Browsing by Subject "Web 2.0"

Now showing 1 - 6 of 6

Open Access
The blended design studio: an appraisal of new delivery modes in design education
(Elsevier, 2012-05) Taşlı-Pektaş, Şule
The design studio is widely accepted as the core of curriculum because it aims to include many curricular topics within a projectbased approach. Despite the importance of the studio in design education, it was observed that the delivery modes in studio teaching have not much evolved as a response to changing generations and developing technology. Having reviewed current trends in educational technology, this paper presents a framework for a blended design studio in which the strengths of traditional and online learning methods are combined. Among the new online learning tools Web 2.0 applications (such as Facebook, Blogs and Wikis) and learning management systems (such as Moodle, Blackboard, and WebCT) deserve particular attention. The uses of Web 2.0 applications and learning management systems in design studios have been very rare and are just emerging. This paper proposes a blended and social constructivist model for the design studio and presents the results of an empirical research in an exploratory case study which combined traditional design studio, a learning management system and social networking media. It is found that the blended studio suits well to the needs and preferences of new generation of design students who are often named as “digital natives”. The opportunities and challenges of using social networking media and learning management systems in design education context are discussed and suggestions are made for further experimentation and research.
Open Access
Detecting user types in object ranking decisions
(ACM, 2009-10) Lu, X.; Schaal, Markus; Adalı, S.; Raju, A. K.
With the emergence of Web 2.0 applications, where information is not only shared across the internet, but also syndicated, evaluated, selected, recombined, edited, etc., quality emergence by collaborative effort from many users becomes crucial. However, users may have low expertise, subjective views, or competitive goals. Therefore, we need to identify cooperative users with strong expertise and high objectivity. As a first step towards this aim, we propose criteria for user type classification based on prior work in psychology and derived from observations in Web 2.0. We devise a statistical model for many different user types, and detection methods for those user types. Finally, we evaluate and demonstrate both model and detection methods by means of an experimental setup. Copyright 2009 ACM.
Open Access
Software design, implementation, application, and refinement of a Bayesian approach for the assessment of content and user qualities
(2011) Türk, Melihcan
The internet provides unlimited access to vast amounts of information. Technical innovations and internet coverage allow more and more people to supply contents for the web. As a result, there is a great deal of material which is either inaccurate or out-of-date, making it increasingly difficult to find relevant and up-to-date content. In order to solve this problem, recommender systems based on collaborative filtering have been introduced. These systems cluster users based on their past preferences, and suggest relevant contents according to user similarities. Trustbased recommender systems consider the trust level of users in addition to their past preferences, since some users may not be trustworthy in certain categories even though they are trustworthy in others. Content quality levels are important in order to present the most current and relevant contents to users. The study presented here is based on a model which combines the concepts of content quality and user trust. According to this model, the quality level of contents cannot be properly determined without considering the quality levels of evaluators. The model uses a Bayesian approach, which allows the simultaneous co-evaluation of evaluators and contents. The Bayesian approach also allows the calculation of the updated quality values over time. In this thesis, the model is further refined and configurable software is implemented in order to assess the qualities of users and contents on the web. Experiments were performed on a movie data set and the results showed that the Bayesian co-evaluation approach performed more effectively than a classical approach which does not consider user qualities. The approach also succeeded in classifying users according to their expertise level.
Open Access
Tertiary level EFL students’ perceptions regarding the use of Edmodo, Quizlet, and Canva within technology acceptance model (Tam)
(2020-06) Çeçen, Gözem
The purpose of this quantitative study was to examine tertiary level EFL learners’ perceptions on the use of the Web 2.0 tools (i.e. Edmodo, Quizlet, Canva). This study was conducted with 90 participants at an English language preparatory school of a state university in Turkey. The results indicated that lower level students reported more positive opinions pertaining the use of the tools individually or altogether when compared to higher level students. The participants significantly differed from one another in terms of their perceptions of the awareness and actual system usage of the tools. It was also found that the perceptions of the awareness could slightly and the perceptions of the actual system usage of the Web 2.0 tools could moderately predict the perceptions of the perceived usefulness of the tools. The implications of this study indicate that these already repeatedly used tools as a curricular task could be substituted or replaced with other tools to alleviate the oversaturation and reluctance of the use of the Web 2.0 tools by learners. Also, their opinions could also be taken into consideration when choosing which Web 2.0 tools to be implemented into language laboratory lessons so that their perceptions on the perceived usefulness, awareness and actual system usage of the tools could be positively shaped. Further research is required in the literature to give more support to generalize the results.
Open Access
Towards a quality service layer for Web 2.0
(Springer, 2011-12) Schaal, M.; Davenport, David; Çevik, Ali Hamdi
Despite the help of search engines and Web directories, identifying high quality content becomes increasingly difficult as the Internet gets ever more crowded with information. Prior approaches for filtering and searching content with respect to user-specific preferences do exist: Recommendation engines employ collaborative filtering to support subjective selection, (semi-)automatic page ranking algorithms utilize the hypertext link structure of the World Wide Web to assess page importance, and trust-based systems employ social network analysis to determine the most suitable Web pages. The use of implicit and explicit user feedback, however, is often either ignored or its exploitation is limited to isolated Web sites. We thus propose a quality overlay framework that enables the collection and processing of user-feedback, and the subsequent presentation of quality-enabled content for any Web-site. We present the quality overlay framework, propose an architecture for its realization, and validate our approach by scenarios and a detailed design with sample implementation. © 2011 Springer-Verlag.
Open Access
Using Scoopit and curatorial learning cycle for establishing a learning environment within the context of teaching King Lear
(2014) Orallı, Sinem
This study intended to explore how a web 2.0 tool, Scoop.it, could be used to curate and differentiate web-based content within the context of teaching a Shakespearean tragedy, King Lear, and devise a personal and professional learning environment for instructional use. The study also aims to understand how Wolff and Mulholland’s Curatorial Inquiry Learning Cycle could be instrumental in the analysis and interpretation of curated content, within and across types of web-based sources, to inform instructional planning. The researcher focused on the following types of sources: blogs, comics, presentations, videos, trailers, works of art, reviews, podcasts and wikis, and the Curatorial Inquiry Learning Cycle facilitated purposeful and systematic curation of content. Initial curation and analysis of content provided second-order interpretations about each source type around a priori themes of the play. To enable interpretation across source types, the researcher adapted Gustav Freytag’s Pyramid of Dramatic Structure, and provided third-order interpretations for instructional use.