Can Weblogs and Microblogs Change Traditional Scientific Writing?

Ebner, Martin; Maurer, Hermann

doi:10.3390/fi1010047

Cited by 43 publications

(47 citation statements)

References 15 publications

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“…A la respuesta inicial de la pregunta ¿Qué estás haciendo? los usuarios responden de diferentes formas (Mischaud, 2007;Milstein, Choudhury, Hochmuth, Lorica y Magoulas, 2008;Ebner y Schiefner 2008;Ebner y Maurer, 2009):…”

Section: -Introducción El Microblogging Y Su Killer App Twitterunclassified

La utilización del microblogging y de Twitter como herramienta de enseñanza-aprendizaje

García

2013

ESPIRAL-CUADERNOS DEL PROFESORADO

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RESUMEN:Las nuevas herramientas generadas en el ámbito de la Web social están creando vías de apoyo a la creación de conocimiento mediante el uso de tecnologías sencillas y de cómodo uso. El objetivo de este artículo es mostrar como el uso del microblogging y de Twitter particularmente, puede ser una herramienta tecno-social que mejore los procesos de enseñanza-aprendizaje. Comenzando con el análisis del funcionamiento de la plataforma, se analiza en profundidad Twitter tanto desde el punto de vista de la generación de contenidos y su puesta en común, como desde la óptica de las interacciones sociales que se producen en él. Así mismo se han estudiado las posibilidades y ventajas que puede ofrecer su uso desde la escuela, tanto como proceso comunicativo entre docentes y discentes, así como desde la nueva construcción social virtualizada que genera y se aportan las posibles dificultades y problemas que pueden encontrarse los docentes o los alumnos en su uso. Twitter ofrece ventajas que van desde el establecimiento de sistemas de aprendizaje informal hasta la mejora de habilidades comunicativas y sociales, pero su uso no está exento de aspectos negativos, especialmente cuando no existe una estrategia previa de implantación en el aula para utilizarlo como refuerzo de las acciones de enseñanza y aprendizaje. Palabras clave: Microblogging, Twitter, Redes Sociales, TIC ABSTRACT:The new tools developed within the framework of the social web are creating ways of supporting the creation of knowledge through the use of simple technologies and comfortable use. The aim of this paper is to show how the use of microblogging and Twitter in particular, can be a tool to improve technological and social processes of teaching and learning. Starting with the analysis of the functioning of the platform, Twitter is analyzed in depth both in terms of content generation and sharing, as from the perspective of social interactions that occurs in it. We have also studied the possibilities and potential benefits from school use, as well as the communication process between teachers and students, and the new virtualized social construction generated, and we show the potential pitfalls and problems that teachers and students may find in their use. Twitter offers advantages, from the establishment of informal learning to communication and social skills improvement, but their use is not without negative aspects, especially when there is no previous strategy implementation in the classroom for its use as reinforcing teaching and learning activities.

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Section: -Introducción El Microblogging Y Su Killer App Twitterunclassified

La utilización del microblogging y de Twitter como herramienta de enseñanza-aprendizaje

García

2013

ESPIRAL-CUADERNOS DEL PROFESORADO

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“…Another stream in the literature focuses more directly on the application of a single Web 2.0 technology in the education environment, in particular wikis (Chao, 2007;Parker & Chao, 2007), blogs and microblogs (Churchill, 2009;Ebner & Maurer, 2009). …”

Section: Scholarly Communication In the Webmentioning

confidence: 99%

Scholarship 2.0: analyzing scholars’ use of Web 2.0 tools in research and teaching activity

Calvi

Cassella

2013

LIBER

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Over the past 15 years the Web has transformed the ways in which we search for information and use it. In more recent years, we have seen the emergence of a new array of innovative tools that collectively go under the name of 'Web 2.0', in which the information user is also increasingly an information producer (i.e., prosumer), by sharing or creating content.The success of Web 2.0 tools for personal use is only partially replicated in the professional sphere and, particularly, in the academic environment in relation with research and teaching.To date, very few studies have explored the level of adoption of Web 2.0 among academic researchers in their research and teaching activity. It is not known in what way how and how much Web 2.0 is currently used within research communities, and we are not aware of the drivers and the drawbacks of the use of Web 2.0 tools in academia, where the majority of people is focused either on research or on teaching activities.To analyse these issues, i.e. the combined adoption of Web 2.0 tools in teaching and research, the authors carried out a survey among teaching and Licia Calvi and Maria CassellaLiber Quarterly Volume 23 Issue 2 2013 111 researching staff of the University of Breda in The Netherlands. This country was chosen mainly because it is on the cutting edge as far as innovation is concerned. An important driver in choosing the Breda University's academic community was the fact that one of the two authors of this survey works as senior researcher at this university.The purpose of our survey was to explore the level of adoption of Web 2.0 tools among the academic communities. We were interested in investigating how they were using these tools in the creation of scientific knowledge both in their research and teaching activity. We were also interested in analysing differences in the level of adoption of Web 2.0 tools with regard to researchers' position, age, gender, and research field.Finally, in our study we explored the issue of peer reviewing in the Web 2.0 setting. In particular, we investigated whether social peer review is regarded by researchers as a viable alternative to the current closed peer review system (single-blind or double blind).We approached about 60 staff members, but only 12 faculty members completed the survey fully. This means that our results can only be regarded as exploratory, but we still believe that they represent a complementary perspective with respect to previous studies.

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“…A number of studies has looked at how Twitter is used in political discourse (Shogan, 2010;Waters and Williams, 2011;Burns and Eltham, 2009;Welpe, et al, 2009;Saalfeld and Dobmeier, 2012), advertising/PR (Schultz, et al, 2011), education (Junco, et al, 2011;Schroeder, et al, 2010;Dunlap and Lowenthal, 2009;Ebner and Maurer, 2008;Pauschenwein and Sfiri, 2011;Borau, et al, 2009), science and science communication, including conference tweeting (Mandavilli, 2011;Kieslinger, et al, 2011;Herwig, et al, 2009;Reinhardt, et al, 2009;Harley, et al, 2010) among others (e.g., Puotinen, 2011).…”

Section: Introductionmentioning

confidence: 99%

From lecture hall to city council: Twitter as subordinate involvement in formal settings

Buendgens-Kosten¹,

Preussler²

2013

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The micro-blogging service Twitter can be used to publicly share information about events that used to be limited to a defined number of participants only. How does this affect different types of formal or semi-formal events, from the university seminar to the council meeting? This paper uses Goffman's notion of involvement and Lindroth and Bergquist's notions of alignment and glancing to describe the potential for conflict that this use of Twitter causes, and suggests approaches that may help to avoid or to alleviate conflicts.

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Can Weblogs and Microblogs Change Traditional Scientific Writing?

Cited by 43 publications

References 15 publications

La utilización del microblogging y de Twitter como herramienta de enseñanza-aprendizaje

La utilización del microblogging y de Twitter como herramienta de enseñanza-aprendizaje

Scholarship 2.0: analyzing scholars’ use of Web 2.0 tools in research and teaching activity

From lecture hall to city council: Twitter as subordinate involvement in formal settings

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