Web 2.0 tools

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The benefits and challenges of team projects and how Web 2 0 tools can help

The benefits and challenges of team projects and how Web 2 0 tools can help

opportunities to improve work that was not up to the required standard. Web 2.0 tools facilitated the management of a large number of teams and the setting up of communities. For students, the project provided opportunities to work with other students from outside their courses in a synergistic way, and to play to individual strengths within a team within the framework of a supportive but critical network.

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Supply Digitalization : The Use of Web 2 0 Tools in Supply Chain Management

Supply Digitalization : The Use of Web 2 0 Tools in Supply Chain Management

But although the web 2.0 tools are only in internal use, this is still beneficial for the efficiency of the purchasing department. A large part of communication and collaboration is done with internal stakeholders and people who make purchase requests. Improving internal communications should be seen as a key enabler of efficiency, as purchasing needs to collaborate with many different departments as part of daily work, and their purpose is to serve internal clients and stakeholders. But one could think that VoIP would have the same problems as regular phone calls. The biggest benefit is that people don’t need to move to different places, but the problem of not recording the calls and not being able to make agreements is still evident. But overall current web 2.0 tools are the first step in improving buyer-stakeholder/supplier collaboration. The collaboration systems must work internally, in order to be implemented with external parties. The company should study on how it could exploit more its already existing web 2.0 tools. One could also think that SNS and other communication tools would have same problems as e-mails, but SNS enables formation of groups and sub-groups, so conversation can be more organized and SNS is less likely to be “messy” as an e-mail inbox. As Boyd et al. (2008) and O’Leary (2011) say, SNS can be used to connect people and support social interactions, so SNS could be used to replace or complement e-mails and phone calls. SNS could also be used to build e-communities to improve collaboration (Adebanjo and Michaelides 2010).
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A mobile Web 2 0 framework : reconceptualising teaching and learning

A mobile Web 2 0 framework : reconceptualising teaching and learning

Product design course lecturers were invited to form an intentional COP (Langelier, 2005) to investigate the use of Web 2.0 tools within their teaching. This first attempt at establishing a lecturer COP was short-lived, although one lecturer was motivated to explore these ideas further in 2007. While no formal changes were made to the traditional paper-based implementation of the major project in 2006, reflections on these experiences merged to form the foundational concepts underpinning subsequent implementation and research into mobile learning. The 2006 trials were also used to develop and test the research questions and data collection instruments.
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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

Traditional Course Management System is unable to fulfill the requirements of large and diversified society of learners. For this purpose a system, Virtual Learner 2.0, is proposed. The system is developed according to learner’s choice. Due to the popularity of different Web 2.0 tools, Learners show more deviation towards visual and socialized e-learning approaches as compared to traditional textual based learning. This e- learning system is developed by using evolutionary prototype process model and accomplished the task of satisfying students/learners. Learners evaluated different Web 2.0 features like the impact of video based learning in education. They also evaluated the effectiveness of using tags, cloud tags, comments and discussion forum in Virtual Learner 2.0. The usability of this new Web 2.0 based application is evaluated by comparing it with already existing e-learning applications. Learners have found that Web 2.0 tools are highly compatible and most significant for educational system. They viewed that injecting Web 2.0 techniques into our educational system fosters a user- friendly, flexible, efficient and reliable learning environment. They further stated that Virtual Learner 2.0 plays an important role in solving many riddles for students/learners.
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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

An E-Learning 2.0 ecosystem has attracted the research community as the next generation E-Learning. The aim of our proposal is to propose E-learner’s Collective Intelligent System Framework for e-learning 2.0 ecosystem in order to find a better prediction and recommendation. Our method is 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 layer (BPN) to predict potential e- Learners’ pattern or behavior which is further processed in knowledge extraction layer to derived intelligence for better recommendation or decision support. This approach does not require many resources since the platform of Web 2.0 tools exist and many tools are free for use. Web 2.0 has greatly changed people’s life, including the learning habits and learning styles. ECIS framework has the features such as self- regulation, reusability, lightweight, end user oriented, and openness which are self-explanatory.
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Web 2 0 collaborative tools for SMEs: A survey

Web 2 0 collaborative tools for SMEs: A survey

Organizations today operate in a complex, unpredictable, competitive and global business environment. These demand utilizing Internet-based tools to support more collaborative activities and allow the integration of business processes and the sharing of information. It is often that large organizations have more financial and technical resources compared to Small and Medium Enterprises (SMEs) to leverage the availability of free web 2.0 collaborative tools. Web 2.0 tools provide an efficient and accessible means of encouraging and supporting team members working together on shared objectives. This study investigates twenty available web 2.0 collaborative tools that illustrate different way of collaboration and different set of features. We then organize these features by four major function categories: communication, information sharing, electronic calendar and project management, in order to identify which of the collaborative tools would be suitable for a particular organization. Specifically, this study will increase SMEs to be aware what the current available Web 2.0 collaborative tools have to offer and also help them in selecting the right tools based on their organizational needs.
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Integrating Mobile Web 2 0 within tertiary education

Integrating Mobile Web 2 0 within tertiary education

This year students will be required to undertake a regular 'nomadic' session where they work away from the studio, but continue collaborating and learning conversations via mobile web 2.0 connectivity. Social software tools can be effectively integrated into both face-to-face and online environments; the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas (McLoughlin, Lee. Future Learning Landscape 2008, p3). Throughout the duration of the final year of Product Design, students will be required to integrate web 2.0 into their studio practice. To this end, the programme will be providing smart phones (Nokia N95) and a weekly community of practice meeting that will focus on understanding and experimenting with web 2.0 tools and technologies. Through out ShaC09, data sharing will be enabled through a range of software applications. Staff and students will make project work and resources available to the rest of the world online, via blogs, wikis and other web 2.0 applications. Moving further away from the Atelier Method environment and building upon the work carried out in 2008 our research focus for 2009 is focussed on the seemless integration of web2.0 into the Bachelor of Product Design as well as augmenting the level of flexibility for students to allow them to choose to work in virtually any context on and off campus.
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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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HE practice and Web 2 0     What’s stopping us?

HE practice and Web 2 0 What’s stopping us?

However alongside these possibilities there are a number of tensions which teachers and learners must navigate when adopting web 2.0 tools. The most comprehensive discussion of tensions is provided by Crook (2008) who lists 11 different ways in which web 2.0 practices challenge HE teaching and learning. I have summarised Crook‟s list below in the order that he presents them and using some of the labels (eg walled garden) that he uses. After outlining each tension key questions suggested by each tension are proposed and these questions will form basis for an empirical study which is related to this paper.
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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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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 Programming with Django and TurboGear pdf

Web 2 0 Programming with Django and TurboGear pdf

The goal of this book is to help you discover a new methodology for designing, coding, testing, and deploying rich applications that reside primarily in the network cloud, rather than primarily on the desktop. This application style is at the heart of so many modern tools and sites that even if you haven’t had experience in developing using the model, you have certainly experienced many sites built this way. The problem with learning an entirely new way to create applications is, as always, where to start. The authors, being developers rather like you, have always believed that one well-worked example is worth hundreds of words of prose. You’ll find those in profusion in this book, but it’s important to have an understanding of why Web 2.0 is important to you as a developer or entrepreneur and how the frame- works covered will allow you to leverage your Python skills in different and powerful new ways. Thus, that’s the starting point for the book, and even though this chapter is short on code, it’s long on ideas, so it will be worth your time to at least skim it. To understand why web frameworks were even designed in the first place, you should understand a little about the whole Web 2.0 revolution.
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Web 2 0, Language Learning and Intercultural Competence

Web 2 0, Language Learning and Intercultural Competence

Whenever a new form of communication appears on the scene, it immediately becomes the object of discussion. This has been going on since the first penny press edition in 1834, whereas today discussions are carried out with reference to the Internet. The stability with which mass-media have faced different criticism can be well understood thanks to the functionalist analysis which considers the media as a social system working within an external system made up of a set of cul- tural and social conditions. In spite of its complexity, any set of repetitive actions contribute to maintaining or to weakening the stability of the system. We can say that globalization would not have been possible without the media and Web 2.0 may be of remarkable interest for its role in in- fluencing cultural identity. All the past technologies, from electric light to the airplane, took a whole generation to gain ground among people, and Internet has not required such a long time. The impossibility to digest the new modalities of communication offered by the net creates the risk of unexpected contamination. Geographical magazines often show pictures of native Amazonians dressed in their traditional costumes while using computers and mobile phones. Educational uses of Web 2.0 and mobile learning tools have been rapidly expanded over the last few years and a great number of projects have been planned for teaching languages. Mobile learning includes many areas: handheld computers, MP3 players, notebooks and mobile phones. In this paper we shall outline the methodology including selection of web tools, task design, implementation and intercultural communication. The study carried out at the University of Florence shows that learners develop their communication competence while performing entertaining activities which enable them to achieve the desired goals.
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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

researchers to collaborate with HCI researchers. For instance, while few would want to produce multiple sets of Web site data – one in HTML, one in RDF – blogging has shown that people have no problem releasing multiple versions of their data if their service supports it. Blog software automatically outputs data in RSS 1, RSS 2, ATOM and HTML. The interfaces for blogging make the process of producing multiple data formats transparent. Likewise, effective Semantic Web production services that make it simple for proprietors to publish their menus (or their catalogues) as easily in RDF as they do their current Web sites would surely go a long way to making the range of rich details about their services easily publishable. Tools like Piggy Bank (23) already create templates for post hoc Web page scraping into RDF via manually authored site- specific templates. Turning those tools from post-Page creation to integrated with the site generation process itself would help not only produce more RDF, but would make the process of RDF production far more tractable. A well-learned lesson from HCI is to work with existing strategies and improve them. Thus, integration of RDF publishing solutions with popular Web creation tools and workflows like Dreamweaver would mean lower costs of entry. This is not to say developing such tools is trivial. If it were not a significant challenge, we would have such tools today. If we are not, however, prepared to spend the energy to create these tools to produce the outputs, can we complain that the outputs are so sparse?
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Cyberinfrastructure and Web 2 0

Cyberinfrastructure and Web 2 0

As has been pointed out in 19, this has an important implication for Web interfaces in general and on science gateways in particular. Following the terminology of Cooper 20, traditional Web browser applications, even very sophisticated ones, are still only “transitory” applications and not “sovereign” applications such as word processor and integrated development environment (IDE) tools. Transitory applications are intended only for use for short periods of time. Web mail and Web calendar applications (and all of electronic commerce) are examples. But these are not suitable for day-long, continuous usage. In contrast, one commonly uses a Word Processor, an Integrated Development Environment tool like Eclipse, or other desktop tools for hours at a time. Rich internet applications for collaborative text editing, code development, spreadsheets, and so on are beginning to emerge and demonstrate that properly developed Web applications can indeed be sovereign.
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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

An expanded applicant pool has effect on reducing adverse impact for protected groups. Some technology-based tools are able to make HR staff process more information than before (Chapman & Webster, 2003). The direct outcome would be an increasing overall number of applicants. According to the survey data from Chapman & Webster (2003), using internet related technologies on recruitment did not appear to be having a detrimental effect on the number of minority applicants applying for jobs. Actually, HR manager hire more minority applicants as a result of adopting an online application procedure. With an increasing overall number of applicants, a higher number of minority applicants who met companies’ cutoffs and are able to fill more positions. Therefore, there is higher numbers of minority applicants, such as women or minority races, who are recruited by company. However, Stone and his colleagues (2006) argued that situation is not as optimistic as we thought, because individual differences always have influence on acceptance and use of e-recruiting systems. For instance, women are less likely to use web-based recruiting systems than are men, so it is less likely that they will be hired than men. Moreover, e-recruiting is less likely to be used by older, less well-educated, or members of ethnic minority groups than those who are young, highly educated, white job candidates.
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Managing Social Security Data in the Web 2 0 Era

Managing Social Security Data in the Web 2 0 Era

extraction tool to get the rough information about i-SSIS entities. For example, when the blog of a person Bob is processed, the biography, the affiliation, the occupation and the important social relations are extracted to con- struct his basic information. Secondly, various informa- tion of each entity is identified and condensed to generate entity objects in i-SSIS, as the data collection result of entities. As previously mentioned, in INM the entity is presented as a single object. However, it is common in information extraction that a single entity, e.g., a person, is described in different document fragments from dif- ferent aspects. Therefore, in this layer, data mining tools and other analyzing tools are used to combine the infor- mation about distinct entities and formulate it into a pre- defined schema of i-SSIS entities. Thirdly, the entity and relationship data collected from the Web are integrated with the conventional social security data. The latter is collected from social security databases through common interfaces or extraction tools of deep Web. By combining the data on entities, the integrated data warehouse can provide a consistent and comprehensive description to the entities involved in social security. After the three procedures, the Web-oriented social security data is fi- nally gathered and provided to the Data Management layer.
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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 for Grids and e Science

Web 2 0 for Grids and e Science

Grid computing [3], as it is normally defined, is aligned closely with Web Service Architecture principles. The Open Grid Forum’s Open Grid Computing Architecture (OGSA) [4] provides, through a framework of specifications that undergo a community review process, a precise definition of Grid computing. Key capabilities include the management of application execution, data, and information. Security and resource state modeling are examples of cross cutting capabilities in OGSA. Many Grid middleware stacks (Globus, gLite, Unicore, OMII, Willow, Nareji, GOS, and Crown) are available. Web and Grid Services are typically atomic and general purpose. Workflow tools (including languages and execution engines) [5] are used to compose multiple general services into specialized tasks. Collections of users, services, and resources form Virtual Organizations are managed by administrative services. The numerous Web Service specifications that constitute Grids and Web Service systems are commonly called “WS-*”.
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Building a Web based IDE from Web 2  0 perspective

Building a Web based IDE from Web 2 0 perspective

social aspect in these tools is very outstanding. This requires reconciliation between social networks and web IDE. Collaborative editing systems are real-time Groupware that allows team members to simultaneously edit shared documents from different sites [5]. With the advent of Web 2.0, several projects have started covering the different requirements of users. Google Docs is the most successful real time collaborative editor for office documents. Adopting real- time editing technique by software engineering systems specifically IDEs will provide great added value and will have a large impact on the performance of these systems.
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