Mobile Web 2.0

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Transforming pedagogy using mobile Web 2 0

Transforming pedagogy using mobile Web 2 0

Starting in February 2008, a more explicit and integrated approach to mobile Web 2.0 within the third year course was established (Table 3). The focus of this trial was the development of group product design teams formed between the students and external client product manufacturers. Students were to develop a commercially viable product for their assigned client. Student blogs and e-portfolios (using http://www.vox.com) were used to record and reflect upon their design processes, and were made available to the client for comment and interaction. Two teaching staff and nine randomly selected students were initially supplied with a Nokia N80 WiFi/3G smartphone and folding Bluetooth keyboard (funded from a collaborative e-learning project), which was later upgraded to a Nokia N95 smartphone when additional research funding was obtained. The smartphones were pre-configured for the campus wireless network, and also a custom installation of mobile Web 2.0 applications. Participants were encouraged to personalize the smartphones and use them as if they owned them throughout the year of the course. Ethics consent forms and an acceptable use policy were signed by all participants. Participants were also expected to attend a weekly COP, comprising the researcher, the lecturers, and participating students. Moodle was used as a supporting tool, hosting tutorials and resource links for the use of the smartphones and Web 2.0 software. Moodle was also chosen because it renders well on small mobile screens without modification. Thus a blend of tools was used (see Figure 1). The goal of the integration of the mobile Web 2.0 tools into the course was to bridge the formal (face-to-face) and informal learning environments, allowing for continuation of learning conversations between students and lecturers in multiple contexts. One primary activity included students using the smartphone for recording and uploading evidence of their design process and prototypes to their VOX blog and other online media sites such as YouTube for video. Students were marked on this evidence of the design process and reflection, as well as their critique and reflection on other students’ blogs via commenting. The smartphones were also used as a communication tool between students and with teaching staff for immediate feedback via instant messaging, email and RSS subscriptions. Students were responsible for paying for a voice call and text message account but were reimbursed the cost of a 1GB per month 3G data account. WiFi internet access on campus was free of charge.
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Integrating Mobile Web 2 0 within tertiary education

Integrating Mobile Web 2 0 within tertiary education

Based on three years of innovative pedagogical development and guided by a participatory action research methodology, this paper outlines an approach to integrating mobile web 2.0 within a tertiary education course, based on a social constructivist pedagogy. The goal is to facilitate a student-centred, collaborative, flexible, context-bridging learning environment that empowers students as content producers and learning context generators, guided by lecturers who effectively model the use of the technology. We illustrate how the introduction of mobile web 2.0 has disrupted the underlying pedagogy of the course from a traditional Attelier model (face-to-face apprenticeship model), and has been successfully transformed into a context independent social constructivist model. Two mobile web 2.0 learning scenarios are outlined, including; a sustainable house design project (involving the collaboration of four departments in three faculties and three diverse groups of students), and the implementation of a weekly ‘nomadic studio session'. Students and lecturers use the latest generation of smartphones to collaborate, communicate, capture and share critical and reflective learning events. Students and lecturers use mobile friendly web 2.0 tools to create this environment, including: blogs, social networks, location aware (geotagged) image and video sharing, instant messaging, microblogging etc… Feedback from students and lecturers has been extremely positive, and the course is being used as a model of implementing mobile web 2.0 throughout the institution.
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Smartphones give you wings: pedagogical affordances of mobile Web 2 0

Smartphones give you wings: pedagogical affordances of mobile Web 2 0

Since the publication of AJET 16(1) in May 2000, we have commenced each volume with the Outstanding Paper Award recipients from the previous December's ascilite Conference [1]. We are very pleased to extend this honour once again, to five recipients of Outstanding Paper Awards, selected by the Committee from the 152 full and concise papers accepted by the ascilite Auckland 2009 Conference review process [2, 3, 4]. The Outstanding Paper Awards were selected according to reviewers' rankings [4], with a minor, moderating role adopted by the Conference Committee. They are listed in alphabetical order by first author for AJET 26(1) presentation. Thomas Cochrane and Roger Bateman from Unitec, New Zealand, were the authors of Smartphones give you wings: Pedagogical affordances of mobile Web 2.0. Reviewers commented that "it's a really interesting paper … sums up a lot of research projects that will help to further and inspire work in this area", and i t "provides an excellent table of smartphone affordances mapped to constructivist activities".
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Using Smartphones and Mobile Web 2 0 to Create a Mobile Computing Platform for Tertiary Education

Using Smartphones and Mobile Web 2 0 to Create a Mobile Computing Platform for Tertiary Education

During April 2008, a staff member visited Kyoto, Japan to participate in a conference that took place during the teaching semester. This scenario provided the opportunity for the staff member to test the use of Web2 as a distance communication tool: could regular contact was maintatined between the staff member and students and information be easily shared using a smartphone? The use of mobile web 2.0 technologies allowed real time text, video and still images of the conference, sites, design, architecture to be easily and immediately uploaded to the staff members blog for students to see and share in. By return, the use of instant messaging and blog comments allowed students to remark on the posts, pose questions and request further information on the conference before the end of the visit.
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Mobilizing learning: mobile Web 2 0 scenarios in tertiary education

Mobilizing learning: mobile Web 2 0 scenarios in tertiary education

The progressive integration of mobile web 2.0 has facilitated a shift away from the default Atelier ‘private method’ of instruction to a new more fluid and dynamic pedagogical method. This project has deliberately disrupted the timetabled instructivist studio learning that is frequently used and placed the student group in a social constructivist framework. The use of Web 2.0 technologies has literally become an everyday occurrence in the Bachelor of Product Design. At present all three years of the programme are engaged in a different project using different types of WMDs. The first semester design project brief given to the 3rd years students requires them to blog on a regular basis. Some students have not willingly taken part in the bloging aspect of their project and we have noted that some of those who do not wish to participate make this decision because of a general lack of interest and self-confidence. We have found that by providing a regular COP run by a technology steward, finding an appropriate ‘hook’, such as showing how the technology can further a particular interest, or make a particular task easier, invariably breaks down any barriers.
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A mobile Web 2 0 framework : reconceptualising teaching and learning

A mobile Web 2 0 framework : reconceptualising teaching and learning

The second assignment was built upon the processes and affordances of mobile Web 2.0 that students built up during the first PIC2 assignment. The assignment focused upon student-generated content, additionally using Web 2.0 tools to present to the rest of the class and the course lecturers. Students were required to create a chronological timeline (design-line) that identified and discussed key moments in design through products, craft objects, fashion, cars, architecture, exhibitions, literature, music, politics, war, graphics, manifestos, design schools, etc. Their design-line had to be visual as well as text-rich. A clear use of graphical communication was required. Student-sourced quotes from designers, industrialist, politicians were add to the design-line.
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What is Web 2 0     (and why should we care?)

What is Web 2 0 (and why should we care?)

They point out that “established applications such as searching for information on the web, email, mobile telephony and SMS messaging” were used very frequently while “newer technologies[r]

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Web 2 0, Language Learning and Intercultural Competence

Web 2 0, Language Learning and Intercultural Competence

The evolution of mobile devices and their heterogeneous, social spreading has allowed the development of educational forms such as mobile learning (m-learning), Pocket PC, PDA (Personal Digital Assistant), Table PC and eBook, mobile phones, smartphones, videogame consoles and other mobile tools. Thanks to a Learning Management System platform (LMS), the user can access the contents and at the same time interact with other participants on the net in real time, no matter their physical distance. The European Union has promoted nu- merous projects, prizes, lectures, workshops and international conferences on the topic. It has also created soft- ware projects, platforms and learning interfaces suitable for all ages which contain educational programs and promote the professional training of specialized staff in schools, universities and workplaces. Through these forms of experimentation, the pros and cons of mobile learning have been identified.
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WEB 2 0 TECHNOLOGY IN BANKING INDUSTRY: OPPORTUNITIES AND CHALLENGES

WEB 2 0 TECHNOLOGY IN BANKING INDUSTRY: OPPORTUNITIES AND CHALLENGES

Fast-moving digital technologies, unrestricted mobile access and vibrant social media have a profound impact on banks’ online strategy with many are developing interactive tools that help customers analyze their spending habits and strengthen their money management skills while some are mobilizing the power of social networks to build their brands and entice consumers to share personal information. Web 2.0 technology is set around this theme of fulfilling the growing digital needs of digitally savvy generation of coming age . Web 2.0 technology holds great potential , to expand product variety and customization, accelerate service delivery, tap new pools of revenue and deepen customer relationships that boost retention and profitability.
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Web 2 0 in a Web Services and Grid Context Part I: CTS2007 Web 2 0 Tutorial

Web 2 0 in a Web Services and Grid Context Part I: CTS2007 Web 2 0 Tutorial

Web 2.0 and Grids are addressing a similar application class although Web 2.0 has focused on user interactions So technology has similar requirements Web 2.0 chooses simplicity REST rath[r]

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Integration of Collaborative Information Systems in Web 2 0

Integration of Collaborative Information Systems in Web 2 0

should be defined and used to protect user community data. Otherwise, without having security model scientific communities suffer from lack of security while using Web 2.0 tools. The model also should still allow using systems without any fine-grained security model. Semantic Research Grid (SRG) project which will be overviewed in section 4 defined a security model using access control matrix and roles [16].Users have ability to define permissions such as Read, Write to grant/deny to DEs in the system. This security model can be adopted into the Integration Model. Permission Handler checks each DE to make sure that user has privilege to access DE. If a user needs to store new DE in the system, the user builds a new permission token for each DE. So, each DE will be protected from other users. A user also can build a security permission tokens for other users for the same DEs. So, users both protect their data and share them with other user.
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Semantic Web meets Web 2 0 (and vice versa): The Value of the Mundane for the Semantic Web

Semantic Web meets Web 2 0 (and vice versa): The Value of the Mundane for the Semantic Web

The effect of the Semantic Web research community in turning some of its attention from the grand challenge of domains like e-Science and Enterprise to the challenge of the mundane may be more providing a a new domain for the same agenda. For the Semantic Web purists, if there are such, then Web 2.0 involvement will provide a potential push to explore its current research agenda in terms of the existing Semantic Web layers of the cake. For instance, the Web 2.0 energy for mashups and communal publishing and tagging may provide sufficient enthusiasm to push through a number of the Semantic Web’s bottlenecks (getting folksonomies to kickstart ontologies; leveraging a source like RDF Garage to identify knowledge gaps for further ontology refinement; using semantic tags to create concept networks which can also enable new research for inferring trust, and so on). Alternatively, our proposal for more explicit connexions to be established between Web 2.0 (and researchers in other fields drawn to Web 2.0) and Semantic Web communities may be seen as a way to fundamentally open the agenda, and allow different voices to be heard in the construction of the very formalisms of the SW (for example, the suggestion of what may be seen as heretically putting in new layers – like a presentation layer - in the layer cake), whether these voices come from HCI, IR, Web 2.0 or elsewhere. One effect may be that peer review of Semantic Web/Web2.0 papers may need to be ready to see not only more of the same Semantic Web approaches as applied in a new (mundane) domain, but rather to see also the reciprocal effects of that domain contributing to the construction of what Semantic Web research is, itself.
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Towards library 2 0: the adoption of web 2 0 applications in academic library websites in Malaysia

Towards library 2 0: the adoption of web 2 0 applications in academic library websites in Malaysia

Library 2.0, on the other hands, is the integration of Web 2.0 features in library web-based services. According to Maness (2006), Library 2.0 is “the application of interactive, collaborative, and multi-media web-based technologies to web-based library services and collections”. In short, Library 2.0 is an offshoot of Web 2.0 technology (Birdsall, 2007). Maness (2006) concluded that Library 2.0 is not about searching, but finding; not about accessing, but sharing. Library 2.0 recognizes that human beings do not seek and utilize information as individuals, but as communities. Table 1 shows some examples of the move from Library 1.0 to Library 2.0.
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Grids Challenged by a Web 2 0 and Multicore Sandwich

Grids Challenged by a Web 2 0 and Multicore Sandwich

A striking feature of traditional Web services is the rich WS-* specifications defining in detail the overall system infrastructure of systems depicted by Figure 1. Although a beautiful idea, it has proven hard to implement well and realize the benefits of the infrastructure level interoperability. In contrast, Web 2.0 focuses on a few simple system principles with interoperability as discussed for Figure 1 only at the application data level. The data focus inherent in Figure 1 is consistent with Semantic Grid/Web but so far the sophisticated capabilities (built around RDF and OWL) of the Semantic Web have had modest use. Instead, data and metadata formats are more likely to be interpreted by humans rather than inference engines. Thus the overall lesson of Web 2.0-style Grids is that simplicity in distributed computing will usually prevail. A cynic might note that the lack of detailed standards in Web 2.0 comes about because it is preferable for industry to get a proprietary advantage inside their clouds. However, it is likely that interoperability standards between clouds will emerge as compelling use cases emerge. Single sign-on across multiple vendors’ cloud services is one early example.
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Grids Challenged by a Web 2 0 and Multicore Sandwich

Grids Challenged by a Web 2 0 and Multicore Sandwich

So the Fine grain thread parallelism and Large Scale loosely synchronous data parallelism styles are distinctive to parallel computing while Coarse grain functional parallelism of multic[r]

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Multicore Salsa: Parallel Computing and Web 2 0

Multicore Salsa: Parallel Computing and Web 2 0

If multicore technology is to succeed, mere mortals must be able to build effective parallel programs There are interesting new developments – especially the Darpa HPCS Languages X10, Ch[r]

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Collaboration, Grid, Web 2 0, Cloud Technologies

Collaboration, Grid, Web 2 0, Cloud Technologies

• During course of SBIR, there was substantial technology evolution in especially mainstream commercial Grid applications • These evolved from Globus Grids to clouds allowing enterprise [r]

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Web 2 0: Nothing Changes…but Everything is Different

Web 2 0: Nothing Changes…but Everything is Different

Web 2.0 may be considered as a back-to-basics web, with its social and community features perfectly illustrated by the unprecedented development of wikipedia.com, which is generally agreed to be as - if not more - reliable than the best printed encyclopaedias. It is only a "partial" return to the internet's roots, though, because the commercial web is and will remain a linchpin of Web 2.0. Web 2.0 is admittedly a collaborative and social web, but it remains a commercial web, whether directly or indirectly. Lots of Web 2.0 services are directly (sale of services or payment of a fee) or indirectly (sale of advertising spaces and/or customer data) commercial activities.
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Managing Social Security Data in the Web 2 0 Era

Managing Social Security Data in the Web 2 0 Era

used for governments and organizations in making deci- sion. For example, as an important portion of social se- curity data, health care information was usually managed in the same way as other kinds of data. However, in practical applications, it is fairly common for people to know the associations among the specific group of peo- ple, the diseases, the therapies and the expenses. The in- formation here involves not only the pure social security records, but also the data about people’s career back- ground, the clinical information, and so on. The extra in- formation was hard to get in the pre-Internet era, how- ever, it is not difficult to gather and analyze in the Web 2.0 era since lots of people are sharing their personal information in blogs and various kinds of medical infor- mation can be explored and gathered from the Web, e.g., Wiki. Managing social security data now seems going beyond managing social security records. It is becoming a task of integrating and utilizing various kinds of data involved in human and social security and providing va- rious information services for the people who concerns issues related to social security. In this task the Web plays an important role.
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Web 2 0 and Grids

Web 2 0 and Grids

Portals for Grid Systems are built using portlets with software like GridSphere integrating these on the server-side into a single web-page Google at least offers the Google sidebar and [r]

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