Web 2.0


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Web 2.0

Informal; the development of the Internet in such a way as to facilitate interactive and user-generated content. This contrasts with older uses for the Internet, in which websites provided information and the user could read it or not. Examples of Web 2.0 services include blogs (on which users may comment) and social media (in which users create and share content on a massive scale). Web 2.0 does not refer to technical advances in the Internet.

Web 2.0 has opened new avenues for monetization of the Internet, particularly regarding customized advertising. User generated content means advertisers are better able to identify the interests of a single user of the Internet and to cater to him/her. The term dates to 1999 and was popularized in the early 2000s.
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Web 2.0 proclivity: understanding how personal use influences organizational adoption.
La educacion social y la web 2.0: nuevos espacios de innovacion e interaccion social en el espacio europeo de educacion superior.
Para responder a esta pregunta, se realizo una investigacion, que comenzo con la revision de las teorias y conceptualizaciones referentes a la web 2.0, luego se seleccionaron 12 estudios que presentaban resultados y conclusiones de la inclusion de herramientas de la web 2.0 en procesos educativos en diferentes instituciones de educacion superior alrededor del mundo.
* "Perception in the use of web 2.0 in higher education"
Glogster is a free online, no-software-to-install Web 2.0 presentation tool that runs on a Web browser.
74.36% are aware of the term "web 2.0" while as 25.36% are not aware.
Tables 3 and 4 on the impact of Web 2.0 use on professional practice show that the impact of these tools on health-care work tends to receive a medium-high evaluation among the analyzed sample of professionals and students.
En los trabajos de Redecker, Ala-Mutka, Bacigahpo, Ferrari y Punie (2009) y Dabbagh y Reo (2011), se aborda el impacto de la Web 2.0 en las instituciones de educacion superior, poniendo de relieve el uso de la Web 2.0 como una fuerza dominate de actuacion en la educacion superior promoviendo cambios significativos, proporcionando nuevas herramientas y nuevos formatos para el conocimiento, con un coste mas efectivo y experiencias de aprendizajes personalizadas.
Although the above studies showed positive impacts of peer review on student creativity, some other research has reported negative effects of Web 2.0 activities on the creative process.
Hence, introducing Web 2.0 tools for learning activities can enhance reflection in a group activity.
Of the set of eleven Web 2.0 tools proposed, the students of the Social Education degree from the Pablo Olavide University (Seville, Spain) rate as "indifferent" the following tools (see Figure 1): Image editors ([.bar.X]= 3.35), video search engines ([.bar.X] = 3.39), presentation search engines ([.bar.X] = 3.42), image search engines ([.bar.X] = 3.44), forums ([.bar.X] = 3.46), blogs ([.bar.X] = 3.47) and video editors ([.bar.X] = 3.49); likewise, they gave more positive ratings to the virtual learning environments and the social and educational networks (both [.bar.X] = 3.70), the wiki ([.bar.X] = 3.59), and the text search engines ([.bar.X] = 3.58), for the educational intervention in the area of invigoration and participation of the family and community.
In the sections that follow a review of literature discussing the terms Web 2.0, m-learning and workplace learning is presented.