Suchergebnisse

Изучение средств и приемов обучения лексике иностранного языка является одной из актуальных задач современной методики обучения иностранным языкам, так как предполагает поиск эффективных форм работы с новыми языковыми единицами на различных этапах. Статья посвящена вопросу обучения лексике иностранного языка средствами Веб 2.0 технологий. В ней раскрывается понятие Веб 2.0 технологий, приводятся их различные классификации, раскрываются возможности Веб 2.0 технологий для работы с иноязычной лексикой, обозначаются основные этапы формирования иноязычных лексических навыков средствами указанных технологий. В ходе экспериментальной работы на основе полученных данных авторы выявляют основные критерии отбора Веб 2.0 инструментов для формирования лексических навыков, на основе выделенных критериев определяют из разнообразия существующих Веб 2.0 платформ наиболее эффективные для формирования иноязычных лексических навыков. На их основе разрабатывают и апробируют комплекс упражнений для обучения студентов вуза лексике английского языка с применением Веб 2.0 технологий. По результатам проведенной экспериментальной работы делается вывод о преимуществах и недостатках обучения иноязычной лексике на основе Веб 2.0 технологий по сравнению с традиционным обучением лексике.
The study of the means and methods of teaching foreign language vocabulary is one of the today's challenges in teaching foreign languages, since it involves the search for effective forms of work with new language units at various stages. The article is devoted to the issue of teaching foreign language vocabulary by means of Web 2.0 technologies. The article reveals the concept of Web 2.0 technologies, provides their various types, provides Web 2.0 technologies possibilities for working with foreign vocabulary, considers the main stages of the formation of foreign language lexical skills by means of Web 2.0 technologies. In the course of the experimental work, the authors identify the main criteria for selecting Web 2.0 tools for the formation of lexical skills. Based on the selected criteria, the authors of the article determine the Web 2.0 technologies which are the most effective for the formation of foreign language lexical skills. On their basis, a set of exercises is developed and tested for teaching university students the vocabulary of the English language with the help of Web 2.0 technologies. The conclusion is given on the advantages and disadvantages of teaching foreign language vocabulary with the help of Web 2.0 technologies in comparison to traditional methods of teaching of vocabulary.

Web 2.0 has become the buzz word for describing social media available on the Internet, such as blogs, photo and file sharing systems and social networking sites. These Web 2.0 applications are rapidly transforming citizen-citizen and citizen-government interactions in a manner not seen before. In recognition of these trends, governments are already taking a very close look at Web 2.0 and online communities in order to leverage them for designing products and services and for providing citizen services. This book brings together international scholars to provide the theoretical and practical contexts for understanding the nature of Web 2.0 technologies and their impact on political, public policy and management processes, and to explore how best Web 2.0 applications can be leveraged and aligned with the strategic goals of government organizations to add value and ensure effective governance. Drawing from experiences from countries around the globe, the book provides the theoretical context of the potential for Web 2.0 applications to transform government services, as well as practical examples of leading public sector institutions that have attempted to use Web 2.0 applications to enhance government operations, policy making and administration. There are three parts to the book, namely 1) Perspectives on Web 2.0 and Democratic Governance, 2) The Political, Policy and Management Impacts of Web 2.0 in Government, and 3) Leveraging Web 2.0 Applications for Effective Governance. This book differs from existing edited books on Web 2.0 technologies that focus primarily on politics and e-democracy because it examines the impact of the applications on politics, policy and public management. The book contributes toward the literature by filling the existing void and expanding knowledge in the field of public administration and policy, making it of interest to both academics and policy-makers.

Why social media? -- Designing social media sites for emergency management : back to basics -- Social sites for group support using Facebook -- Introduction to microblogging using Twitter -- Relationships : Twitter for teams and information exchange -- Collaboration and documentation -- Mapping and open source disaster management systems -- Open source software : the building blocks of customization -- Launching and testing social media -- Onsite contributions -- Case studies -- Exercises -- Technical notes

The web 2.0 is transforming the project management in organizations by improving communication and collaboration. The new generation of web-based collaborative tools provides much better experience than the traditional software package allowing document sharing, integrated task tracking, enforcing team processes and agile planning. Despite of the indubitable benefits brought by web 2.0, the use of these technologies to promote knowledge management remains unexplored. For many project managers to obtain and integrate information from different tools of previous similar projects in global organizations remains a challenge. This theoretical paper presents a proposal that suggests an innovation in the knowledge management area applying web 2.0 technologies. The main goal is to provide an integrated vision of a set of technologies that could be used by organizations in order to promote better management of lessons learned. The proposal includes the lessons learned processes (e.g. capture, share and dissemination), the process-based (e.g. project review and after action review) and documentation-based (e.g. micro article and learning histories) methods. Results show how web 2.0 technologies can help project managers and team project to cope with the main lessons learned processes and methods to learn from experience. Moreover, recommendations are made for the effective use of web 2.0 components promoting innovation and supporting lessons learned management in projects.Keywords: Project management; Lessons learned processes; lessons learned methods; project learning; web 2.0 technologies; innovation.

In the recent past, the so-called "Web 2.0" became a powerful tool for decision making processes. Politicians and managers, seeking to improve participation, embraced this technology as if it simply were a new, enhanced version of theWorldWideWeb, better suited to retrieve information, opinions and feedbacks from the general public on subjects like laws, acts and policies. This approach was often naive, neglecting the less-obvious aspects of the technology, and thus bringing on significant security problems. This paper shows how, in the end, the result could easily be the opposite of what was desired. Malicious attackers, in fact, could quite easily exploit the vulnerabilities in these systems to hijack the process and lead to wrong decisions, also causing the public to lose trust in the systems themselves.

ABSTRACTWith the proliferation in Web 2.0 technologies, many marketing educators are experimenting with new teaching and learning tools (e.g. Facebook, Twitter, YouTube and Second Life). The benefits of such technologies are often touted by scholars, and indeed, there is a good deal of evidence to support such a view. However, increasingly, educators are highlighting some of the limitations of technology in the learning environment. To draw parallels with other new product research in marketing, the adoption of new learning technologies is often not so widespread. The literature exhibits inconsistency about the willingness of students to adopt new technology in a learning environment, but no systematic research into the factors that affect technology acceptance yet exists. This research fills a gap in the literature by applying an augmented Technology Acceptance Model (TAM) to understand students' future intentions to adopt Twitter, a Web 2.0 technology shown to offer students a variety of benefits. By using partial least squares, the research shows that the main proximal driver of student adoption of Twitter is a utilitarian attitude. Students need to be convinced about 'what's in it for me', rather than persuaded about the technology's hedonic benefits. Other affective variables such as an individual's affinity with computers and risk tolerance were also found to be important drivers of perceived ease of use and perceived usefulness, the TAM's key antecedents. Copyright © 2013 John Wiley & Sons, Ltd.