generation of the World Wide Web that emphasizes user collaboration and participation. Entrepreneurship is defined as taking on the risks and responsibilities of owning a business. Learning 2.0 incorporates knowledge, pedagogy, connections, and capacity using social media and networking tools to help students become knowledge producers. The document outlines some basic social learning tools like Delicious, Tumblr, Twitter, Flickr, and Vimeo that can be used for online entrepreneurship training.
This document provides an outline and overview of a presentation on Web 2.0 technologies including Facebook, Twitter, blogs and wikis. It defines Web 2.0 as websites that facilitate user interaction and collaboration through features like commenting, liking, and editing. Examples are provided of how universities can use social media to share information, showcase work, promote events, and connect with students. Best practices for setting up accounts and posting on these sites are also reviewed.
The document discusses eLearning topics that will be covered in a workshop, including what eLearning is, processes and tools used in eLearning like blogs and wikis, and an introduction to a learning management system called WebTrain. It also discusses early examples of eLearning from the 1970s, key components of eLearning like objectives and feedback, and the eLearning development process. Web 2.0 technologies like blogs and wikis are presented as tools that can be used to build an "eLearning village" and enhance collaboration.
Similar to Information management with Web 2.0 applications and pratices (20)
O documento descreve uma apresentação de Lino Oliveira sobre como a leitura pode evoluir no futuro com novas tecnologias. Ele discute como interfaces, sensações e conteúdos complementares podem melhorar a experiência de leitura digital e transformar como as pessoas irão ler no futuro.
O documento apresenta uma palestra sobre concepção e implementação de soluções de e-learning para dispositivos móveis. A palestra discute como o m-learning é uma extensão do e-learning para dispositivos móveis, explora como os dispositivos móveis podem ser usados para aprendizagem, e fornece diretrizes para desenvolvimento de conteúdos e aplicações de m-learning.
O documento descreve aplicações sociais e de gestão de conteúdos como o Diigo, Scoop.it, Slideshare e YouTube que podem ser usadas na biblioteca escolar, explicando suas funcionalidades para compartilhamento e organização de informações.
O documento descreve os canais RSS, que permitem agregar conteúdos de sites de notícias e blogs sem visitá-los diretamente. Os canais RSS contêm apenas cabeçalhos, descrições e links em formato XML, e permitem receber atualizações de sites automaticamente usando leitores de RSS. O documento também lista aplicações como o Feedly e Alertas do Google que usam canais RSS.
Este documento discute as práticas colaborativas entre a biblioteca escolar e o currículo. O documento apresenta o orador e discute como as ferramentas da Web 2.0, como blogs, wikis e mídias sociais, podem ser usadas para promover a participação, colaboração e compartilhamento entre alunos e professores.
Este documento apresenta o professor Lino Oliveira e a unidade curricular "Aplicações e Práticas Web 2.0 na Biblioteca Escolar". O documento descreve o percurso académico e profissional do professor, os objetivos e programa da unidade curricular, e conceitos fundamentais como a socialização da Internet, as características e aplicações da Web 2.0.
O documento descreve as principais plataformas para criação de sites na Web 2.0: Google Sites, Webnode, Weebly e Wix. Fornece detalhes sobre as funcionalidades, facilidades de edição e condições de cada plataforma.
O documento discute as principais redes sociais como Facebook, Google+ e Twitter. Explica como cada uma funciona, incluindo páginas e grupos no Facebook, compartilhamento de fotos no Google+ e microblogging no Twitter.
O documento discute blogues e sua aplicação em bibliotecas. Resume que blogues são sites com conteúdo apresentado cronologicamente inverso e focado em um tema, podendo incluir texto, imagens e vídeos. Bibliotecas podem usar blogues para comunicação, promoção e compartilhamento de informações. As ferramentas Wordpress e Blogger são comumente usadas para criação e gestão de blogues.
Este documento resume uma reunião entre Lino Oliveira e estudantes de doutoramento sobre o processo de doutoramento. A reunião discute tópicos como a apresentação pessoal, considerações gerais sobre o trabalho em equipe e individual, o projeto de tese de Lino Oliveira, a estrutura da tese, e a defesa.
O documento discute wikis e ferramentas wiki como Wikispaces, PBworks e Wikidot. Ele fornece uma introdução aos wikis, explica como criar um wiki e fornece exemplos de wikis existentes.
Este documento resume um seminário sobre as Tecnologias da Informação e Comunicação na Educação realizado pela Universidade Portucalense Infante D. Henrique em 1 de Julho de 2011. A agenda inclui apresentações sobre a Web 2.0 na atividade docente, a socialização da Internet e ambientes de aprendizagem. O seminário contou com a participação de professores e investigadores e abordou tópicos como blogs, redes sociais e ferramentas colaborativas.
A Socialização da Internet: da convivência pessoal ao relacionamento virtual.
Comunicação realizada em 26 de Novembro de 2009, na Escola Secundária/3 Aurélia de Sousa no Porto, na Palestra Ciência e Sociedade, durante a Semana da Ciência e Tecnologia.
O documento apresenta uma palestra sobre blogues empresariais, definindo o que são blogues e como as empresas podem utilizá-los para comunicação externa e interna. É explicado que os blogues permitem a partilha de conteúdos através da Web 2.0 e discutem-se tipos de blogues empresariais e as vantagens e desafios na sua gestão.
Analisam-se as características desta nova geração de jovens e as suas implicações nas metodologias de ensino.
Apresentam-se também projectos Web 2.0 desenvolvidos na Licenciatura de Ciências e Tecnologias da Documentação e Informação (LCTDI) da ESEIG/IPP.
Comunicação realizada em 27 de Novembro de 2008, na Escola Secundária/3 Aurélia de Sousa no Porto, na Palestra Tecnologia e Sociedade, durante a Semana da Ciência e Tecnologia.
O documento descreve uma proposta de utilização de ferramentas da web social como complemento à aprendizagem no ensino superior. O autor descreve o desenvolvimento de uma plataforma integrada com ferramentas como wikis, blogs e redes sociais para apoiar o ensino de uma unidade curricular. Os resultados demonstraram melhorias significativas na participação e desempenho dos estudantes.
A entrevista discute a influência da internet na vida dos jovens. O entrevistado afirma que os jovens procuram sites de redes sociais para se comunicarem e relacionarem, e que a internet contribuiu para mudanças na sociedade como a entrega do IRS online. Ele também acredita que os benefícios da internet superam os riscos quando as pessoas tomam precauções.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Information management with Web 2.0 applications and pratices
1.
2. Personal presentation
Lino Oliveira
• Associate Professor
Department of Informatics
Escola Superior de Estudos Industriais e de
Gestão (ESEIG.IPP)
• Researcher
e-IPP – Unidade de e-Learning e Inovação
Pedagógica do Politécnico do Porto
KMILT – Knowledge Management, Interactive
and Learning Technologies Research Group
Information management with Web 2.0 applications and practices Lino Oliveira
p. 2
3. Information management with Web 2.0 applications and practices
My timeline in IPP
Lino Oliveira
p. 3
2007 - Beginning of Web 2.0
practices in teaching activity
2001
2003
2012
2005 - "Birth" of Web 2.0
4. Information management with Web 2.0 applications and practices
To know
tools and practices using Web 2.0
to help
manage information with Web 2.0 applications
needed in the process of
creating and maintaining a online platform
like a MOOC
Goal for this session
Lino Oliveira
p. 4
5. Information management with Web 2.0 applications and practices
Agenda
Lino Oliveira
p. 5
Contextualization Social media
Information
management
Information
organization
Information
sharing
Future
7. Survey
Texting
• SMS?
WhatsApp?
Snapchat
• Email
• Facebook?
• Web ou App?
Social
networks
• Facebook?
• Twitter?
• Google+?
• LinkedIn?
Sharing
apps
• Blogs?
• Facebook?
• Instagram?
• Pinterest?
Lino Oliveira
p. 7
Information management with Web 2.0 applications and practices
8. Net generation
Lino Oliveira
p. 8
New generation of young people
Greater technological skills,
regular contact with technology
Digital Natives
Hi5 / Orkut Phenomenon
Affordable broadband
Increased availability and
lower prices
Access to simple tools,
intuitive and free
Social relationship
(Google, Facebook, YouTube,
Wikipedia, LinkedIn, Instagram)
The new Web ...
Web 2.0
Information management with Web 2.0 applications and practices
12. Web 2.0 features
Services instead
of applications
• Accessible through a
browser
User-created
content
• Using simple,
intuitive and free
tools
Participation
• Comments on a
social network or
blog
Collaboration,
Share
•Documents in
Google Drive or
Office Online,
photos in Facebook
or Instagram
Identity
• Personal information
stored online
Relationship,
Recommendation
• Invitations on
Facebook or
LinkedIn,
recommendations
on Amazon
Multimédia
content
• Audio, vídeo,
images
Convergence
• Access across
multiple devices
Lino Oliveira
p. 12
Information management with Web 2.0 applications and practices
13. Content creation in Web 1.0
Specific applications for
content editing
Information management with Web 2.0 applications and practices Lino Oliveira
p. 13
14. Content creation in Web 2.0
Editing using the
browser itself
Information management with Web 2.0 applications and practices Lino Oliveira
p. 14
15. Participation
"Living" increasingly online
Ease of use of content creation tools
• Users creators participate in the web construction
• Users visitors can also participate by leaving your comments
Web 2.0 we are the Web!
Information management with Web 2.0 applications and practices Lino Oliveira
p. 15
19. Collaboration
• Documents in
Google Drive
• Articles in Wikipedia
• Pages in a Wiki
documents in
na online plataform
• This can be done
simultaneously
• Exchanging opinions in
real-time
Authorized users can
in the issue
of such documents
Information management with Web 2.0 applications and practices Lino Oliveira
p. 19
26. Identity
Contents managed and stored online
Housed in public platform
Restricted access through accounts that have
associated profiles
• Login: username and password
• More or less detailed personal information
Information management with Web 2.0 applications and practices Lino Oliveira
p. 26
27. Identity
The greater our web
activity, the greater the
number of sites where we
have information about us
Digital footprints
Information management with Web 2.0 applications and practices Lino Oliveira
p. 27
31. Social applications
There are applications that have
been designed from the outset to
develop the relationship between
people
• Social networks:
Facebook, Google+, LinkedIn, Twitter
Others had as the main objective
content management and
evolved for socialization through
features for sharing and
recommendation
• Exemplos:
Diigo, Slideshare, YouTube, Issuu, Flickr
Information management with Web 2.0 applications and practices Lino Oliveira
p. 31
34. Popular Web 2.0 applications
Blogs
•Blogger, Wordpress,
Tumblr
Wikis
•Wikipedia,
Wikispaces
Social networks
•Facebook, LinkedIn,
MySpace, Ning,
Twitter, WhatsApp
Social
bookmarking
•Diigo, Delicious
RSS feeds
•Feedly,
Google Reader
Sharing
•Google Docs,
YouTube, Instagram
Webmail
•Gmail, Outlook.com
Information management with Web 2.0 applications and practices Lino Oliveira
p. 34
38. RSS Feeds
Allow aggregation of content
(Web syndication)
They contain only the headlines, descriptions and links,
without including design elements
They are used by websites of news and blogs to
disseminate information
With the help of specific programs, allows you to
automate the reception of content,
avoiding the consultation of websites that publish it
Lino Oliveira
p. 38
Information management with Web 2.0 applications and practices
44. How to save the hyperlink of a specific
publication for future reference?
How to easily share references with students?
To think about …
Lino Oliveira
p. 44
Information management with Web 2.0 applications and practices
53. 53
Tag created with the rule
<acronym of degree>-<acronym of course>
for each course taught.
The corresponding hyperlink is shared
with the students.
59. How to share the hyperlink of the webpage I'm
viewing in a social network?
(ex. Facebook)
How to share it in more than one social network?
(ex. Facebook, Twitter and LinkedIn)
To think about …
Lino Oliveira
p. 59
Information management with Web 2.0 applications and practices
66. Future of Web?
“Visual” socialization
Use of avatars and
three-dimensional
virtual environments
"Intelligence"
in information retrieval
Search engines deduct
the significance of what
we want, without having
to state it explicitly
Interconnection
databases instead of
documents
Dialogue
between machines
Information management with Web 2.0 applications and practices Lino Oliveira
p. 66
67. Future of Web?
Increasing
access
through
mobile and
diversified
devices
Augmented
reality
Internet
of things
Information management with Web 2.0 applications and practices Lino Oliveira
p. 67