Web 2.0 Technology

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WEB 2 0 TECHNOLOGY IN BANKING INDUSTRY: OPPORTUNITIES AND CHALLENGES

WEB 2 0 TECHNOLOGY IN BANKING INDUSTRY: OPPORTUNITIES AND CHALLENGES

The fact that Web 2.0 relies on users contributing all of the data certainly does raise some issues. Web 2.0 technology also fuels the broad area of information warfare. Just as cyber bullying is a nasty trend in the consumer world, anonymous blogging can hurt business, images, and brands. This may be driven by a need to protect intellectual property, trade secrets, personally identifiable information, or other sensitive information. Putting that information into the hands of a third party is certainly not uncommon. Having the third party place that information into a shared storage environment is somewhat less common. Having that information available on the Internet requires a significant investment in security controls and monitoring. Of concern is that many of the Web 2.0 applications contain no provision for monitoring content or traffic to ensure that sensitive information is not being transmitted inappropriately. If any firm, in any industry, decides to let its employee’s blog publicly, they need to first consider the risks and create careful policies. Blogging has become common in the technology industry, and every major technology firm that communicates this way, does have well-crafted blogging policies in place.
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The use of Web 2 0 technology for pre service teacher
learning in science education

The use of Web 2 0 technology for pre service teacher learning in science education

These results confirm the benefit of exposing pre- service teachers to Web 2.0 technology. They are able to see uses and advantages for it in a classroom setting as well having a clearer idea of how it they themselves could implement a range of learning tasks. This supports Lankshear et al. (2000) who explain the need for pre-service teachers to get real-world experience in order to design classroom activities. (cited in Albion 2008: 193). It also agrees with Albion’s conclusion, ‘Hence, the best approach to helping teachers learn about Web 2.0 may well be to have them learn with Web 2.0’ (Albion 2008: 193). Almost all students thought that not only was the use of Web 2.0 beneficial to the task set but that it was fun to use as well. This is in agreement with the mounting evidence that ‘Web 2.0 technologies improve teaching and learning’ (Okoro et al. 2012).
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A framework for improving the sharing of teaching practices through Web 2 0 technology for academic instructors

A framework for improving the sharing of teaching practices through Web 2 0 technology for academic instructors

To effectively ensure the development and delivery of learning in HEIs, and to overcome the cost and time for obtaining knowledge, knowledge sources need to rely on technology-enhanced learning tools [7]. Technology- enhanced learning tools, such as learning management systems and social networking tools, play an essential role as knowledge enabling tools which can support course content sharing for learners [13], [14]. However, the available technologies do not support the transmission of instructors’ teaching methods and expertise. Thus, there is a need to design a new system which can enhance communication among geographically dispersed instructors, taking into account respect for culture and religion.
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Making sense of Web 2 0 technology : do European students use the social meida applications for educational goals?

Making sense of Web 2 0 technology : do European students use the social meida applications for educational goals?

Performance expectancy factor as envisioned by Venkatesh et al (2003) is the level to which an individual thinks that using a system will aid him or her to achieve gains in job performance. Five key constructs from the different models that relate to performance expectancy are perceived usefulness (TAM/TAM2 and C-TAM-TPB), relative advantage (IDT), extrinsic motivation (MM), job-fit (MPCU) and outcome expectation (SCT). These constructs within each single model is the strongest predictor of intention and have being found to be consistently significant across studies (Venkstesh et al, 2003; Yu et al, 2007; Oshlyansky et al, 2007; Alawadhi & Morris, 2008). However, from a theoretical view point, we have reasons to expect that the relationship between performance expectancy and intention to use social media in higher education among students’ in EU higher institutions will be mediated by the cultural dimension of individualism. Van Birgelen et al (2002) in Sornes et a l., (2003) are of the view that individualistic cultures are more innovative and trusting in exchange relationships with external parties. Veiga, Floyd and Deschants (2001) in Sornes et al., (2003) adjudged that individualistic culture will perceive a new IT to be useful if it enhances performance. Individualistic cultures pay more attention to performance of the individual, and attach importance to time management. As a result any technology that can help people be more effective and productive such as the social media will be regarded highly and attractive to use in education. Studies also show that individuals in individualistic countries are at liberty to express their opinion, and therefore have the propensity to innovate and adopt ideas. Thus, we expect that the influence of performance expectancy on intention to use social media will be mediated by individualism.
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E Learner’s Collective Intelligent System Framework: Web Mining for Personalization in E Learning 2 0 Ecosystem using Web 2 0 Technologies

E Learner’s Collective Intelligent System Framework: Web Mining for Personalization in E Learning 2 0 Ecosystem using Web 2 0 Technologies

E-Learning 2.0 ecosystem has turn out to be a trend in the world nowadays. The term E-Learning 2.0 ecosystem was coined that came out during the emergence of Web 2.0 technologies. Most of the researches overlook a deep-seated issue in the e-learner’s foregoing knowledge on which the valuable intelligent systems are based. This research utilizes the e-Learner’s collective intelligence knowledge and extracts useful information for appropriate target courses or resources as a part of a personalization procedure to construct the e- Learner’s collective intelligent system framework for recommendation in e-learning 2.0 ecosystem. This research based on a novel web usage mining techniques and introduces a novel approach to collective intelligence with the use of mashup and web 2.0 technology approach to build a framework for an E-Learning 2.0 ecosystem. It is incorporated in predictive model efficiently based on back-propagation network (BPN). A prototype system, named E-learner’s Collective Intelligence System Framework, has been proposed which has features such as self-regulation, reusability, lightweight, end user oriented, and openness. To evaluate the proposed approach, empirical research is conducted for the performance evaluation.
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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

Looking to the future, Web 2.0 has momentum as it is driven by success of social web sites and the user friendly protocols attracting many developers of mashups. For narrow Grids, their momentum is driven by the success of eScience and the commercial web service thrusts largely aimed at Enterprise-level computing. We expect application domains such as business and military, where predictability and robustness are often essential, might be built on Web Service (Narrow Grid) technologies with the user interactivity of Web 2.0 added to support social interactions in their virtual organizations. However, the higher complexity of Web Services discourages both the broad adoption and high implementation quality of WS-* components, requiring substantial investment. Maybe this will just wither away, leaving a simpler Web 2.0 technology base. On the other hand, robustness and coping with unstructured blooming of a ten thousand flowers are forces pressuring Web 2.0 and confusing its future role. The usability and full exploitation of Multicore systems will drive the development of Parallel Programming 2.0, and we expect this to see much innovation. Perhaps the most interesting near term questions for distributed system Grids and Web 2.0 are the Grid Cloud architecture, data interchange standards and usage models.
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Transforming pedagogy using mobile Web 2 0

Transforming pedagogy using mobile Web 2 0

A model for pedagogical and technological support for the integration and implementation of mobile Web 2.0 was developed using an intentional COP model. The projects are guided and supported by weekly “technology sessions” (COPs) facilitated by a “technology steward” (Wenger et al., 2005) who is the researcher and an Academic Advisor in e-learning and learning technologies in the Centre for Teaching and Learning Innovation (CTLI) at Unitec. The project is a collaborative project between the researcher as the “technology steward,” the course tutors, and the students on the course. The institution’s Learning Management System (LMS) is used to provide scaffolding and support for both tutors and students. Tutors are encouraged to model the use and integration of mobile Web 2.0 in their own daily work-flows and to provide regular formative feedback to students via posts on their blogs and other media. There is an interactive online concept map illustrating this model available at http://ltxserver.unitec.ac.nz/~thom/MobileWeb2/mobileweb2concept2.htm. A 10 minute video overview of the project process, including staff and student feedback (focusing on the Bachelor of Product Design trial) can be viewed on YouTube at http://www.youtube.com/watch?v=8Eh5ktXMji8 (Cochrane, 2008b).
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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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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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Web 2 0: Nothing Changes…but Everything is Different

Web 2 0: Nothing Changes…but Everything is Different

Collaborative space is based on digital technology, the availability of a number of tools and the prior definition of working methods permitting a (open or closed) community of people to work together towards the success of a project. Collaborative work or "groupware" poses new challenges to corporations. Who is the owner of the results? Who is responsible for a mistake made in a collaborative space? How should the security of such a space be controlled? Who controls the space? Such are new questions that were not necessarily a problem in the web 1.0 environment. Because the law, and particularly the Labour Code, are silent on this new phenomenon, corporations willing to implement such types of services must organize them around two key elements: firstly, the definition of a specific "protocol" and secondly, the implementation of a "moderation" or "administration" mechanism.
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Web 2 0, Language Learning and Intercultural Competence

Web 2 0, Language Learning and Intercultural Competence

A threshold of fifty million users can be taken as a good empirical number to distinguish an experimental technology from a mass technology. It took about thirty years for the telephone to reach fifty million subscribers, while it took only ten years for the television to achieve the same number of consumers. Four years have been enough for the internet to achieve 150 million users per year and the figure is steadily growing. Can our society bear such a development rate? All the past technologies, from electric light to the airplane, required a whole generation to become popular, internet has simply not required such a long time. Its wide diffusion has been in- creasingly related to the fact that its use no longer requires any operative knowledge of computers. Internet access is provided by mobile phones and by television and its use does not require any special knowledge of its tools and potentialities.
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Web 2 0 Programming with Django and TurboGear pdf

Web 2 0 Programming with Django and TurboGear pdf

Kevin: Sure, it’s a question that comes up frequently. First of all, application design makes a bigger dif- ference than anything else. You have to keep the scalability requirements in mind and work with them. The Web is inherently stateless. If you create something that’s designed to scale by adding more boxes, trivially, you can say it’s likely to scale, because boxes are pretty cheap these days; and it probably will work. Python is one of the great languages in terms of scalability. Think of it this way: Python itself is not exceedingly fast (albeit faster than Ruby, for example, but not nearly as fast as Java). However, there are so many ways in Python to get more speed. With Python, you can measure the application hotspots and use the right tricks to optimize. If you have to, for example, you can jump down to C code — there are a lot of Python libraries that are already in C that can help you out. There are also tools like Pyrex and Psyco that can help you improve performance. There are so many things you can do to improve raw performance when you need to, but generally speaking, I am a much bigger fan of intelligent overall design decisions, such as avoiding sessions. Whenever people talk about sessions, I advise them to instead think about how to comfortably spread the application across servers. As a gen- eral rule, unless the user population is tiny and there are never going to be scalability concerns, you’re much better off putting application data in a database, and using asynchronous means to access it. Q: Are you aware of any significant enterprise adopters of TurboGears? Our own suspicion is that the use of TurboGears in the enterprise follows the technology S curve, where most users are currently in the early-adopter community.
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Weaving the New Web: Designing a Web 2 0: Solution to 'Catch' Job candidates

Weaving the New Web: Designing a Web 2 0: Solution to 'Catch' Job candidates

Puck & Paul (2009) describe the E-recruitment as one of the most important applications in the E-commerce area. One of the noticeable advantages of E-recruitment is that the traditional paper-based reception of applications could be entirely replaced by using computer-based technology (Holm, 2009). In practice, applicants fill out electronic forms and give their personal information and employment history as well as what type of employment they are seeking through the online systems. Meanwhile, the companies process the information with advaned technology. The recruiters don’t need to manually process all incoming applications anymore. Within computer-based technology, the applications are processed automatically, and even including automotive response to some candidates. Beside, more experts could participate in the recruitment process without technique barriers. An information platform on recruitment could be created by computer-based technology, and it will be a communication channel between members of recruiting board. Moreover, the E-recruitment activities will be not only limited internally using computer-based technologies. The external partners and customers could get involved within the e-recruitment as well. However, the e-recruitment systems is still “at this stage mainly used for tacking, forting, and categorizing applicants, as well as informing them whether they are of any interest for the organization or not”(Holm, 2009, p.55). From this point of view, the current e-recruitment system is at least able to benefit organizations on administrating the applicants’ information.
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Virtual Learner 2  0: A Technique to Evaluate the Importance of Web 2  0 based e Learning Application

Virtual Learner 2 0: A Technique to Evaluate the Importance of Web 2 0 based e Learning Application

Our life has deeply been penetrated into variety of technologies. The popularity graph of technology is elevating with the passage of time and no one can deny importance of technology. It means that technology has great impact on our every aspect of life. Learning process can be improved by adopting such tools and techniques as this process relies on acquiring knowledge, skills and understandings. These technologies help educators to improve their technical skills in most effective and efficient manner. E-Learning is an example of this combination of technology and education. Surprisingly e-learning has changed the traditional class room based education. E-learning introduces the concept of new environment named as virtual learning environment (VLE). Distant learning or virtual learning relates to make some significant changes in teaching. So that it can become beneficial for the distant educators or learners. Virtual learning has some most prominent advantages such as [1]:
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Building a Web based IDE from Web 2  0 perspective

Building a Web based IDE from Web 2 0 perspective

This paper presents IDE 2.0 which is an integrated development environment developed from Web 2.0 perspective. The architecture of this application is modular and allows consequently the development and improvement of this IDE. Adoption of AJAX technology has helped to build an IDE version with a highly interactive interface. Contribution of adding user's social aspect from social network to this IDE then can make collaboration easier and help solving the problems identified in term of the collaboration.

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A mobile Web 2 0 framework : reconceptualising teaching and learning

A mobile Web 2 0 framework : reconceptualising teaching and learning

While the commitment and input of the participants have been intense, the outcomes have been rich. The results have been significantly better than the previous approach of scaffolding educational technology integration via a short series of introductory workshops. Making project decisions explicitly founded upon a chosen social learning theory and associated learning frameworks has guided the implementation and development of the projects. The developed mobile Web 2.0 framework effectively satisfies Reeves’ (2005) call for a new research methodology and new support strategies for educational technology integration. As Reeves (2009: 2 ) adds: ‘design research requires intensive, on -going collaboration among researchers and practitioners to design and refine prototype e-learning environments tailored to the unique contexts in which they will be used’.
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Integrating Mobile Web 2 0 within tertiary education

Integrating Mobile Web 2 0 within tertiary education

The Bachelor of Product Design is a level seven programme of 360 credits over three years of full time study. The programme was launched in 2003 and was borne out of a Bachelor of Design which had its roots in a traditional approach to design studio teaching that favored the Atelier Method (2008) or ‘private method’ of instruction where an individual staff member works with a small group of students to progressively train them. Art and design education frequently argues that the Atelier Method - the studio environment, mirrors the 'real world', however the intellectual landscape of the twenty first century made up of emergent organizations, open source development and networked innovation, rises from new and constantly changing human connections. The landscape of work environments is also changing to strengthen these connections and give people more variety and choice in where to work and how to work. Technology and the internet allows constant access and wider access than ever before. The standard Atelier Method or studio teaching environment of one communal space and one timetable is unlikely to offer the best support and learning opportunities for todays creative students; it does not mirror the 'real contemporary world'. Over the last 2 years, the introduction of mobile web2.0 tools into the Bachelor of Product Design has facilitated significant flexibility for students allowing them to stay connected, share their ideas widely, participate in world wide creative communities and choose to work in virtually any context on and off campus.
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Web 2 0 moves 2 0 quickly 2 0 wait: setting up a library Facebook presence at the University of Warwick

Web 2 0 moves 2 0 quickly 2 0 wait: setting up a library Facebook presence at the University of Warwick

Web technology moves fast and we need to keep up. Facebook alone is not going to be enough to keep in touch with our digital-native users. Other current Web 2.0 developments running at War- wick library include: an iGoogle catalogue search widget; using delicious.com to direct students to subject-specific resources; use of wikis to build reading lists in collaboration with students and departmental staff; and instant messaging tools as a potential enquiry service – and this month we launched our Twitter service.

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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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