“211工程”高校图书馆Web2.0的应用   总被引：2，自引：0，他引：2  

李育嫦 《图书馆学刊》2011,33(3):71-75

选取进入＂211工程＂的114所高校图书馆作为调查对象,考察了RSS、Blog、Wiki、Tag/Folksonomy、IM、SNS、Toolbar、Adjax等Web2.0技术在高校图书馆信息服务中的应用,分析其应用现状及效果,进而提出高校图书馆Web2.0服务发展策略。  相似文献   

企业2.0在知识管理中的应用研究     

盛小平  田倩 《情报理论与实践》2011,34(2)

企业;企业2.0是Web2.0技术在企业中的应用,具有很高的交互性、开放性、灵活性、适用性和集成性特征。企业2.0并非第二代知识管理,但可以更好地促进知识管理在企业的实施,特别是改进企业知识获取、知识组织与知识共享等知识管理活动。  相似文献   

基于Web2.0的高校图书馆个性化信息服务:现有模式、存在问题及服务优化   总被引：3，自引：0，他引：3  

李育嫦 《新世纪图书馆》2011,(4)

论文从基于Web2.0的个性化信息服务的内涵、特征出发,系统介绍国内高校图书馆开展Web2.0个性化信息服务的模式,分析其中存在的问题,最后从Web2.0个性化信息服务所涉及的人、信息资源、技术和服务等方面提出了进一步优化的建议。  相似文献   

Ajax技术及其在图书馆学科信息平台建设中的应用     

苏叶  黄文  夏天  李光伟 《中华医学图书馆杂志》2011,(11):51-54

介绍了web2．0的核心技术Ajax的技术组成和工作原理,探讨了如何利用ajax的异步交互技术原理实现专家评论模块功能和提升用户体验。  相似文献   

开启Web2.0时代图书馆服务新策略   总被引：3，自引：0，他引：3  

曹望虹  李海英  张玲 《情报科学》2011,(1)

Web2.0的出现开启了图书馆服务的新时代。Web2.0给图书馆带来的不仅是服务手段的完善和升级,也是服务理念的变革和创新。但服务理念、内容、手段的变化,并不能从根本上保证服务质量的提高。本文以Web2.0的新视角重新审视、评估和改进传统服务,探讨图书馆如何打造Web2.0时代优质服务的举措。  相似文献   

基于Web2.0的学习     

马金凤 《人天科学研究》2011,10(1):194-195

对基于Web 2.0的学习进行了论述。通过分析Web 2.0的模式和特征,探讨了Web 2.0在教学过程中对于教师和学习者产生的新的教学、学习方式,考察了Web 2.0对于学习资源进行的知识管理,提出了在Web 2.0学习中对学习者生存能力和道德规范的要求。  相似文献   

WEB2.0在图书馆的应用     

黄浪 《内蒙古科技与经济》2011,(3):72-73

文章介绍了什么是Web2.0和图书馆2.0,探讨了Web2.0中比较成熟的技术及理念在图书馆的应用。  相似文献   

美国在网络主权问题上的立场变化及启示     

余建川 《情报杂志》2021,(2):102-110

[目的/意义]在网络空间这个新颖而又无处不在的领域中,主权原则如何运作一直是国家实践和学界理论研究中的硬核问题。厘清美国在该问题上的立场变化对我国参与网络空间国际治理具有积极意义。[方法/过程]利用历史分析法、文献研究法和对比分析法对美国《情报活动中的国际法律问题评估》(1999年)、《网络行动国际法塔林手册2.0》和《在军事行动中使用网络能力的国际法框架》(2017年)进行法律考察。[结果/结论]研究表明,为应对美国在网络主权问题上的立场转变,我国应坚持领土主权原则的拘束力,平等地尊重各国网络主权,并积极参与网络空间国际规则制定的实践,推动网络空间命运共同体理念的国际法构建。  相似文献   

An evolving Learning Management System for new educational environments using 2.0 tools     

Miguel Á. Conde  Francisco J. García-Peñalvo  María J. Rodríguez-Conde  Marc Alier  María J. Casany  Jordi Piguillem 《Interactive Learning Environments》2014,22(2):188-204

The tools used in learning processes are in a continuous state of flux. One of the most significant changes is the application of Information and Communications technologies (ICTs) to educational contexts. This provides new possible ways to carry out learning activities, new learning services, the possibility to use new kinds of contents and activities, etc. However, ICTs have not provided as many advantages as they were supposed to, so changes are necessary. In this context, a new set of tools, Web 2.0, offers a new way to understand the Web, in which the user is the centre. Further, users can cooperate in order to define contents. This concept is also applied in technology-mediated learning but there are important problems when one tries to integrate such tools and concepts with existing systems. This paper explores the integration of these tools in traditional learning environments, the various possibilities and their advantages and drawbacks. After that, an interoperability scenario is described and two experiences are presented to show how 2.0 tools can be integrated in learning activities, and its effect in educational process.  相似文献   

Research results of two personal learning environments experiments in a higher education institution     

Victoria Marín Juarros  Jesús Salinas Ibáñez  Bárbara de Benito Crosetti 《Interactive Learning Environments》2014,22(2):205-220

This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to virtual learning environments, such as using distributed Web 2.0 tools from personal learning environments (PLEs). With that aim in mind, this paper presents an exploratory study with two different iPLE configurations, analyses how they modify the learning–teaching process, and reports their perceived usefulness from the students' point of view. These two case studies were carried out by a research group of educational technology from a Spanish university in graduate and postgraduate courses. As reported by other case studies, the results revealed that students use the environment basically in the academic context and this usage is conceived as another time and effort requiring task. This fact can be observed in the low level iPLEs customization. The overall conclusions we can extract are, on the one hand, that the new environment to integrate informal and formal learning should be flexible and adaptable to the student's needs and preferences and, on the other hand, that academic tools might someday become personal tools.  相似文献