Thu, 07 Aug 2008 21:47:35 BST CiteULike: Ignatia's library [11 articles] http://www.citeulike.org/user/Ignatia CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/Ignatia/article/416475 <i>Nature, Vol. 438, No. 7068. (30 November 2005), pp. 548-549.</i> Science in the web age: Joint efforts Declan Butler doi:10.1038/438548a Nature, Vol. 438, No. 7068. (30 November 2005), pp. 548-549. 2005-11-30T19:43:01-00:00 2005 Nature 0028-0836 438 7068 548 549 Nature Publishing Group research web20 http://www.citeulike.org/user/Ignatia/article/336118 <i>(26 May 2003)</i><br /><br />We argue that social networks differ from most other types of networks, including technological and biological networks, in two important ways. First, they have non-trivial clustering or network transitivity, and second, they show positive correlations, also called assortative mixing, between the degrees of adjacent vertices. Social networks are often divided into groups or communities, and it has recently been suggested that this division could account for the observed clustering. We demonstrate that group structure in networks can also account for degree correlations. We show using a simple model that we should expect assortative mixing in such networks whenever there is variation in the sizes of the groups and that the predicted level of assortative mixing compares well with that observed in real-world networks. Why social networks are different from other types of networks MEJ Newman Juyong Park (26 May 2003) 2005-09-30T09:20:29-00:00 2003 web20 http://www.citeulike.org/user/Ignatia/article/908693 <i>Computers & Education, Vol. 48, No. 2. (February 2007), pp. 171-184.</i><br /><br />To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment (ICE) and collaborative learning environment (CLE). ICE provides learners with learning materials, lecture videos, and interactive environment etc. CLE supports active learning by providing the environment with learning tools, learning materials and contextual discussion for learners. The environments are designed with event-based synchronous strategies and e-learning technologies standards.Different users have different ideas about the use of learning tools in the virtual classroom. According to the questionnaire, teachers are accustomed to communicating and teaching face to face. They hope they could be able to control the teaching and learning process and observe learners behaviors like in the traditional classroom. Learners love to use such tools as chat-room, BBS, etc., to control their learning pace. Research and development of web-based virtual online classroom Zongkai Yang Qingtang Liu doi:10.1016/j.compedu.2004.12.007 Computers & Education, Vol. 48, No. 2. (February 2007), pp. 171-184. 2006-10-21T08:19:40-00:00 2007 Computers & Education 48 2 171 184 elearning http://www.citeulike.org/user/Ignatia/article/2050762 <i>The Internet and Higher Education, Vol. 10, No. 3. (2007), pp. 196-203.</i><br /><br />This paper describes the use of a range of Web 2.0 technologies to support the development of community for a newly formed Land Trust on the Isle of Lewis, in NW Scotland. The application of social networking tools in text, audio and video has several purposes: informal learning about the area to increase tourism, community interaction, `ownership' of the Trust's website and pride in the local landscape. The paper provides background theory related to informal learning and Web 2.0 technologies and describes an innovative application of them to a sparsely populated rural community. Using Web 2.0 for learning in the community Robin Mason Frank Rennie doi:10.1016/j.iheduc.2007.06.003 The Internet and Higher Education, Vol. 10, No. 3. (2007), pp. 196-203. 2007-12-03T15:47:45-00:00 2007 The Internet and Higher Education 10 3 196 203 elearning web20 http://www.citeulike.org/user/Ignatia/article/2297186 <i>Information & Management, Vol. In Press, Corrected Proof</i><br /><br />Recently, there has been a dramatic proliferation in the number of blogs; however, little is published about what motivates people to participate in blog activities. Based on the theory of reasoned action, we developed a model involving technology acceptance, knowledge sharing and social influences. A survey of 212 blog participants found strong support for the model. The results indicated that ease of use and enjoyment, and knowledge sharing (altruism and reputation) were positively related to attitude toward blogging, and accounted for 78% of the variance. On the other hand, social factors (community identification) and attitude toward blogging significantly influenced a blog participant's intention to continue to use blogs. Together they explain 83% of the variance of intention to blog. Acceptance of blog usage: The roles of technology acceptance, social influence and knowledge sharing motivation Chin-Lung Hsu Judy Lin doi:10.1016/j.im.2007.11.001 Information & Management, Vol. In Press, Corrected Proof 2008-01-28T10:15:01-00:00 Information & Management In Press, Corrected Proof motivation web20 http://www.citeulike.org/user/Ignatia/article/1136818 <i>Health Information and Libraries Journal, Vol. 24, No. 1. (March 2007), pp. 2-23.</i> The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education Kamel Boulos N Maged Wheeler Steve doi:10.1111/j.1471-1842.2007.00701.x Health Information and Libraries Journal, Vol. 24, No. 1. (March 2007), pp. 2-23. 2007-03-02T15:22:57-00:00 2007 Health Information and Libraries Journal 1471-1834 24 1 2 23 Blackwell Publishing health web20 http://www.citeulike.org/user/Ignatia/article/1409962 <i>(2007), pp. 107-116.</i> Can social bookmarking enhance search in the web? Yusuke Yanbe Adam Jatowt Satoshi Nakamura Katsumi Tanaka doi:10.1145/1255175.1255198 (2007), pp. 107-116. 2007-06-25T01:14:07-00:00 2007 107 116 ACM Press no-tag http://www.citeulike.org/user/Ignatia/article/1179984 <i>Searcher Mag Database Prof, Vol. 14, No. 6. (2006), pp. 26-38.</i><br /><br />The importance of social Bookmarking, Folksonomies, and Web 2.0 tools and the Web services provided by these search tools, are presented. These Web searches help in completion of jobs, pursue interests and hobbies, and keep track of the already found information that are found useful. Every user has a unique tag and by which an image or Web page is tagged and identified and linked with the identical Web pages and images. Social Bookmarking and Folksonomies tools allows users to tag Websites and links, and to share their search with other users. It serves academic and scientific interests through its Websites such as CiteULike and Connotea. These Websites Share, store, and organize academic papers, and find bibliographic information from scientific articles and journals. Web 2.0 works on the 'architecture of participation' in which user adds to the value of the services. It harness the collective intelligence of the Web and uses these information to make the service better. Social bookmarking, folksonomies, and Web 2.0 tools L Gordon-Murnane Searcher Mag Database Prof, Vol. 14, No. 6. (2006), pp. 26-38. 2007-03-21T20:49:09-00:00 2006 Searcher Mag Database Prof 14 6 26 38 web20 http://www.citeulike.org/user/Ignatia/article/929743 <i>(2006), pp. 27-30.</i> Web 2.0: hypertext by any other name? David Millard Martin Ross doi:10.1145/1149941.1149947 (2006), pp. 27-30. 2006-11-05T16:34:49-00:00 2006 27 30 ACM Press web20 http://www.citeulike.org/user/Ignatia/article/371077 <i>(13 November 2004)</i> e-Learning Skills (Study Guides) Alan Clarke (13 November 2004) 2005-10-30T18:15:56-00:00 2004 Palgrave Macmillan elearning http://www.citeulike.org/user/Ignatia/article/2352743 <i>Simulation Gaming, Vol. 39, No. 1. (1 March 2008), pp. 39-63.</i><br /><br />This article is based on work to develop an interactive documentary learning game called HEALTHSIMNET, which is intended for improving practice in a health care network. The authors look briefly at past work done to develop interactive narratives using structural artificial knowledge representation techniques. They illustrate a method for collection and analysis of documentary data acquired during semi-structured interviews with participants of a network of health practitioners in the HIV field. The article reviews the expansive theory of learning and explains how the technique can yield interactive narrative. They discuss the design implications of this work for their interprofessional learning game. They end with a description of the game and a discussion of the extent to which games developed using this method can be said to sustain the kind of learning described by activity theory. 10.1177/1046878107308093 Exploring interactive stories in an HIV/AIDS learning game: HEALTHSIMNET Michael Dobson Daniel Ha doi:10.1177/1046878107308093 Simulation Gaming, Vol. 39, No. 1. (1 March 2008), pp. 39-63. 2008-02-08T09:38:01-00:00 2008 Simulation Gaming 39 1 39 63 gaming hivaids