The document discusses how various Web 2.0 tools can be useful for research purposes. It describes bookmark sharing sites, photo sharing, blogs, wikis, microblogging via Twitter, virtual worlds like Second Life, and concludes by noting the importance of training and privacy considerations for using these tools.
This document discusses social bookmarking, which allows users to save bookmarks online and tag them with keywords. Some key points:
- Social bookmarking sites like Delicious allow users to store bookmarks online, tag them, and share tags and bookmarks publicly or privately.
- Tagging allows bookmarks to be searched and organized by keyword, making related bookmarks easily discoverable. As more users tag bookmarks, folksonomies or common tagging structures emerge.
- Benefits include easier bookmark sharing, seeing what others have bookmarked, finding related bookmarks, and connecting with other users through common interests. However, inconsistent tagging can make some bookmarks hard to find.
This document discusses social bookmarking, which allows users to save bookmarks online and tag them with keywords. Key points include:
- Social bookmarking sites allow users to store bookmarks online, add tags, and share bookmarks publicly or privately.
- Anyone can participate in social bookmarking. As more users tag resources, folksonomies or unique keyword structures develop for defining resources.
- Benefits include easier organization of bookmarks across devices, seeing how others have bookmarked and tagged resources, and finding related information through tags.
- However, inconsistencies in tagging can occur since it is done by amateurs rather than experts, and views can be skewed depending on popular tags used within the community.
Making researchers famous with social mediaMal Booth
Workshop presentation for UTS Research Week 2012
(Sometimes I really have no idea why I persist with Slideshare other than it being a free service. Again, the embedded hyperlinks have not been uploaded from the original document. This will present problems for the actual blogs linked on slide 11. I'll need to provide those links later. Sorry.)
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
The document provides an overview of various social media platforms and how they can be used in academic libraries. It defines social networking and lists common features such as user profiles, friending, groups, messaging, and privacy controls. Specific platforms summarized include Facebook, LiveJournal, MySpace, YouTube, Twitter, SlideShare, Google Docs, Flickr, Skype, Pinterest, Scoop it, Prezi, and QR codes. Examples are given for how libraries have used some of these tools for outreach, marketing resources, and engaging users. References are provided at the end.
Blogs, Wikis and more: Web 2.0 demystified for information professionalsMarieke Guy
Marieke Guy from UKOLN will help you find out how Web 2.0 applications are being used in libraries and information centres, and what actually works. Blogs, wikis, RSS? Podcasts, Slideshare, Flickr and del.icio.us? Social Networking, Social Bookmarking and Video Sharing are the buzz words.
This document discusses social software and its application in libraries and cultural organizations. It defines social software as a range of software systems that allow users to interact and share data. The document outlines several types of social software including social networking sites, media sharing sites, virtual worlds, social bookmarking, wikis, blogs, and RSS feeds. It provides examples of how libraries currently use these tools and the opportunities they provide for user engagement and building communities. However, it also notes risks must be considered and addressed.
This document discusses the concept of Library 2.0 and how libraries are adopting technologies associated with Web 2.0 to become more user-centered and participatory. It defines key terms like blogs, wikis, folksonomy/tagging, RSS, social bookmarking, mashups and describes how libraries are using these tools. Examples are provided of libraries using social networking sites, photo sharing, video streaming, tagging systems and more to engage users and adapt to Web 2.0 principles of interactivity and user participation.
This document discusses social bookmarking, which allows users to save bookmarks online and tag them with keywords. Some key points:
- Social bookmarking sites like Delicious allow users to store bookmarks online, tag them, and share tags and bookmarks publicly or privately.
- Tagging allows bookmarks to be searched and organized by keyword, making related bookmarks easily discoverable. As more users tag bookmarks, folksonomies or common tagging structures emerge.
- Benefits include easier bookmark sharing, seeing what others have bookmarked, finding related bookmarks, and connecting with other users through common interests. However, inconsistent tagging can make some bookmarks hard to find.
This document discusses social bookmarking, which allows users to save bookmarks online and tag them with keywords. Key points include:
- Social bookmarking sites allow users to store bookmarks online, add tags, and share bookmarks publicly or privately.
- Anyone can participate in social bookmarking. As more users tag resources, folksonomies or unique keyword structures develop for defining resources.
- Benefits include easier organization of bookmarks across devices, seeing how others have bookmarked and tagged resources, and finding related information through tags.
- However, inconsistencies in tagging can occur since it is done by amateurs rather than experts, and views can be skewed depending on popular tags used within the community.
Making researchers famous with social mediaMal Booth
Workshop presentation for UTS Research Week 2012
(Sometimes I really have no idea why I persist with Slideshare other than it being a free service. Again, the embedded hyperlinks have not been uploaded from the original document. This will present problems for the actual blogs linked on slide 11. I'll need to provide those links later. Sorry.)
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
The document provides an overview of various social media platforms and how they can be used in academic libraries. It defines social networking and lists common features such as user profiles, friending, groups, messaging, and privacy controls. Specific platforms summarized include Facebook, LiveJournal, MySpace, YouTube, Twitter, SlideShare, Google Docs, Flickr, Skype, Pinterest, Scoop it, Prezi, and QR codes. Examples are given for how libraries have used some of these tools for outreach, marketing resources, and engaging users. References are provided at the end.
Blogs, Wikis and more: Web 2.0 demystified for information professionalsMarieke Guy
Marieke Guy from UKOLN will help you find out how Web 2.0 applications are being used in libraries and information centres, and what actually works. Blogs, wikis, RSS? Podcasts, Slideshare, Flickr and del.icio.us? Social Networking, Social Bookmarking and Video Sharing are the buzz words.
This document discusses social software and its application in libraries and cultural organizations. It defines social software as a range of software systems that allow users to interact and share data. The document outlines several types of social software including social networking sites, media sharing sites, virtual worlds, social bookmarking, wikis, blogs, and RSS feeds. It provides examples of how libraries currently use these tools and the opportunities they provide for user engagement and building communities. However, it also notes risks must be considered and addressed.
This document discusses the concept of Library 2.0 and how libraries are adopting technologies associated with Web 2.0 to become more user-centered and participatory. It defines key terms like blogs, wikis, folksonomy/tagging, RSS, social bookmarking, mashups and describes how libraries are using these tools. Examples are provided of libraries using social networking sites, photo sharing, video streaming, tagging systems and more to engage users and adapt to Web 2.0 principles of interactivity and user participation.
Social bookmarking allows internet users to store, organize, search, and share bookmarks of web pages. Users can bookmark pages using popular tools like Delicious or StumbleUpon. Bookmarks are usually public but can be private, and users can share bookmarks with their network. Users assign tags or keywords to bookmarks to classify and search them. Social bookmarking ranks pages based on how often they are bookmarked rather than external links, and can surface pages not indexed by search engines. While easy to use, social bookmarking has drawbacks like lack of tagging standards and potential for spam.
Social bookmarking allows users to save, organize, and share web bookmarks. It enables users to build collections of resources and see what others have bookmarked. RSS feeds automatically notify users of updates on websites they follow without having to visit each site. Users can set up RSS readers to monitor websites and receive headlines of new articles or comments. Using social bookmarking and RSS together provides a powerful way for guidance professionals to efficiently gather and disseminate web-based resources.
Web 2.0 Tools and their Educationsl ApplicationsAlaa Sadik
The document discusses Web 2.0 tools and their potential educational applications. It defines Web 2.0 as the transition from isolated websites to interconnected platforms that act like software. Some key Web 2.0 tools mentioned include wikis, blogs, RSS feeds, social bookmarking sites like Delicious, and social networks. The document argues that these tools allow for more interactive and collaborative knowledge building compared to traditional Web 1.0, and provide ways for students to share resources, work on group projects, and publish content.
This document discusses various aspects of social media. It begins by defining social media as media that is designed to be shared through commenting, sending, and viewing with no high costs. It then lists some top social media websites and compares the key differences between traditional media and social media. The document goes on to discuss specific social media tools and platforms like blogs, wikis, social bookmarking, content sharing sites, and more. It provides examples of how these can be used for marketing purposes and shares statistics about social media usage.
Aaron Straup Cope gave a presentation on tagging and Flickr's use of tags over the years. Some key points:
1) Flickr adopted tagging from del.icio.us which showed that providing simple tools for user organization leads to participation.
2) Flickr has experimented with various tag visualizations and algorithms to surface interesting tags.
3) Machine tags were introduced to allow structured searching across tags.
4) Tags serve as a "foot-bridge between users and meaning" and enable serendipitous discovery of photos.
The document discusses the characteristics and technologies of Web 2.0, including social networking, tagging, commenting, blogging, social bookmarking, and how the web allows for collaboration, sharing, and user-generated content. Web 2.0 sites let users interact and communicate online through tools like social networking sites, wikis, blogs, and media sharing platforms. The presentation covers how libraries can adopt Web 2.0 technologies and principles to encourage participation and user engagement.
This document provides a case study of Cloudworks, a social networking site designed for educators to share learning and teaching ideas. It describes the development of Cloudworks based on educator needs, theoretical underpinnings of object-oriented sociality, and an evaluation of its use for an Open University conference. Cloudworks allows users to create "Clouds" to discuss topics, and organize them into "Cloudscapes". An analysis of a conference Cloudscape found high participation, with 47 Clouds created and over 3,000 visits, demonstrating how Cloudworks supports online communities.
The document discusses how libraries can use various Web 2.0 technologies like blogs, wikis, instant messaging, RSS feeds, and Flickr to better engage with patrons and staff. It provides examples of how libraries are using these tools to communicate announcements, share information and resources, and foster participation and collaboration. The document advocates that libraries embrace these new technologies to expand their services and connect with users in innovative ways.
The document discusses how libraries can use Web 2.0 tools to enhance information literacy, accessibility, and client interaction. It provides examples of how blogs, wikis, social bookmarking, podcasts, and RSS can help develop evaluation and communication skills, organize information, and foster collaboration both within libraries and among library users. While adoption of these tools presents some issues like moderation and technical barriers, the document advocates experimenting with Web 2.0 to see which applications most effectively meet libraries' needs.
Social Web/Knowledge Building PresentationRobert Jordan
This document summarizes a case study on using social web technologies in an online course. The 3-week course was developed using Ning, Blogger, Wetpaint, and other social media tools. 41 participants from various levels and generations engaged in knowledge sharing through discussion forums, wikis, and comments. The study found that social media promotes collaborative knowledge building but design needs to be simple. Not all learners found social media appealing, and adoption may take time across generations. The study discusses implications for instructional design practices.
The document discusses the evolution of the World Wide Web from Web 1.0 to Web 2.0 and proposes what Web 3.0 may look like, with a focus on how semantic technologies and artificial intelligence could enable more personalized, contextualized experiences where information is organized in a way that machines can process rather than just humans. It explores potential implications for search, social media, entertainment and how users may interact with information and each other on the next generation of the web.
This document provides an agenda for a smackdown panel discussion on web 2.0 tools and standards for 21st century learners featuring various librarians and educators. It also includes links to wikispaces and other resources related to virtual libraries, personal learning networks, and how social media can be integrated into research pathfinders.
Web 2.0 refers to the second generation of internet-based services that emphasize user-generated content, interoperability, and collaboration on the World Wide Web. Some key aspects of Web 2.0 include user blogs, wikis, sharing of photos, videos, and podcasts, as well as new ways of interacting via social networking, folksonomies, and APIs. While Web 1.0 focused on static, reader-only websites, Web 2.0 aims to harness the collective intelligence of users by facilitating contribution and interaction between users on the internet.
Time Magazine's person of the year for 2006 was "you". Just why are "you" so important? It's all because of the phenomenon known as The Social Web. This presentation will introduce you to just what the Social Web is, it's impact, and many of the ways that librarians can participate.
See the WEBCAST as well!! mms://wmedia.it.su.se/SUB/NordLib/3.wmv
Presentation at Nordlib 2.0 in Stockholm, November 21th 2008
http://www.nordlib20.org/programme/
Development Logics is a web and mobile development company established in 2009 located in Dharamshala, Himachal Pradesh. It has over 25 engineers and offers services such as CMS development, mobile app development, e-commerce solutions, CRM systems, and Java development. It also provides SEO, digital marketing, BPO, and internet services to clients worldwide. The company aims to create jobs in remote areas of India and showcase sustainable business models.
This document provides a summary of various resources related to Web 2.0. It includes articles, books, and websites on topics such as using Web 2.0 tools for academic research, the e-policy handbook for managing social media tools, and a free ebook about amazing Web 2.0 projects. The document also summarizes resources on blogging, microblogging, the deep web, using Web 2.0 in libraries and information professionals, photo and video sharing, social networking, teaching and education with Web 2.0, virtual worlds, computing topics like cloud computing and mashups, and using Web 2.0 in business.
This document outlines exercises for adding identity management and access control to applications using FIWARE. The exercises include creating a FIWARE account, managing organizations, registering an application, adding OAuth2 authentication to applications using libraries or code examples, and securing backends using authentication with Wilma and authorization with roles, permissions, and advanced XACML rules. The document provides prerequisites, steps, and hints for completing each exercise ranging from easy to hard levels of difficulty.
Social bookmarking allows internet users to store, organize, search, and share bookmarks of web pages. Users can bookmark pages using popular tools like Delicious or StumbleUpon. Bookmarks are usually public but can be private, and users can share bookmarks with their network. Users assign tags or keywords to bookmarks to classify and search them. Social bookmarking ranks pages based on how often they are bookmarked rather than external links, and can surface pages not indexed by search engines. While easy to use, social bookmarking has drawbacks like lack of tagging standards and potential for spam.
Social bookmarking allows users to save, organize, and share web bookmarks. It enables users to build collections of resources and see what others have bookmarked. RSS feeds automatically notify users of updates on websites they follow without having to visit each site. Users can set up RSS readers to monitor websites and receive headlines of new articles or comments. Using social bookmarking and RSS together provides a powerful way for guidance professionals to efficiently gather and disseminate web-based resources.
Web 2.0 Tools and their Educationsl ApplicationsAlaa Sadik
The document discusses Web 2.0 tools and their potential educational applications. It defines Web 2.0 as the transition from isolated websites to interconnected platforms that act like software. Some key Web 2.0 tools mentioned include wikis, blogs, RSS feeds, social bookmarking sites like Delicious, and social networks. The document argues that these tools allow for more interactive and collaborative knowledge building compared to traditional Web 1.0, and provide ways for students to share resources, work on group projects, and publish content.
This document discusses various aspects of social media. It begins by defining social media as media that is designed to be shared through commenting, sending, and viewing with no high costs. It then lists some top social media websites and compares the key differences between traditional media and social media. The document goes on to discuss specific social media tools and platforms like blogs, wikis, social bookmarking, content sharing sites, and more. It provides examples of how these can be used for marketing purposes and shares statistics about social media usage.
Aaron Straup Cope gave a presentation on tagging and Flickr's use of tags over the years. Some key points:
1) Flickr adopted tagging from del.icio.us which showed that providing simple tools for user organization leads to participation.
2) Flickr has experimented with various tag visualizations and algorithms to surface interesting tags.
3) Machine tags were introduced to allow structured searching across tags.
4) Tags serve as a "foot-bridge between users and meaning" and enable serendipitous discovery of photos.
The document discusses the characteristics and technologies of Web 2.0, including social networking, tagging, commenting, blogging, social bookmarking, and how the web allows for collaboration, sharing, and user-generated content. Web 2.0 sites let users interact and communicate online through tools like social networking sites, wikis, blogs, and media sharing platforms. The presentation covers how libraries can adopt Web 2.0 technologies and principles to encourage participation and user engagement.
This document provides a case study of Cloudworks, a social networking site designed for educators to share learning and teaching ideas. It describes the development of Cloudworks based on educator needs, theoretical underpinnings of object-oriented sociality, and an evaluation of its use for an Open University conference. Cloudworks allows users to create "Clouds" to discuss topics, and organize them into "Cloudscapes". An analysis of a conference Cloudscape found high participation, with 47 Clouds created and over 3,000 visits, demonstrating how Cloudworks supports online communities.
The document discusses how libraries can use various Web 2.0 technologies like blogs, wikis, instant messaging, RSS feeds, and Flickr to better engage with patrons and staff. It provides examples of how libraries are using these tools to communicate announcements, share information and resources, and foster participation and collaboration. The document advocates that libraries embrace these new technologies to expand their services and connect with users in innovative ways.
The document discusses how libraries can use Web 2.0 tools to enhance information literacy, accessibility, and client interaction. It provides examples of how blogs, wikis, social bookmarking, podcasts, and RSS can help develop evaluation and communication skills, organize information, and foster collaboration both within libraries and among library users. While adoption of these tools presents some issues like moderation and technical barriers, the document advocates experimenting with Web 2.0 to see which applications most effectively meet libraries' needs.
Social Web/Knowledge Building PresentationRobert Jordan
This document summarizes a case study on using social web technologies in an online course. The 3-week course was developed using Ning, Blogger, Wetpaint, and other social media tools. 41 participants from various levels and generations engaged in knowledge sharing through discussion forums, wikis, and comments. The study found that social media promotes collaborative knowledge building but design needs to be simple. Not all learners found social media appealing, and adoption may take time across generations. The study discusses implications for instructional design practices.
The document discusses the evolution of the World Wide Web from Web 1.0 to Web 2.0 and proposes what Web 3.0 may look like, with a focus on how semantic technologies and artificial intelligence could enable more personalized, contextualized experiences where information is organized in a way that machines can process rather than just humans. It explores potential implications for search, social media, entertainment and how users may interact with information and each other on the next generation of the web.
This document provides an agenda for a smackdown panel discussion on web 2.0 tools and standards for 21st century learners featuring various librarians and educators. It also includes links to wikispaces and other resources related to virtual libraries, personal learning networks, and how social media can be integrated into research pathfinders.
Web 2.0 refers to the second generation of internet-based services that emphasize user-generated content, interoperability, and collaboration on the World Wide Web. Some key aspects of Web 2.0 include user blogs, wikis, sharing of photos, videos, and podcasts, as well as new ways of interacting via social networking, folksonomies, and APIs. While Web 1.0 focused on static, reader-only websites, Web 2.0 aims to harness the collective intelligence of users by facilitating contribution and interaction between users on the internet.
Time Magazine's person of the year for 2006 was "you". Just why are "you" so important? It's all because of the phenomenon known as The Social Web. This presentation will introduce you to just what the Social Web is, it's impact, and many of the ways that librarians can participate.
See the WEBCAST as well!! mms://wmedia.it.su.se/SUB/NordLib/3.wmv
Presentation at Nordlib 2.0 in Stockholm, November 21th 2008
http://www.nordlib20.org/programme/
Development Logics is a web and mobile development company established in 2009 located in Dharamshala, Himachal Pradesh. It has over 25 engineers and offers services such as CMS development, mobile app development, e-commerce solutions, CRM systems, and Java development. It also provides SEO, digital marketing, BPO, and internet services to clients worldwide. The company aims to create jobs in remote areas of India and showcase sustainable business models.
This document provides a summary of various resources related to Web 2.0. It includes articles, books, and websites on topics such as using Web 2.0 tools for academic research, the e-policy handbook for managing social media tools, and a free ebook about amazing Web 2.0 projects. The document also summarizes resources on blogging, microblogging, the deep web, using Web 2.0 in libraries and information professionals, photo and video sharing, social networking, teaching and education with Web 2.0, virtual worlds, computing topics like cloud computing and mashups, and using Web 2.0 in business.
This document outlines exercises for adding identity management and access control to applications using FIWARE. The exercises include creating a FIWARE account, managing organizations, registering an application, adding OAuth2 authentication to applications using libraries or code examples, and securing backends using authentication with Wilma and authorization with roles, permissions, and advanced XACML rules. The document provides prerequisites, steps, and hints for completing each exercise ranging from easy to hard levels of difficulty.
Este documento habla sobre la filosofía de Getting Things Done (GTD) y cómo ser productivo. Explica que GTD se basa en recolectar, procesar y organizar tareas y proyectos para luego revisarlos semanalmente. También menciona diferentes herramientas y enfoques para implementar los principios de GTD, como listas de tareas, agendas y organizadores personales imprimibles de bajo costo.
This document discusses securing access to applications and APIs using OAuth2 authentication via the FI-WARE Account service. It covers registering applications, authenticating users via username and password, and authorizing access to protected resources. The OAuth2 flows of authorization code, implicit, resource owner password credentials, and client credentials grants are described. Finally, it discusses using access tokens to access resources in FI-WARE generic enablers, third-party services, and cloud platforms.
This document discusses perspectives on social networks. It addresses how social network identity can enable new open collaboration and innovation models through communication mediated by social network identity. Proper infrastructure is needed to enable new generation services. Complex network analysis is also discussed, including evolving analysis of multiple overlay social networks and using cloud/NoSQL graph implementations to go beyond map-reduce for collaborative contexts, social recommendations, and social-collaborative shopping. Privacy related to social network analysis is also noted as an important consideration.
Este documento discute varios temas relacionados con las tendencias tecnológicas emergentes. Explora si existe una "tecnología 2.0" y discute conceptos como la web social, contenido generado por usuarios, arquitectura REST, identidad en línea, economía de la experiencia, computación en la nube y software líquido. El documento también plantea preguntas sobre si el modelo de negocio "gratis" es sostenible y si el código abierto necesariamente conlleva magia.
This document discusses the history and evolution of Web 2.0 technologies and how they are used. It defines Web 2.0 as a second generation of web services that allow for more collaboration and sharing of information online. Examples of Web 2.0 technologies covered include blogs, wikis, social networking sites, photo and video sharing sites, and how these have applications for learning, research, and libraries. The document also discusses how concepts from Web 2.0 can be applied to libraries to create a Library 2.0 model with more user-centered services and participation.
This document introduces digital tools that can support research activities, including social networking tools, social bookmarking tools, research collaboration tools, and blogging/microblogging tools. It discusses how these tools can help researchers keep up-to-date, find collaborators, publish work, and develop an online identity and reputation. Some popular tools mentioned are Academia.edu, ResearchGate, Mendeley, Zotero, Dropbox, and Twitter. The document encourages researchers to utilize these digital tools to enhance their work.
This document discusses social bookmarking, which allows users to save bookmarks online and tag them with keywords. Some key points:
- Social bookmarking sites like Delicious allow users to store bookmarks online, tag them, and share tags and bookmarks publicly or privately.
- Tagging resources allows users to organize information in a "folksonomy" based on user-generated keywords rather than formal taxonomies. This can expose users to new connections and perspectives.
- Benefits include easy bookmark sharing, seeing what others have bookmarked, finding related bookmarks, and discovering like-minded users. However, inconsistent tagging can make some resources hard to find.
Web 1.0 focused on content delivery and consumption by students, driven by institutional needs rather than learners. Web 2.0 aims to enhance creativity, information sharing, and collaboration among users through user-generated content and two-way information flows. Popular Web 2.0 tools for teachers include blogs, wikis, social bookmarking, social networking, podcasts and video sharing which facilitate knowledge creation and sharing in new ways.
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.
Tags, Networks, Narrative: Investigating the Use of Social Software for the S...Bruce Mason
Presented at "Towards a Social Science of Web 2.0", University of York, 6 September 2007. This presentation reported on the project findings to a mixed audience of academics and industry specialists.
The document summarizes key concepts of Library 2.0, which focuses on user-driven services and participation. It discusses how user behaviors and expectations have changed with new technologies. Library 2.0 emphasizes interactivity, user contributions, and treating information as a conversation. The document provides examples of Library 2.0 tools and services like blogs, wikis, tagging, and IM that can increase user engagement and participation. It offers guidance on starting a blog or IM reference service for a library.
The document discusses various Web 2.0 tools like blogs, wikis, Flickr, RSS, and instant messaging and how libraries can use them. It provides examples of how libraries have used these tools for communication with staff and patrons, to share information and photos, and to expand their services. The best practices highlighted include training staff, setting goals and guidelines, promoting new tools, and using them to engage and share information with library communities.
The document discusses various Web 2.0 technologies and how they can be implemented in academic libraries. It describes technologies like blogs, wikis, RSS feeds, instant messengers, social networking, podcasting, tagging, and web-based library services. For each technology, it provides examples of how it could be used in an academic library, such as allowing users to provide feedback and requests via blogs, collaboratively editing content with wikis, notifying users of new resources through RSS feeds, and answering questions in real-time with instant messengers.
Presentation (Blogs, Wikis and more: Web 2.0 demystified for information professionals) given by Marieke Guy, UKOLN at Eastern RSC event: on Monday 23rd February from 11:00 - 12:00 .
The document provides an introduction to using social media for research dissemination. It discusses how the web has become about conversations rather than one-way information delivery. It also outlines various social media tools like blogs, wikis, Twitter and social networks that can be used to engage audiences and disseminate research. Finally, it gives tips for using social media effectively such as making research easily accessible, understandable, and shareable online.
Emerging Technologies: Finding Function in Social MediaJordan Epp
This document provides an overview of using social media for professional development presented by Jordan Epp. It discusses defining Web 2.0, organizing Web 2.0 tools into categories of networking, collaborating and sharing. It also provides examples of specific social media tools for each category and tips for using tools professionally and personally. Finally, it discusses developing an online presence and digital identity.
The document provides an overview of using Web 2.0 tools for book talks. It defines Web 2.0 and discusses why school librarians should use these tools, including to meet literacy outcomes, reach different learners, and learn about students. The document then gives a brief overview of blogs, MySpace, Facebook, Twitter, Delicious, Flickr, and wikis as Web 2.0 tools that can be used for book talks, and provides some examples of how each could be implemented.
Introduction to Web2.0 for public librariesGary Green
This document provides an introduction to Web 2.0 technologies and how they are used in public libraries. It defines Web 2.0 as a way to connect, collaborate, and share content online through social networking, user-generated content, blogs, wikis, and other services. Examples are given of how public libraries use social media platforms, blogs, maps and other Web 2.0 tools to communicate with users, share resources and information, and promote their services. The document also compares Web 2.0 use across different library sectors and discusses areas for further development, as well as security, legal and other concerns regarding the use of these technologies in libraries.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
The document discusses practical uses of Web 2.0 technologies in a library environment. It outlines how libraries can use blogs, RSS feeds, podcasts, social networking, wikis, instant messaging, and more to engage users, share information, and collaborate. While some may see challenges, the document argues that Web 2.0 is changing how people use and find information and how libraries do their jobs.
Social bookmarking allows users to store, organize, and share bookmarks online through tags. It involves public and private bookmarking systems where users can organize bookmarks with folksonomies or user-generated tags. Popular social bookmarking sites include Delicious, SlideShare, and Connotea.
Delicious allows users to sync bookmarks across devices and share bookmarks with others through tags. SlideShare supports social bookmarking of slide presentations and includes features like slidecasting. Connotea was designed for academic bookmarking and automatically collects metadata for bookmarked articles. These sites vary in their strengths for different user groups, with Delicious providing broad sharing and Connotea tailored for researchers.
An introduction to Web 2.0 from the Community of Practice perspective. The idea of this presentation is in how social media can be used to encourage and facilitate a community of practice.
Similar to Whats Web 2.0 Got To Do With Research? (20)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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1. Harvest, Research Edition, winter
2009 Timothy
What’s Web 2.0 got to do with research?
Collinson
You’ve probably come across the term Web 2.0 and you might even use some of its tools for your
private or social lives. But you may not have considered that such web resources could be useful in
your research. Resource location, contact discovery, dialogue
What is Web 2.0?
and debate with others working in the same field. After all,
we’re not supposed to be stuck in our ivory towers isolated Initially the internet and then the
from the ‘real’ world and working in a vacuum. If research world wide web tended to be a
includes locating the right piece of information at the right great means of publishing – whether
time, and engaging with peers to refine and evaluate the academic , personal or corporate.
work we’re doing, then Web 2.0 (see box) has a lot to offer. Web 2.0 signifies more interactivity
and a dialogue between users rather
Tim Berners-Lee, the father of the world wide web,
than one way communication.
commented that Web 2.0 is much more what he initially
Typically, Web 2.0 applications allow
conceived as the web: “The original thing I wanted to do was
‘tagging’ – simple, user generated
to make it a collaborative medium, a place where we can all
keywords which allow searches for
meet and read and write… Collaborative things are exciting,
items with the same tag; they may
and the fact people are doing wikis and blogs shows they’re
allow ‘comments’ and they can
embracing its creative side.” (Carvin, 2005).
sometimes have ‘rating’ systems
So how can we embrace its creative side in our research here (think of Amazon where you can not
at the University of Portsmouth? Let’s take a look at some of only rate the books it offers but also
the tools. This has been kept fairly generic – partly because the quality of the comments people
keeping track of the variety of tools that appear can be a full make on books). It’s sometimes
time job, partly because we’d encourage you to explore the known as the read/write web.
tools which work for you and appeal to you, and partly
It’s not so much a particular
because your particular research areas may have their own
technology as an attitude of mind.
individual needs or favourites.
Examples:
Bookmark sharing
photo sharing sites which allow
You may well be using your internet browser to bookmark
tagging and rating and commenting
websites of interest and relevance to your research. Sites
on pictures
such as Delicious, Diigo, Stumbleupon and many many more,
allow you to not only share these with other people and even blogs which allow dialogues to start
annotate them, but better yet perhaps, see what bookmarks through comments on short diary-
they are collecting, which might well lead to sources you’d like entries
not discovered previously. CiteuLike
(http://www.citeulike.org/ - “a free service for managing and bookmarking sites where users can
discovering scholarly references”) and Connotea share their web bookmarks with
(http://www.connotea.org/ - “free online reference others and more easily find
management for all researchers, clinicians and scientists”) are connected sites of interest
particularly favoured by the research community as you can
wikis which enable collaborative
see from their straplines and are sometimes called social
working and shared information
citation services. The serendipity of finding related things
banks
that others are interested in which you’d not previously
discovered yourself can be extremely powerful.
2. Photo sharing
At first glance this might appear to be just a hobbyist sort of thing, but depending on your research
(geography field trips immediately leap to mind) can be an informative way of showing people what
work you’re doing. Alternatively, it might even be something as simple as pictures of a conference
or seminar you’ve attended which can help to build community in your research field. You might
even go further and use YouTube to share videos of your work, your research, or experiments and so
forth. You can create a ‘channel’ which collects all your videos together in one place (and provides a
handy, single URL to point your audience towards), enabling you to provide instructional,
informational, or interesting movies for viewers worldwide.
Blogs
Blogs can promote your work, keep an online log of your research (easily searched by yourself, or if
you allow, others), or enable those interested in your research to keep up with your developments.
Allowing comments on your blog can provide feedback on your thinking. The blogging community
can be very swift in engaging in discussion and whether comments are good or bad, it can be an
effective way of finding out what others are saying about your work. Also, if you maintain your own
web page (or your department does) you can embed an RSS feed of your blog into the page to keep
it fresh with your latest news (see box).
RSS – Really Simple Syndication
In turn you may be following blogs in your research area or
searching the ‘blogosphere’ for sources and information to This is a technology which allows
feed into the research process. One way of following lots of web browsers and other feed
blogs really easily is to use a blog reader. This saves readers to ‘subscribe’ such that the
bookmarking lots of sites and constantly returning to them to RSS feeds can be easily read and
find there’s nothing new. A blogreader brings all the blogs (or republished. News and blogs make
RSS feeds) you’ve chosen to follow into one front-end and particular use of it and you will often
alerts you to each one that has new content since you last see the symbol below marking a
visited. Bloglines and Google Reader are two popular and feed that you can subscribe to.
simple tools which allow this.
Searching for blogs, or searching for content on blogs, is also
very straightforward using tools such as Google blog search
(http://blogsearch.google.co.uk/) or Technorati (http://technorati.com/). These can give very up-
to-date results just hours or even minutes old.
Wikis
Wikis are an often misunderstood means of collaborating. A group can use them to develop a set
shared online resources (such as data, or procedures, or reference material) with features that, say,
a shared hard drive don’t allow: commenting, revision tracking, even simultaneous working. They
can be used to share notes made at a conference, or for co-authors to work on a paper together.
Google Docs allows this kind of collaboration as well. Using either tool is far simpler than emailing a
constantly varying Word document between several writers. One of the best examples (or worst –
depending on your viewpoint) of a wiki - Wikipedia, often dismissed as a serious academic tool, can
have its uses in providing jumping off points in the reference lists that many articles provide.
3. Microblogging
Twitter, for example, is a newer tool you may have heard about in the press recently. It really took
off in popularity and name recognition at the beginning of this year and it may still seem very
ephemeral and of no use whatsoever in research. In effect it’s a very short form of blogging – hence
microblogging. But once again, it can be a powerful tool connecting you to others in your field or
with similar interests and allows very fast communication of the latest developments. In addition
the sheer wealth of data on Twitter can be mined and Ben Parr (2009) offers “5 Terrific Twitter
Research Tools”. If you’re attending a conference, try finding out whether there are ‘hashtags’
assigned to the conference so that everyone who Twitters using that hashtag can see what others at
the same conference are saying and thinking. The Library hasn’t yet come across really good
examples of Twitter being used directly for research – so be the first and let us know what you do
and how you do it – but has seen it used to good effect at conferences . In the meantime, you might
find it helpful to follow our Twitter feed to keep abreast of Library developments:
http://twitter.com/uoplibrary.
Virtual worlds
Second Life and other virtual worlds may seem a very unlikely addition to your belt of web 2.0 tools
– unless of course your research concerns Second Life itself. However, as in the real world, virtual
worlds can provide enormous opportunities for locating people and resources, exploring events and
geography – but this time without leaving the comfort of your own desk. You might also be
interested in the forthcoming article from our own Computing Department (Crellin et al, 2009)
looking at how it has been used in a couple of specific examples of education.
Search in virtual worlds such as Second Life is still very primitive so it can be hard work finding what
you need, but the rewards can make it worthwhile and of course, word-of-mouth and networking
can be great ways of interacting with people and making new contacts. It is even, of course, possible
to use inhabitants of Second Life to conduct research – although obviously this should never been
done without their consent and the usual ethical considerations of any research out in the real
world. Walton and McDonald (2009) offer a consideration of the ethics of using Facebook, for
example, which would be applicable here as well.
Training
Of course training in using Web 2.0 tools can be helpful and there is much around the university that
can assist in this – possibly in your own department or faculty. The Library offers workshops for staff
which you might like to consider attending – or invite us over to run a session just for your research
group. (See box)
Facebook, Twitter, YouTube: Web 2.0 why go there
Web 2.0 – why not?
Friday 13th November
Alison Williams of Solent University writes Friday 14th May
(personal communication, November 26, The Dark side of the web: how to protect your
2008) “What you can do with these and all privacy and security
the various web 2.0 tools is very much up to Friday 27th November
you to explore and create. It's like life, or Friday 30th April
even Second Life, in that it's very much a
blank canvas and a set of tools just lying there, and what it becomes depends upon the participants
to make of it what they will.”
4. It used to be that using technologies like this would require huge inputs on the technical side from
computer services and possibly a long lead time while SWOT analyses were carried out, budgets
managed, training arranged, and the technology implemented. Now, however, as many of these
applications are delivered directly via the web rather than needing software to be downloaded to a
local computer, there’s every possibility of simply jumping in and testing the water as it were.
Indeed, even as long as two years ago Henry (2007) was able to write about how sites such as
Facebook makes many of these technologies mainstream. (And if you’re planning on conducting
research in Facebook make sure you look at a group for those doing just that: http://www.facebook.com/
group.php?gid=5114067727 and there may well be other topics with relevant groups you can add to your
profile so you always have the latest information). However it’s worth being aware of the risks that
such services can disappear or change name and are outside the control of the university. An
example of this is Furl which first appeared in 2003 and was a particularly useful social bookmarking
site which saved a copy of the webpage as well as bookmarking it. That meant it would always be
available to you subsequently, even if the original page disappeared. However, Furl itself shut down
in April of this year having been bought out by Diigo. Privacy and security issues are important to
bear in mind as well – hence our workshop on the Dark Side of the Web. There’s often no easy way
of deleting your footprint on the world wide web, so it’s worth bearing in mind that anything you
‘publish’ in words, or pictures, or video form could be around for a long time afterwards. There
might also be issues related to user comments, particularly if you choose not to moderate them.
There are risks, but there are “potentially greater risks in failing to engage with a rapidly changing
environment.” (Kelly et al, 2009). With the wealth of resources and tools which are available,
there’s every motivation to find those which suit you and your particular field of research and make
them work for you.
References:
Carvin, Andy (2005). Tim Berners-Lee: Weaving a Semantic Web. Retrieved June 21, 2007, from
http://www.digitaldivide.net/articles/view.php?ArticleID=20
[This is now no longer available at the above address but can be found using Google’s cache of
the page by searching for the article title.]
Crellin, J. Duke-Williams, E., Chandler, J. & Collinson, T. (2009). Virtual worlds in computing
education. Computer Science Education, 19(4). 315-334.
Henry, Aidan (2007). How Facebook is bringing Web 2.0 mainstream. Retrieved September 4, 2009,
from http://www.mappingtheweb.com/2007/07/19/facebook-web-20-mainstream/
Kelly, Brian, Bevan, Paul, Akerman, Richard, Alcock, Jo, Fraser, Josie, (2009). Library 2.0: balancing
the risks and benefits to maximise the dividends. Program Electronic Library & Information Systems,
43 (3), 311-327.
[Also available online in Word and PDF format in the University of Bath’s Online Publications
Store: http://opus.bath.ac.uk/15260/]
Parr, Ben (2009). 5 terrific Twitter research tools. Retrieved September 4, 2009, from
http://mashable.com/2009/05/03/twitter-research-tools/
Walton, Nancy & McDonald, Chris (2009). Facebook and research. Retrieved September 4, 2009,
from http://open.salon.com/blog/researchethics/2009/06/14/facebook_and_research