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ProQuest", "accessDate": "2010-06-02T13:49:00Z", "url": "http://proquest.umi.com/pqdweb?did=1153002581&Fmt=7&clientId=9874&RQT=309&VName=PQD", "note": "", "contentType": "text/html", "charset": "windows-1252", "filename": "pqdweb.html", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2010-06-02T13:49:00Z", "dateModified": "2010-06-02T13:49:00Z" } }, { "key": "7ZAKIA6S", "version": 658, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/7ZAKIA6S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/7ZAKIA6S", "type": "text/html" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } }, "lastModifiedByUser": { "id": 51666, "username": "sbmcdon", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sbmcdon", "type": "text/html" } } }, "creatorSummary": "Piritta Leinonen and Sanna Järvelä", "parsedDate": "2006-11", "numChildren": 2 }, "data": { "key": "7ZAKIA6S", "version": 658, "itemType": "journalArticle", "title": "Facilitating interpersonal evaluation of knowledge in a context of distributed team collaboration", "creators": [ { "creatorType": "author", "name": "Piritta Leinonen" }, { "creatorType": "author", "name": "Sanna Järvelä" } ], "abstractNote": "This study investigates how distributed team members evaluate their own and others' knowledge when they engage in goal-directed activities and seek shared understanding. Twenty-three manager-level employees of a municipal organisation worked as two distributed teams for two months. Their work was supported with a visualisation tool, which was embedded in the teams' shared www-based workspaces. After the distributed working period, the subjects were interviewed and their work in the shared workspace was traced. Qualitative analysis of the interviews showed that, in distributed collaboration, individuals use both self-evaluation and interpersonal evaluation strategies when trying to gain an awareness of others' knowledge. The interpersonal evaluations included strategies such as assessing the expertise and knowledge of others. It is concluded that when individuals do not have situational information, eg, what others think about the content of the shared task, they tend to make personal attributions. In other words, their evaluations of the others' knowledge focus on stable tendencies like the expertise of other individuals. [PUBLICATION ABSTRACT]", "publicationTitle": "British Journal of Educational Technology", "publisher": "", "place": "", "date": "Nov 2006", "volume": "37", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "897", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "pirittaleinonenFacilitatingInterpersonalEvaluation2006", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00071013", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Cooperation", "type": 1 }, { "tag": "Education", "type": 1 }, { "tag": "Knowledge", "type": 1 }, { "tag": "Performance evaluation", "type": 1 }, { "tag": "Teams", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-06-02T13:48:57Z", "dateModified": "2010-06-02T13:48:57Z" } }, { "key": "A7AN2C27", "version": 1, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/A7AN2C27", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/A7AN2C27", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/5029/items/UQ8FTVNB", "type": "application/json" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "A7AN2C27", "version": 1, "parentItem": "UQ8FTVNB", "itemType": "attachment", "linkMode": "imported_file", "title": "selwyn_faceworking.pdf", "accessDate": "", "url": "", "note": "", "contentType": "application/pdf", "charset": "", "filename": "selwyn_faceworking.pdf", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2010-06-02T13:35:10Z", "dateModified": "2010-06-02T13:35:10Z" } }, { "key": "THRGCGKI", "version": 1, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/THRGCGKI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/THRGCGKI", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/5029/items/UQ8FTVNB", "type": "application/json" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } } }, "data": { "key": "THRGCGKI", "version": 1, "parentItem": "UQ8FTVNB", "itemType": "attachment", "linkMode": "imported_url", "title": "Document View - ProQuest", "accessDate": "2010-06-02T13:33:41Z", "url": "http://proquest.umi.com/pqdweb?did=1761827171&Fmt=7&clientId=9874&RQT=309&VName=PQD", "note": "", "contentType": "text/html", "charset": "windows-1252", "filename": "pqdweb.html", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2010-06-02T13:33:41Z", "dateModified": "2010-06-02T13:33:41Z" } }, { "key": "UQ8FTVNB", "version": 658, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/UQ8FTVNB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/UQ8FTVNB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } }, "lastModifiedByUser": { "id": 51666, "username": "sbmcdon", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sbmcdon", "type": "text/html" } } }, "creatorSummary": "Selwyn", "parsedDate": "2009-06", "numChildren": 2 }, "data": { "key": "UQ8FTVNB", "version": 658, "itemType": "journalArticle", "title": "Faceworking: exploring students' education-related use of Facebook", "creators": [ { "creatorType": "author", "firstName": "N.", "lastName": "Selwyn" } ], "abstractNote": "Social networking sites such as Facebook and MySpace have been subject to much recent debate within the educational community. Whilst growing numbers of educators celebrate the potential of social networking to (re)engage learners with their studies, others fear that such applications compromise and disrupt young people's engagement with 'traditional' education provision. With these ongoing debates in mind, the current paper presents an in-depth qualitative analysis of the Facebook 'wall' activity of 909 undergraduate students in a UK university. Analysis of these data shows how much of students' education-related use of this social networking application was based around either the post-hoc critiquing of learning experiences and events, the exchange of logistical or factual information about teaching and assessment requirements, instances of supplication and moral support with regards to assessment or learning, or the promotion of oneself as academically incompetent and/or disengaged. With these themes in mind, the paper concludes that rather than necessarily enhancing or eroding students' 'front-stage' engagement with their formal studies, Facebook use must be seen as being situated within the 'identity politics' of being a student. In particular, Facebook appears to provide a ready space where the 'role conflict' that students often experience in their relationships with university work, teaching staff, academic conventions and expectations can be worked through in a relatively closed 'backstage' area. [PUBLICATION ABSTRACT]", "publicationTitle": "Learning, Media and Technology", "publisher": "", "place": "", "date": "Jun 2009", "volume": "34", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "157", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "selwynFaceworkingExploringStudents2009", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "17439884", "archive": "", "archiveLocation": "", "shortTitle": "Faceworking", "language": "", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Learning", "type": 1 }, { "tag": "Qualitative research", "type": 1 }, { "tag": "University students", "type": 1 }, { "tag": "social networks", "type": 1 }, { "tag": "teaching methods", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-06-02T13:33:38Z", "dateModified": "2010-06-02T13:33:38Z" } }, { "key": "TS7GCEC2", "version": 658, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/TS7GCEC2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/TS7GCEC2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } }, "lastModifiedByUser": { "id": 51666, "username": "sbmcdon", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sbmcdon", "type": "text/html" } } }, "creatorSummary": "Norton and Hathaway", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "TS7GCEC2", "version": 658, "itemType": "journalArticle", "title": "On Its Way to K-12 Classrooms, Web 2.0 Goes to Graduate School", "creators": [ { "creatorType": "author", "firstName": "Priscilla", "lastName": "Norton" }, { "creatorType": "author", "firstName": "Dawn", "lastName": "Hathaway" } ], "abstractNote": "As corporate and higher education settings increasingly use Web 2.0 tools, the time has come to think about preparing K-12 in-service teachers to find ways in which these tools might support classroom teaching and learning goals. This article describes a graduate course designed and taught in spring 2007. Using a modeling and situated learning framework, the article discusses Web 2.0 tools, K-12 education, and the course design. It also presents a summary of course participants' survey responses concerning their perceptions of their learning experience. Survey responses demonstrated that teacher-learners appreciated and endorsed the design of the course and felt their learning experiences scaffolded their ability to use Web 2.0 tools in their classroom and school context. The article concludes with several design recommendations and examples of classroom applications.", "publicationTitle": "Computers in the Schools", "publisher": "", "place": "", "date": "2008", "volume": "25", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "nortonItsWayK122008", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0738-0569", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Cambridge Scientific Abstracts (ERIC)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "computer software", "type": 1 }, { "tag": "computer uses in education", "type": 1 }, { "tag": "course descriptions", "type": 1 }, { "tag": "education courses", "type": 1 }, { "tag": "educational technology", "type": 1 }, { "tag": "electronic learning", "type": 1 }, { "tag": "electronic publishing", "type": 1 }, { "tag": "elementary secondary education", "type": 1 }, { "tag": "graduate study", "type": 1 }, { "tag": "guidelines", "type": 1 }, { "tag": "handheld devices", "type": 1 }, { "tag": "influence of technology", "type": 1 }, { "tag": "inservice teacher education", "type": 1 }, { "tag": "internet", "type": 1 }, { "tag": "professional development", "type": 1 }, { "tag": "student attitudes", "type": 1 }, { "tag": "student surveys", "type": 1 }, { "tag": "teacher attitudes", "type": 1 }, { "tag": "teaching methods", "type": 1 }, { "tag": "technology integration", "type": 1 }, { "tag": "web sites", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-05-24T16:21:42Z", "dateModified": "2010-05-24T16:21:42Z" } }, { "key": "DI8B4VEI", "version": 1, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/DI8B4VEI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/DI8B4VEI", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/5029/items/TS7GCEC2", "type": "application/json" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } } }, "data": { "key": "DI8B4VEI", "version": 1, "parentItem": "TS7GCEC2", "itemType": "attachment", "linkMode": "imported_url", "title": "Cambridge Scientific Abstracts Snapshot", "accessDate": "2010-05-24T16:06:42Z", "url": "http://csaweb109v.csa.com.ezaccess.libraries.psu.edu/ids70/view_record.php?id=2&recnum=28&log=from_res&SID=irmonk3dj3nc8e20pe0s95jlb2", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "view_record.html", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2010-05-24T16:21:42Z", "dateModified": "2010-05-24T16:21:42Z" } }, { "key": "3S7NKW2X", "version": 658, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/3S7NKW2X", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/3S7NKW2X", "type": "text/html" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } }, "lastModifiedByUser": { "id": 51666, "username": "sbmcdon", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sbmcdon", "type": "text/html" } } }, "creatorSummary": "Magolda and Platt", "parsedDate": "2009", "numChildren": 1 }, "data": { "key": "3S7NKW2X", "version": 658, "itemType": "journalArticle", "title": "Untangling Web 2.0's Influences on Student Learning", "creators": [ { "creatorType": "author", "firstName": "Peter M", "lastName": "Magolda" }, { "creatorType": "author", "firstName": "Glenn J", "lastName": "Platt" } ], "abstractNote": "The recent creation of Web 2.0 applications dramatically alters the ways in which universities recruit and educate students. Technology insiders usually attribute the phrase \"Web 2.0\" to Tim O'Reilly, author and publisher of the ubiquitous O'Reilly series of technology books (http://oreilly.com). Although there is no shortage of definitions of Web 2.0, a good shorthand description can be seen in the title of one of the most successful blogs about the concept: ReadWriteWeb. That is, Web 2.0 applications turn the Web into a conversation in which users not only read but also write. This essay begins by documenting the influences of technology on three familiar higher education artifacts--(1) the admission viewbook; (2) the syllabus; and (3) the lecture--to make two points: technologies are always evolving, and technologies are constantly changing the depth and complexity of interactions between all college and university faculty, students, and staff as well as administrative, curricular, and cocurricular constituencies. The primary aims for this essay are to introduce readers to Web 2.0 technologies and to explore both the benefits and costs associated with adopting these technologies to enhance student learning in college. (Contains 2 notes.)", "publicationTitle": "About Campus", "publisher": "", "place": "", "date": "2009", "volume": "14", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "magoldaUntanglingWeb20s2009", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1086-4822", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Cambridge Scientific Abstracts (ERIC)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "academic achievement", "type": 1 }, { "tag": "computer mediated communication", "type": 1 }, { "tag": "creativity", "type": 1 }, { "tag": "curriculum development", "type": 1 }, { "tag": "electronic publishing", "type": 1 }, { "tag": "essays", "type": 1 }, { "tag": "higher education", "type": 1 }, { "tag": "information technology", "type": 1 }, { "tag": "internet", "type": 1 }, { "tag": "lifelong learning", "type": 1 }, { "tag": "partnerships in education", "type": 1 }, { "tag": "sharing behavior", "type": 1 }, { "tag": "social networks", "type": 1 }, { "tag": "student recruitment", "type": 1 }, { "tag": "web sites", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-05-24T16:20:52Z", "dateModified": "2010-05-24T16:20:52Z" } }, { "key": "8VNJ9ZP5", "version": 1, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/8VNJ9ZP5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/8VNJ9ZP5", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/5029/items/3S7NKW2X", "type": "application/json" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } } }, "data": { "key": "8VNJ9ZP5", "version": 1, "parentItem": "3S7NKW2X", "itemType": "attachment", "linkMode": "imported_url", "title": "Cambridge Scientific Abstracts Snapshot", "accessDate": "2010-05-24T16:03:40Z", "url": "http://csaweb109v.csa.com.ezaccess.libraries.psu.edu/ids70/view_record.php?id=2&recnum=5&log=from_res&SID=irmonk3dj3nc8e20pe0s95jlb2", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "view_record.html", "md5": null, "mtime": 2147483647, "tags": [], "relations": {}, "dateAdded": "2010-05-24T16:20:52Z", "dateModified": "2010-05-24T16:20:52Z" } }, { "key": "FC5CUTQE", "version": 658, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/FC5CUTQE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/FC5CUTQE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } }, "lastModifiedByUser": { "id": 51666, "username": "sbmcdon", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sbmcdon", "type": "text/html" } } }, "creatorSummary": "Rogers et al.", "parsedDate": "2007", "numChildren": 1 }, "data": { "key": "FC5CUTQE", "version": 658, "itemType": "journalArticle", "title": "Web 2.0 Learning Platform: Harnessing Collective Intelligence", "creators": [ { "creatorType": "author", "firstName": "P. Clint", "lastName": "Rogers" }, { "creatorType": "author", "firstName": "Stephen W", "lastName": "Liddle" }, { "creatorType": "author", "firstName": "Peter", "lastName": "Chan" }, { "creatorType": "author", "firstName": "Aaron", "lastName": "Doxey" }, { "creatorType": "author", "firstName": "Brady", "lastName": "Isom" } ], "abstractNote": "The rate of technological diffusion and the pace at which technology is altering how and with whom we connect is astounding. Although not at the same pace, theoretical views of learning and teaching are also changing. Whereas much of the initial e-learning simply patterned old models of teaching and learning, the new technological possibilities and realities encourage us to think differently about what is meant by education (Brown, 2000). In this paper, we provide a stepping stone in some of the theoretical background, history, and possibilities for learning systems and platforms in the Web 2.0 era. We share a case study that reflects the experiences of a small university that is moving towards E-Learning 2.0 while simultaneously increasing interoperability by using e-learning standards reflected in the widely-used reference model called SCORM (Sharable Content Object Reference Model). We also highlight the strengths and weaknesses of SCORM in allowing for learning management systems to have a Web 2.0 character. (Contains 2 tables.)", "publicationTitle": "Online Submission", "publisher": "", "place": "", "date": "2007", "volume": "8", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "rogersWeb20Learning2007", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Web 2.0 Learning Platform", "language": "", "libraryCatalog": "Cambridge Scientific Abstracts (ERIC)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "case studies", "type": 1 }, { "tag": "computer software", "type": 1 }, { "tag": "educational technology", "type": 1 }, { "tag": "higher education", "type": 1 }, { "tag": "internet", "type": 1 }, { "tag": "management systems", "type": 1 }, { "tag": "role", "type": 1 }, { "tag": "standards", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-05-24T16:17:42Z", "dateModified": "2010-05-24T16:17:42Z" } }, { "key": "S3JRTC58", "version": 1, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/S3JRTC58", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/S3JRTC58", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/5029/items/FC5CUTQE", "type": "application/json" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } } }, "data": { "key": "S3JRTC58", "version": 1, "parentItem": "FC5CUTQE", "itemType": "attachment", "linkMode": "imported_url", "title": "Cambridge Scientific Abstracts Snapshot", "accessDate": "2010-05-24T16:07:10Z", "url": "http://csaweb109v.csa.com.ezaccess.libraries.psu.edu/ids70/view_record.php?id=2&recnum=48&log=from_res&SID=irmonk3dj3nc8e20pe0s95jlb2", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "view_record.html", "md5": null, "mtime": 2147483647, "tags": [], "relations": {}, "dateAdded": "2010-05-24T16:17:42Z", "dateModified": "2010-05-24T16:17:42Z" } }, { "key": "TEW5G6JG", "version": 658, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/TEW5G6JG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/TEW5G6JG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } }, "lastModifiedByUser": { "id": 51666, "username": "sbmcdon", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sbmcdon", "type": "text/html" } } }, "creatorSummary": "Eijkman", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "TEW5G6JG", "version": 658, "itemType": "journalArticle", "title": "Web 2.0 as a Non-Foundational Network-Centric Learning Space", "creators": [ { "creatorType": "author", "firstName": "Henk", "lastName": "Eijkman" } ], "abstractNote": "Purpose: This paper aims to initiate a timely discussion about the epistemological advantages of Web 2.0 as a non-foundational network-centric learning space in higher education. Design/methodology/approach: A philosophical analysis of the underpinning design principles of Web 2.0 social media and of conventional \"foundational\" and emergent \"non-foundational\" learning and which uses Wikipedia as a case study. Findings: For academics in higher education to take a more informed approach to the use of Web 2.0 in formal learning settings and begin to consider integrating Web 2.0's architecture of participation with a non-foundational architecture of learning, focused on acculturation into networks of practice. Practical implications: The paper argues that the continuing dominance and therefore likely application of conventional old paradigm foundational learning theory will work against the grain of, if not undermine, the powerful affordances Web 2.0 social media provides for learning focused on social interaction and collaborative knowledge construction. The paper puts the case for non-foundational learning and draws attention to the importance of aligning Web 2.0's architecture of participation with a non-foundational architecture of acculturation as the latter is better epistemologically placed to more fully realise the potential of Web 2.0 to position students on trajectories of acculturation into their new networks of practice. Originality/value: This paper exposes the epistemological dilemma Web 2.0's participatory culture poses for academics wedded to conventional ideas about the nature of knowledge and learning as is, for instance, clearly evidenced by their sceptical disposition towards or outright rejection of, Wikipedia. (Contains 2 notes.)", "publicationTitle": "Campus-Wide Information Systems", "publisher": "", "place": "", "date": "2008", "volume": "25", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "eijkmanWeb20NonFoundational2008", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1065-0741", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Cambridge Scientific Abstracts (ERIC)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "acculturation", "type": 1 }, { "tag": "epistemology", "type": 1 }, { "tag": "higher education", "type": 1 }, { "tag": "information management", "type": 1 }, { "tag": "internet", "type": 1 }, { "tag": "learning theories", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-05-24T16:15:54Z", "dateModified": "2010-05-24T16:15:54Z" } }, { "key": "WGW63TXD", "version": 1, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/WGW63TXD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/WGW63TXD", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/5029/items/TEW5G6JG", "type": "application/json" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } } }, "data": { "key": "WGW63TXD", "version": 1, "parentItem": "TEW5G6JG", "itemType": "attachment", "linkMode": "imported_url", "title": "Cambridge Scientific Abstracts Snapshot", "accessDate": "2010-05-24T16:06:58Z", "url": "http://csaweb109v.csa.com.ezaccess.libraries.psu.edu/ids70/view_record.php?id=2&recnum=40&log=from_res&SID=irmonk3dj3nc8e20pe0s95jlb2", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "view_record.html", "md5": null, "mtime": 2147483647, "tags": [], "relations": {}, "dateAdded": "2010-05-24T16:15:54Z", "dateModified": "2010-05-24T16:15:54Z" } }, { "key": "FT5XGVBQ", "version": 658, "library": { "type": "group", "id": 5029, "name": "Disruptive Technology", "links": { "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/5029/items/FT5XGVBQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/disruptive_technology/items/FT5XGVBQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 48563, "username": "pagael", "name": "Patricia Gael", "links": { "alternate": { "href": "https://www.zotero.org/pagael", "type": "text/html" } } }, "lastModifiedByUser": { "id": 51666, "username": "sbmcdon", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sbmcdon", "type": "text/html" } } }, "creatorSummary": "Ebner et al.", "parsedDate": "2010", "numChildren": 1 }, "data": { "key": "FT5XGVBQ", "version": 658, "itemType": "journalArticle", "title": "Microblogs in Higher Education--A Chance to Facilitate Informal and Process-Oriented Learning?", "creators": [ { "creatorType": "author", "firstName": "Martin", "lastName": "Ebner" }, { "creatorType": "author", "firstName": "Conrad", "lastName": "Lienhardt" }, { "creatorType": "author", "firstName": "Matthias", "lastName": "Rohs" }, { "creatorType": "author", "firstName": "Iris", "lastName": "Meyer" } ], "abstractNote": "Microblogging is one of the latest Web 2.0 technologies. The key elements are online communication using 140 characters and the fact that it involves \"following\" anyone. There has been a great deal of excitement about this in recent months. This paper reports on a research study that was carried out on the use of a microblogging platform for process-oriented learning in Higher Education. Students of the University of Applied Sciences of Upper Austria used the tool throughout their course. All postings were carefully tracked, examined and analyzed in order to explore the possibilities offered by microblogging in education. It can be concluded that microblogging should be seen as a completely new form of communication that can support informal learning beyond classrooms. 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