EDUCAUSE REVIEW | March/April 2006, Volume 41, Number 2 - The Diigo Meta page

• 19 Jun 09
  

  Megan Poore

  web 2.0 elearning technology knowledge

• 20 Mar 08
  

  Suzanne Cadwell

  web2.0

• 06 Feb 08
  

  Chris Sloan

  de.licio.us educause pedagogy social_software tags teaching web2.0

• 09 Jan 08
  

  lian11

  educause etec.540 resources social_software technology tools web2.0

• 05 Nov 07
  

  sheryl barnes

  %0D%0A%0D%0AWeb%202.0%20services%20respond%20more%20deeply%20to%20users%20than%20Web%201.0%20services%0D%0A%0D%0A

  educational_technology web2.0

  • A political science class could explore different views of a news story through traditional media using Google News, then from the world of blogs via Memeorandum. A history class could use Blogdex in an exercise in thinking about worldviews. There are also possibilities for a campus information environment. What would a student newspaper look like, for example, with a section based on the Digg approach or the OhmyNews structure? Thematizing these tools as objects for academic scrutiny, the operation and success of such projects is worthy of study in numerous disciplines, from communication to media studies, sociology to computer science.
  • insights into the owner�s (or owners�) research, which could play well in a classroom setting as an instructor tracks students� progress. Students, in turn, can learn from their professor�s discoveries.
  • 5 more annotations...
  • • user-created tagging
    • learning from others or by leading to new collaborations
    • multi-authored bookmark pages
    • affordance of collaborative information discovery
    • Web 2.0 services respond more deeply to users than Web 1.0 services
• 28 Oct 07
  

  Tim Stahmer

  Good overview of how web 2.0 tools might change education, mostly at the college level but still with some good information and concepts for k12

  article blogging collaboration education educause socialsoftware

• 

  Tim Stahmer

  Good overview of how web 2.0 tools might change education, mostly at the college level but still with some good information and concepts for k12

  article blogging collaboration education educause socialsoftware

• 19 Sep 07
  

  David Hayward

  wiki

• 26 Aug 07
  

  Barbara Lindsey
  • Ultimately, the label �Web 2.0� is far less important than the concepts, projects, and practices included in its scope.
  • Social software has emerged as a major component of the Web 2.0 movement.
  • 28 more annotations...
  • • ocial software does not indicate a sharp break with the old but, rather, the gradual emergence of a new type of practice.
    • they are predicated on microcontent. Blogs are about posts, not pages. Wikis are streams of conversation, revision, amendment, and truncation. Podcasts are shuttled between Web sites, RSS feeds, and diverse players. These content blocks can be saved, summarized, addressed, copied, quoted, and built into new projects.
    • This openness is crucial to current Web 2.0 discussions.
    • Yet openness remains a hallmark of this emergent movement, both ideologically and technologically.
    • A leading form of this is a controversial new form of metadata, the folksonomy.
    • olksonomic metadata consists of words that users generate and attach to content.
    • eb 2.0 services tend to provide tools for helping users with their folksonomies. Tags can be arranged into concept maps called �tag clouds,� which allow revisualization of the way one considers one�s work.⁵ The social bookmarking innovator del.icio.us automatically reminds users of previously deployed tags, suggests some tags, and notes tags used by others. Third, people tend to tag socially. That is, they learn from other taggers and respond to other, published groups of tags, or �tagsets.�⁶
    • Taken together, this set of concepts informs a way of making, sharing, and consuming digital documents—a way that differs from what we have grown accustomed to. I
    • groups can create del.icio.us accounts.
    • any user can create an in-box for what someone else is bookmarking, by subscribing to the other person�s del.icio.us pages. Users can also subscribe to tags and receive a list of URLs tagged with a certain word on their del.icio.us page. Each annotated tag is dated, editable, and organized in reverse chronological order,
    • Visitors to the del.icio.us site can examine which tags are the most prominent at a given time throughout the entire set of all del.icio.us pages, can search for sites by tags (what is tagged �Napoleon�?), or can look to see what tags users have attached to the same site. Having found another del.icio.us user, one can check what else the other user has chosen to bookmark and share, thereby learning from a potentially kindred spirit.⁸
    • How can social bookmarking play a role in higher education? Pedagogical applications stem from their affordance of collaborative information discovery. For instance, researchers at all levels (students, faculty, staff) can quickly set up a social bookmarking page for their personal and/or professional inquiries. The Penntags project at the University of Pennsylvania (http://tags.library.upenn.edu/) and Harvard�s H2O (http://h2obeta.law.harvard.edu/home.do) are examples. First, they act as an �outboard memory,� a location to store links that might be lost to time, scattered across different browser bookmark settings, or distributed in e-mails, printouts, and Web links. Second, finding people with related interests can magnify one�s work by learning from others or by leading to new collaborations. Third, the practice of user-created tagging can offer new perspectives on one�s research, as clusters of tags reveal patterns (or absences) not immediately visible by examining one of several URLs. Fourth, the ability to create multi-authored bookmark pages can be useful for team projects, as each member can upload resources discovered, no matter their location or timing. Tagging can then surface individual perspectives within the collective. Fifth, following a bookmark site gives insights into the owner�s (or owners�) research, which could play well in a classroom setting as an instructor tracks students� progress. Students, in turn, can learn from their professor�s discoveries.
    • How do social writing platforms intersect with the world of higher education? They appear to be logistically useful tools for a variety of campus needs, from student group learning to faculty department work to staff collaborations. Pedagogically, one can imagine writing exercises based on these tools, building on the established body of collaborative composition practice. These services offer an alternative platform for peer editing, supporting the now-traditional elements of computer-mediated writing—asynchronous writing, groupwork for distributed members, and so on
    • Readers can push back on a blog post by commenting on it. These comments are then addressable, forming new microcontent. Web services have grown up around blog comments, most recently in the form of aggregation tools,
    • A second explanation for the popularity of blogs is the rise in Google searches of blog posts, based in part on the tendency of bloggers to link extensively and Google's use of links to rank results.
    • Feedster (http://feedster.com/) and Daypop (http://www.daypop.com/) let users search for content within blogs alone.

    • Technorati is perhaps the most famous blog-search tool. Among other functions, it has emphasized tagging as part of search and discovery, recommending (and rewarding) users who add tags to their blog posts. Bloggers can register their site for free with Technorati; their posts will then be searchable by content and supplemental tags.

      
      
      
      

    • Many of these services allow users to save their searches as RSS feeds to be returned to and examined in an RSS reader, such as Bloglines (http://www.bloglines.com/) or NetNewsWire (http://ranchero.com/netnewswire/). This subtle ability is neatly recursive in Web 2.0 terms, since it lets users create microcontent (RSS search terms) about microcontent (blog posts). Being merely text strings, such search feeds are shareable in all sorts of ways, so one can imagine collaborative research projects based on growing swarms of these feeds—social bookmarking plus social search.
    • Students can search the blogosphere for political commentary, current cultural items, public developments in science, business news, and so on.
    • The ability to save and share a search, and in the case of PubSub, to literally search the future, lets students and faculty follow a search over time, perhaps across a span of weeks in a semester. As the live content changes, tools like Waypath�s topic stream, BlogPulse�s trend visualizations, or DayPop�s word generator let a student analyze how a story, topic, idea, or discussion changes over time. Furthermore, the social nature of these tools means that collaboration between classes, departments, campuses, or regions is easily supported. One could imagine faculty and students across the United States following, for example, the career of an Islamic feminist or the outcome of a genomic patent and discussing the issue through these and other Web 2.0 tools. Such a collaboration could, in turn, be discovered, followed, and perhaps joined by students and faculty around the world. Extending the image, one can imagine such a social research object becoming a learning object or an alternative to courseware.
    • A closer look at an individual Blogdex result reveals the blogs that link to a story. As we saw with del.icio.us, this publication of interest allows the user to follow up on commentary, to see why those links are there, and to learn about those doing the linking. Once again, this is a service that connects people through shared interest in information.
    • Like Blogdex and Zeitgeist, Memeorandum—through the topics presented—offers a glimpse into the collective mind of many, many people at a given moment.
    • Digg, devoted primarily to technology topics, accepts submissions of stories that users consider worthy of public attention. Users can then vote for, or �digg,� stories they like, and the site promotes the results accordingly.
    • The rich search possibilities opened up by these tools can further enhance the pedagogy of current events. A political science class could explore different views of a news story through traditional media using Google News, then from the world of blogs via Memeorandum. A history class could use Blogdex in an exercise in thinking about worldviews.
    • Web 2.0 meta-services, like social software before them, are heading for the mobile, wireless world.
    • How will colleges and universities consider preserving such small pieces of intellectual work, especially as the works migrate across multiple, shifting, changing platforms?
    • copyright.
    • It is much simpler to set up a del.icio.us tag for a topic one wants to pursue or to spin off a blog or blog departmental topic than it is to physically meet co-learners and experts in a classroom or even to track down a professor. Starting a wiki-level text entry is far easier than beginning an article or book. What new, natively digital textual forms are impending as small-scale production scales up? �Web 1.0� has already demonstrated immense powers for connecting learners, teachers, and materials. How much more broadly will this connective matrix grow under the impact of the openness, ease of entry, and social nature of Web 2.0?²⁰ How can higher education respond, when it offers a complex, contradictory mix of openness and restriction, public engagement and cloistering? How do we respond to the possibilities of what some call �E-learning 2.0,� based on environments, microcontent, and networking?²¹
• 07 Aug 07
  

  Mario A Núñez

  social_bookmarking

• 

  Mario a núñez

  social_bookmarking

• 12 Jul 07
  

  bcby c

  web2.0 education pedagogy research

• 18 Jun 07
  

  dave blemings

  web2.0

• 04 Feb 07
  

  Willy Indeherberge

  web_2.0

• 03 Feb 07
  

  Hamish Macleod

  web2.0 education

• 24 Nov 06
  

  elizabeth helfant

  2.0 ebeling imported:del.icio.us web

• 18 Oct 06
  

  Louise Thorpe

  Bryan Alexander

  bryan web2.0

• 25 Aug 06
  

  Lara

  2.0 bookmarking folksonomies networking social tagging web

• 27 Jun 06
  

  cheryloakes50 Oakes

  class 21st century cheryloakes50

• 12 Jun 06
  

  Nancy White

  km4dev_pilot web2.0 elearning education Techreport

• 22 Apr 06
  

  Marco Kalz

  Social Software

  • The term is audacious: Web 2.0. It assumes a certain interpretation of Web history, including enough progress in certain directions to trigger a succession. The label casts the reader back to Sir Tim Berners-Lee’s unleashing of the World Wide Web concept a little more than a decade ago, then asks: What forms of the Web have developed and become accepted enough that we can conceive of a transition to new ones?
• 13 Apr 06
  

  Rick Reo

  Social Software

• 10 Apr 06
  

  oebnewsservice ICWE GmbH
• 01 Apr 06
  

  Alisa Cooper

  The term is audacious: Web 2.0. It assumes a certain interpretation of Web history, including enough progress in certain directions to trigger a succession. The label casts the reader back to Sir Tim Berners-Lee’s unleashing of the World Wide Web concep

  Educause education teaching technology web2.0

• 19 Mar 06
  

  Marie Coleman

  web2.0

• 16 Mar 06
  

  y campbell

  Web 1.0 has demonstrated immense powers for connecting learners, teachers, and materials. How much more broadly will this connective matrix grow under the impact of the openness, ease of entry, and social nature of Web 2.0?

  web2.0 education

Page Comments

• 
  Lara on 2006-08-25
  web 2.0,social networking,social bookmarking,tagging,folksonomies

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