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Web2Rights - the project Web2Rights is a JISC project, funded from 1st November 2007 - 31st March 2009, whose purpose was initially to develop practical, pragmatic and relevant Intellectual Property Rights (IPR) and other legal issues toolkits to support the projects funded within the JISC Users and Innovation Programme (U&I) in their engagement with next generation technologies. The Web2Rights team, comprised of lawyers, consultants, learning technologists and pedagogic experts focussed upon the need to address cultural and practical obstacles in engaging with Web2.0, IPR and other legal issues. Working in close collaboration with JISC Legal and focussing upon the specific issues raised by the U&I community of users, they have created a number of resources to address a variety of legal issues which might arise.

"It's no secret that web design is a fast-growing industry. Virtually every type of business is in need of a quality website. There are opportunities at the large agency level down to freelancers developing small-business websites from home. So how do you break into this exciting field? With little or no experience creating websites, getting yourself up to speed can be a daunting task. There are so many different avenues of design and development to explore. Which way should you go first? Which skill sets suit you the best? We aim to give you an overview of a few things things that are essential to a well-rounded knowledge of web design. These are starting-points, if you will. Below each item, we've listed additional resources for you to continue on in your learning process. Before we get into it, heed one important lesson: You can't become a professional web designer overnight. It takes years to reach an expert level in any aspect of the field. But everybody starts somewhere, and there's no better time than the present begin your web design education."

Social Software Introduction When the web was originally introduced to the world it was seen as a means of dramatically improving the way in which people communicate and socialise. Tim Berners Lee, inventor of the worldwide web, saw it as a place where people could share information through a series of hyperlinked pages. "In 1989 one of the main objectives of the WWW was to be a space in which anyone could be creative, to which anyone could contribute." (Tim Berners Lee, 2005) Unfortunately, although the web became an excellent repository of information, it became a place where only technically adept users and organisations would author content. The arrival of new services (often referred to as 'Web 2.0') has helped to remove many of the barriers preventing users from participating. Thanks to this wave of new services we have seen a massive rise in the uptake of web authoring and collaboration. The term this new wave of social activity has been given varies i.e. Social Software, Social Media and Social Computing. The key word is 'Social'! Social software tools, such as blogs, wikis and bookmark sharing services, offer exciting new ways to communicate and collaborate online. Their potential is already being keenly explored in teaching and learning, but they also offer considerable possibilities for research and the business and community engagement (BCE) sectors within higher and further education, since their flexibility and ease of use are particularly well-suited to collaboration across different sectors. As a recent article explained, "The advent of social software has brought a new culture of sharing, and this time around, people are willing to give up some of their knowledge..." (Tebbutt, 2007). Furthermore, social software's increased emphasis on multimedia, as well as text-based content, means that universities can find new ways of harnessing and making their knowledge and research accessible, thus creating what has been described as "a new form of acade

There are growing expectations among college students to be able to access and manage their course materials over the World Wide Web. In its early days, faculty would create web pages by hand for posting this information. As Internet technologies and access have matured over the past decade, course and learning management systems such as Blackboard and Web CT have become the norm for distributing such materials. In today's Web 2.0 world, wikis have emerged as a tool that may complement or replace the use of traditional course management systems as a tool for disseminating course information. Because of a wiki's collaborative nature, its use also allows students to participate in the process of course management, information sharing, and content creation. Using examples from an information technology classroom, this paper describes several ways to structure and use a wiki as a course management tool, and shares results of a student survey on the effectiveness of such an approach on student learning. Keywords: Wiki, Course Management, Collaboration, Web 2.0, Content Creation, Student Learning.

Online Communities and Their Impact on Business. Part One: How online community works This is Part One of the report. To return to the Introduction, click here. Summary Working with online communities has long been touted as a great way for a company to save money in its marketing, support, sales, and even product development. But for most companies, the diversity of communities online, and the challenge of learning how to work with them, is daunting. Most companies don't understand how online communities work, how they make a difference, and how to engage with them. Among the companies that have tried to work with communities online, many have found that they conversation is dominated by extreme enthusiasts rather than average users, and have concluded that online community is a distraction from their real customers. That turns out to be a very dangerous mistake. Rubicon Consulting's web practice team recently conducted a broad survey of US web users to understand better how people in the US use the web, with a special focus on web community and its effect on consumers. Key findings of that survey, and its implications for companies, include:

Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built-in pedagogy. Although these pedagogies are based on instructivist principles, today's large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web-based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web-novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web-novice faculty and allow a choice of CMS.

"What is a wiki? A Wiki can be thought of as a combination of a Web site and a Word document. At its simplest, it can be read just like any other web site, with no access privileges necessary, but its real power lies in the fact that groups can collaboratively work on the content of the site using nothing but a standard web browser. Beyond this ease of editing, the second powerful element of a wiki is its ability to keep track of the history of a document as it is revised. Since users come to one place to edit, the need to keep track of Word files and compile edits is eliminated. Each time a person makes changes to a wiki page, that revision of the content becomes the current version, and an older version is stored. Versions of the document can be compared side-by-side, and edits can be "rolled back" if necessary. The Wiki is gaining traction in education, as an ideal tool for the increasing amount of collaborative work done by both students and teachers. Students might use a wiki to collaborate on a group report, compile data or share the results of their research, while faculty might use the wiki to collaboratively author the structure and curriculum of a course, and the wiki can then serve as part of each person's course web site (excerpt from my contribution to a Business 2.0 article --Stewart.mader 11:35, 14 Dec 2005 (PST))"

uPortal uPortal is a free, sharable portal under development by institutions of higher-education. This group sees an institutional portal as an abridged and customized version of the institutional Web presence... a "pocket-sized" version of the campus Web. Portal technology adds "customization" and "community" to the campus Web presence. Customization allows each user to define a unique and personal view of the campus Web. Community tools, such as chat, forums, survey, and so on, build relationships among campus constituencies. uPortal is an open-standard effort using Java, XML, JSP and J2EE. It is a collaborative development project with the effort shared among several of the JA-SIG member institutions. You may download uPortal and use it on your site at no cost.

Searching By Looking Elsewhere Published May 11, 2009 BBC , Data , Infoskills , SEO , Search 4 Comments A couple of weeks or so ago, I got an email requesting a link to something I'd spoken about at a department meeting some time ago (the Gartner hype cycle, actually). Now normally I'd check my delicious bookmarks for a good link, or maybe even run a Google web search, but instead I ran a search for 'gartner hypecycle 2008′ on Google Images… …which is when it struck me that searching Google Images may on occasion lead to better quality, or more relevant, results than doing a normal web search, particularly if you use a level of indirection. In particular, it can often lead to a web document or post that provides some sort of analysis around a topic. (Remember, Google image search links to the web pages that contain the images that are displayed in the image search results, not just the images.)

"Two decades after its birth, the World Wide Web is in decline, as simpler, sleeker services - think apps - are less about the searching and more about the g 1 etting. Chris Anderson explains how this new paradigm reflects the inevitable course of capitalism. And Michael Wolff explains why the new breed of media titan is forsaking the Web for more promising (and profitable) pastures."

"The STUDIO 20 concentration at NYU offers master's level instruction with a focus on innovation and adapting journalism to the web. The curriculum emphasizes project-based learning. Students, faculty and visiting talent work on editorial and web development projects together, typically with media partners who themselves need to find new approaches or face problems in succeeding online. By participating in these projects and later running their own, students learn to grapple with all the factors that go into updating journalism for the web era."

The goal was to think "outside the box" to create a web portal environment to help bridge on- and off-campus worlds, improve access to resources, and allow community members to publish their own information portlets and collections. This session podcast explores what one campus came up with as a next-generation web portal.

At the 2007 EG conference, Kevin Kelly shares a fun stat: The World Wide Web, as we know it, is only 5,000 days old. Now, Kelly asks, how can we predict what's coming in the next 5,000 days?

"With each new wave of technological innovation, the traditional way to explore the evolution of the educational model is to focus on how to best integrate the new technology into the learning process without influencing the traditional pedagogical principles and policies imposed by formal educational institutions. Recently, with the rise of new Web 2.0 tools and services (e.g. blogs, wikis, RSS, mashups, social tagging), many researchers are going the same way by exploring how to best include these tools into the traditional academic and corporate learning process. I believe however that in doing so, educational Web 2.0 technologies will go the way of previous technologies (e.g. LMS, LCMS, CMS, LO, LOR); i.e. much hype followed by a slow death. "

"A full-featured web site-creation package solely for the academic community. Scholars create web sites in seconds and can easily manage everything themselves (for free)"

"About Critical Pedagogy on the Web This site has a dual focus, providing both a general overview of critical pedagogy--its definitions, history, key concepts, and major theorists--and links to other critical pedagogy resources on the web. It began as a final project for an independent study in educational theory in the Fall of 2002."

A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid-perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that's what a story used to be, and that's how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.

The wild web Social networking sites are uncharted territory for cheating, identity theft and other mischief. How should universities address the growing possibilities for problems on the new frontier?

How to Use This Course All of the content for this course is accessible from the right sidebar titled Course Materials (it's on the right there, just below the search box). But you'll probably want to begin by just diving right into the Syllabus. You'll also notice that Announcements are available in another sidebar there on the right, just below the Course Materials. Course Description Course ImageInnovation continues to occur on the internet at an extremely lively pace. What was once the realm of email, FTP, Gopher, and the Web is barely recognizable a mere 10 years later. Keeping up with the speed of innovation and maintaining a familiarity with the most recent tools and capabilities is handy in some professions and absolutely critical in others. This course is designed to help you understand and effectively use a variety of "web 2.0″ technologies including blogs, RSS, wikis, social bookmarking tools, photo sharing tools, mapping tools, audio and video podcasts, and screencasts.

Welcome to TiddlyWiki! TiddlyWiki is a single html file which has all the characteristics of a wiki - including all of the content, the functionality (including editing, saving, tagging and searching) and the style sheet. Because it's a single file, it's very portable - you can email it, put it on a web server or share it via a USB stick. But it's not just a wiki! It has very powerful plugin capabilities, so it can also be used to build new tools. You have full control over how it looks and behaves. For example, TiddlyWiki is already being used as: * A personal notebook * A GTD ("Getting Things Done") productivity tool * A collaboration tool * For building websites (this site is a TiddlyWiki file!) * For rapid prototyping * ...and much more!