Wikis

Der folgende Artikel beschreibt, wie ein Wiki als zentrales Dokumentations- und Kommunikationswerkzeug im Rahmen eines wissenschaftlichen E-Learning-Projekts eingesetzt wurde und zeigt, wie vielfältig die Aufgaben sein können, für die ein Wiki nützlich ist. Neben dem internen Einsatz unterstützte das Wiki zudem die Kommunikation zwischen den verschiedenen Standorten und mit externen Netzwerkpartnern. Das Fazit des Beitrags beschreibt nicht nur die im Projekt erlebten Vorteile, sondern weist auch auf die kritischen Aspekte hin, die den erfolgreichen Einsatz eines Wikis im Wissensmanagement gefährden können.

Η παρούσα έρευνα μελετά τη συνεργατική δραστηριότητα μαθητών κάνοντας χρήση της τεχνολογίας wiki. Η διαδικασία έγινε στα πλαίσια μαθήματος πληροφορικής στη δευτεροβάθμια εκπαίδευση. Οι μαθητές καλούνται, να συνεργαστούν στα πλαίσια ερευνητικής εργασίας (μέθοδος project) με στόχο τη δημιουργία ενός wiki με θέμα τα ασύρματα τοπικά δίκτυα υπολογιστών. Μελετάται η συνεργασία των μαθητών στη συγγραφή της εργασίας και στις αντίστοιχες συζητήσεις, που πραγματοποιήθηκαν για την ολοκλήρωση της εργασίας. Τέλος εμφανίζονται και σχολιάζονται τα αποτελέσματα, που προκύπτουν από τα αρχεία καταγραφής του wiki. Ενδιαφέρον παρουσιάζει η μελέτη της συνεισφοράς των μαθητών στα έργα των άλλων ομάδων εργασίας, που αποτελούσε προαιρετική διαδικασία. Διαπιστώνεται η καθολική συμμετοχή των μαθητών στη δραστηριότητα, γεγονός που ενθαρρύνει την αξιοποίηση της τεχνολογίας wiki σε ερευνητικές εργασίες.

In this paper, I explore the concept of multitude according to the writings of Toni Negri, Michael Hardt and Paolo Virno and in opposition to the concept of mass, developed by the French thinker Gustave Le Bon.
Multitude appears as a kind of political subject, which is based on plurality, difference and cooperation. In addition, I claim that, though multitude effectively contributed to modify the current politics in
many countries, it has been more significant in the field of economics. The multitude has become a productive agent in the context of the cognitive capitalism (and what we have called the capitalism of the commons) that is more convenient for the economical goals than the mass. In this space we can see the emergence of a depoliticised face of the multitude.

Un mayor desarrollo de esta cuestión puede ser leído aquí:

https://www.academia.edu/22660452/Senderos_nuevos_del_capital_trabajo_consumo_y_producci%C3%B3n_de_subjetividad_2016_

This paper presents an analysis of my experiences with a teaching activity that engages students in publishing in Wikipedia on issues relating to globalization. It begins with a short overview of some of the current debates revolving around teaching globalization, which lay ground for the assignment. I discuss how this teaching tool fits with a number of dimensions related to teaching globalization, particularly with an international service learning approach. Finally, I present assessment data from a series of surveys I conducted from 2008 to 2016 on the effectiveness of the assignment.

STEM education in Greek schools has become more prevalent in recent years, mainly through the implementation of Educational Robotics projects. Small-scale working groups of handpicked participants constitutes the main practice of implementing these projects, aiming to participate in competitions for the purpose of discrimination. These projects are usually a parallel school activity concerning only the participants in it, having relatively little impact on school community. An alternative teaching approach is proposed and applied in the present research consisting of collaborative activities between volunteer participants who created a learning community. Results show that the proposed method satisfied students and generated their interest in both the future engagement with Robotics and the participation in similar collaborative activities.

International Conference on Education, Pedagogy and Technology (EDUPT 2022) will act as a major forum for the presentation of innovative ideas, approaches, developments, and research projects in the areas of Education, pedagogy & Technology. It also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.

Accompanied by growing literacy, information and communication technologies (ICT) have empowered states, organizations, but also – and perhaps most crucially – individuals, creating a more liberal and democratic environment. While also used as tools of social control, those technologies have often been used by revolutionaries and other agents of social change, aiding not only the surveillance state and for-profit organizations, but also individuals and non-state social actors, like social movements. In this paper I review literature on literacy and ICT, and, backed up by the results of a recent survey of international social movements, I conclude that at this pattern of empowerment, traceable throughout the human history, is continuing with the most recent information revolution.

This research was conducted to ascertain the students of PPISMP sem 3 group 1’s (2009 intake) perception on the usage of an E-group in their studies. The research started in the month of March and continued on to the month of May. Within that time frame, the respondents and their classmates were required to sign in to the group. In addition, the respondents will on occasion, log on and participate in some discussions. The research utilized a questionnaire that consists of open ended questions to ascertain the respondents’ perception of the E-group. The data was compiled into two tables, the general overview of the responses given and the comments that were frequently mentioned by the respondents. The data indicated that the respondents seemed to favour the usage of the E-group in general. In addition, they felt that the E-group did help in aspects such as its benefits in obtaining materials, in providing guidance, promoting discussions and in their studies in general. If this application is utilized more widely, this will greatly assist the students in their studies as it provides the students with more control over their studies and it could also potentially help the students in developing a more self directed learning approach.

The University of Cambridge is one of the oldest Universities in the UK, and has a reputation for excellence in both research and education. It is a collegiate university; undergraduate students typically live and have small-group tutorials within college, but the broader content of a course and syllabus is managed and delivered by lectures in research-led academic departments. The Department of Plant Sciences teaches lecture courses to undergraduate students studying within the Natural Sciences Tripos (NST). The Plant Sciences Pedagogy Project has been running within the department since Autumn 2005, and focuses upon the second year course the department runs within the NST, known as ‘Part IB Plant and Microbial Sciences’ (IB PMS).

Part of the Plant Sciences Pedagogy Project remit was to enhance and create online learning resources for IB PMS students. Although there is a very wide range of online learning technology now available, we wanted to make sure that students would find our new resources genuinely useful, and to avoid the pitfall of using technology for its own sake. Right from the start of the project, a range of research activities – including dual-scale questionnaires, focus groups and semi-structured interviews – were carried out to elicit staff and student opinions and expectations of teaching on the IB PMS course. We then sought to use this research evidence to inform development of novel online learning resources to complement and support the taught course.

"In un foglio di Excel di oltre 92000 righe di dati (il documento sull’Afghanistan fornito da WikiLeaks al Guardian aveva esattamente queste dimensioni) non si tratta di scovare una o più righe degne di essere raccontate, ma di capire come e cosa raccontano i dati nel loro insieme. È la lettura trasversale, la selezione, la messa in relazione di questi dati che, piuttosto, fa da base a quello che nel giornalismo va sempre più di moda chiamare data storytelling. In questo senso, il giornalismo dei dati racconta i dati e allo stesso tempo non li racconta: racconta attraverso i dati, ovvero se ne serve per costruire un racconto che è qualcosa di più complesso della semplice restituzione dei dati."

This paper describes the evolution that a subject such IPAII has experienced in order to improve the quality of its teaching. The use of collaborative work and the critical the course. Due to the nature of this subject, with no face-to-face tutorials and based on the analysis and writing of brief pieces of EST texts, the teaching team devised the idea of creating a common space in the form of a wiki so that all students had access to the same texts. To prove the effectiveness of this methodology, an exhaustive analysis of the data retrieved from the course was performed. These data came through two channels: Wikispaces statistics (history of changes and forum participation) and aLF, which apart from serving as common fora to discuss each activity, has also been a place to link different questionnaires to gather feedback related to the satisfaction of students with the subject. The announcement of the closure of Wikispaces in July 2018 has obliged the teaching team to think about other alternatives for collaborative work without affecting the instructions provided in the course guide. One of the best solutions found for this academic year was to migrate all the texts from the wiki to aLF so that they could be discussed in the fora. Some of the most useful features-such as using colours to highlight sections of text or delving into the history of changes for later analysis-analysis of the text is still possible. The comparison between the marks obtained this academic year and in previous ones can help us to conclude whether the use of wikis improves the quality of the learning or represents an obstacle for students who are not very familiar with this methodology.

Many studies investigated the use of collaboration at conventional teaching environment in different educational levels. The present study examines students’ behavior during a collaborative assignment in an online learning environment in higher education. Data were collected by graduate students who were attending a course at a distance learning master degree program in Special Education. The developed group dynamics and students’ beliefs about their role during the activity were “revealed” by their reactions to the discussion forum, their private e-mails to the instructor, their activity at the platform and their contribution on the assignment, for which the wiki tool was used. Results indicated that although students were at the same time in-service or pre-service teachers at primary and secondary education and they were expected to implement group work at their teaching, they had low self-efficacy beliefs in using it as students in online learning environment. Their major difficulties were related with their fear about possible negative consequences concerning their marks due to other members’ behavior and the lack of experiences. Suggestions on how the group work and the collaborative assignment can be integrated more effectively in an online learning environment in higher education courses are discussed

Web 2.0 tools can be useful for any situation where discussion and content sharing is desired, and where accessing current information in certain topic areas can be advantageous for learning. This case study examines how and why Lubna Alam from the University of Canberra used the Moodle Learning Management System (LMS) as a central hub that both provided her students with easy access to the class blogs, wiki and Twitter, and a place where information from the different technologies was amalgamated. The integration of web 2.0 technologies into the learning process is examined, highlighting how this can improve student engagement, communication and collaboration.

In this research-in-progress, we review the literature on an emerging new type of information systems: social information systems. Social information systems are information systems based on social technologies and open collaboration. The paper provides categories defining social information systems and a framework for existing and future research in this field of study.

Pentru început şi cea dintâi datorie, cea mai mare grijă a credinciosului creştin, este grija pentru mântuirea sufletului său, care rămâne nemuritor şi care trebuie să ajungă la perfecţiune ca şi Creatorul său, pentru că nimic în lumea aceasta nu este mai de preţ pentru creştin ca mîntuirea sufletului său, după cuvântul Mântuitorului: ,, Ce va folosi omului de ar dobândii lumea toată şi-şi va pierde sufletul său? Sau ce va da omul, schimb, pentru sufletul său ? " (Marcu VIII, 36-37).

1 Comuniunea creştinului cu Hristos în Biserica Sa şi creşterea prin virtuţi în Hristos, "până vom ajunge toţi la unitatea credinţei şi a cunoaşterii Fiului lui Dumnezeu, la starea bărbatului desăvârşit, la măsura vârstei deplinătăţii lui Hristos" (Ef. 4, 13), constituie esenţa spiritualităţii ortodoxe. Hristos, Dumnezeu-Omul este izvorul de putere şi modelul vieţuirii creştine ortodoxe. El este noul Adam până la sfârşitul veacurilor. " Cuvântul lui Dumnezeu S-a făcut om. Cel ce este Fiul lui Dumnezeu S-a făcut om (...) pentru ca omul să primească înfierea şi să devină fiu al lui Dumnezeu. Căci noi nu putem primi altfel incoruptibilitatea şi nemurirea decât prin unire cu Incoruptibilitatea şi Nemurirea. " 1 Spiritualitatea creştină ortodoxă se deosebeşte de alte spiritualităţi prin faptul că are un fundament puternic în Persoana Fiului lui Dumnezeu Întrupat, Iisus Hristos, Dumnezeu -Omul, pentru toţi oamenii din toate timpurile şi locurile, adică de la Adam până la sfârşitul veacurilor. " Ceea ce deosebeşte esenţial spiritualitatea creştină de orice altă spiritualitate este, în afară de faptul că ea nu afirmă identificarea omului cu dumnezeirea sau cu esenţa totală, caracterul ei hristologic. " 2 " Suişul creştinilor spre Dumnezeu are, adică, nu numai de normă, ci şi de cale pe Iisus Hristos " 3 , conform cu declaraţia Acestuia: <<Eu sunt calea...>>(In. 14, 6). Nimeni nu poate înainta spre unirea tainică cu Dumnezeu, păşind pe o altă cale decât Hristos(=Calea), şi nimeni în această unire nu poate ajunge dincolo de Hristos. Legătura noastră cu Hristos se realizează şi se întăreşte prin Duhul cel Sfânt al Lui. Creştinismul crede că orice altă unire cu dumnezeirea, deci aceea care nu se realizează prin Hristos şi în Hristos, este o iluzie. Iisus Hristos este singurul <Mijlocitor>, pe care l-a dat Dumnezeu oamenilor, ca scară spre Sine. " Pritr-Însul a binevoit să le împace toate cu Sine, fie cele de pe pământ, fie cele din Ceruri, făcând pace printr-Însul, prin sângele Crucii Lui. " (Col. 1,. " Căci printr-Însul avem şi unii şi alţii apropiere către Tatăl " . (Ef. 2, 18). Hristos ne mântuieşte, în primul rând, întrucât a îndumnezeit omenitatea Sa, pârga firii noastre, pe care apoi comunicându-ne-o şi nouă aşa îndumnezeită, sau transfigurată de har, ne îndumnezeieşte şi pe noi. Harul, în această concepţie, curge, aşadar, în noi din Hristos, întrucât ne unim cu El, nu se creează în noi, El, dând numai intervenţia. Harul ce ni se dă, există, înainte de a ni se da, în plenitudinea lui în omenitatea lui Hristos în care s-a revărsat energia necreată a Dumnezeirii Lui. Cu totul alta este concepţia lui Teofan al Niceii. Ea creşte din cele două premize ale gândirii patristice: Mântuirea noastră se realizează prin împărtăşirea de umanitatea îndumnezeită a Lui Hristos, prin revărsarea harului din ea, ceea ce înseamnă că ne mântuim unindu-ne cu Hristos. Şi cu cât suntem mai uniţi cu El, cu atât avem mai mult din harul din El. Prin aceste acte, Mântuitorul Hristos reface dialogul dintre om şi Dumnezeu, făcut posibil de data aceasta, de marea chenoză răscumpărătoare a

2012-Cuvânt înainte Pr.Prof.Univ.Dr. Dumitru Radu Pr.Prof.Univ.Dr. Emilian Cornitescu După o privire generală sintetică asupra Bisericii noastre în epoca nefericită a comunismului din ţara noastră (p.13-14), autorul încearcă o definire a Religiei creştine în general, a relaţiei ei cu societatea şi cu lumea întreagă, continuând cu definirea religiozităţii şi a spiritualităţii, reţinând elementele principale ale spiritualităţii creştine în general şi ortodoxe în special. În continuare prezintă într-o sinteză, felurile spiritualităţii creştine apusene: romano-catolică, protestantă şi anglicană, reţinând corect şi bogat în toate, specificul fiecăreia, în funcţie de doctrină şi de relaţia Bisericii cu societatea şi cu creaţia întreagă(p.37-60). Religia şi spiritualitatea sunt două noţiuni şi realităţi ce se implică reciproc şi se adâncesc reciproc, în relaţia omului cu Dumnezeu, şi anume în relaţia de comuniune a omului cu Dumnezeu în marea comuniune a Bisericii lui Hristos. Religiozitatea implică pe Dumnezeu în viaţa şi chiar în gândirea omului credincios, dar, chiar şi în comportarea omului cu sine însuşi, ca omul care este creat de Dumnezeu Însuşi după chipul şi spre asemănarea tot mai mare cu El, în comuniunea la care este chemat ontologic(Fac. 1, 26-29). Autorul lucrării de faţă a surprins şi reţinut multe elemente ale religiei, religiozităţii creştinului, legate de cunoaşterea lui Dumnezeu şi de trăirea în comuniune cu El, care intră în noţiunea de spiritualitate religioasă. Dar există şi o spiritualitate filosofică şi o nouă spiritualitate filosofică de care vorbeşte şi Mircea Vulcănescu, ca dimensiune românească a existenţei, de care vorbeşte şi filozoful Constantin Noica(în vol. Mircea Vulcănescu, Pentru o nouă spiritualitate filozofică, Edit. Eminescu, 1992). Există o spiritualitate filozofică care ar vrea să se substituie spiritualităţii religioase în general şi creştine în special. Autorul lucrării de faţă a surprins totuşi o serie de elemente ale spiritualităţii religioase în general şi creştin-ortodoxe în special care ar mai trebui revăzute

El libro titulado LA REDACCIÓN EN INTERNET, cuyo subtítulo reza “Tendencias, normas y desafíos de la escritura en la Sociedad de la Información y de la Comunicación” se distribuye en tres grandes apartados, que cubren: la redacción en la web (1 parte), la redacción en las redes sociales (2 parte) y la redacción en los wikis (3 parte). No están ausentes las polémicas suscitadas por las diversas formas de entender la normalización, ni las discusiones sobre la validez de las fuentes en el ciberespacio o las distintas normas de citación científica en línea.

"Emergent Digital Ethnographic Methods for Social Research" aims to equip social researchers in academia and industry with the knowledge to understand five emergent technologies and their methodological applications to digital ethnography. The chapter defines digital ethnography, discusses the benefits and weaknesses of this method, and provides examples of digital ethnographies. The chapter also presents a thorough examination of five digital ethnographic technologies: fieldnotes with blogs/wikis, embedded ethnographic technologies, digital pens, CMS groupware, and Twitter. Despite the vast possibilities presented by emergent technologies, the chapter argues for multiple ethnographic methods (i.e., digital methods combined with traditional, face-to-face ethnography). The chapter also includes a discussion of the costs, benefits, ethical implications, and future directions of digital ethnographies. Ultimately, the chapter sees digital ethnographic methods for social inquiry continuing to expand with developments in ubiquitous computing.

La comunicación organizacional se encuentra en un proceso de transformación. Evoluciona de una comunicación de masas controlada, destinada a la promoción asimétrica y unidireccional a una nueva era de la información multimediática en la Red. Esta evolución se caracteriza por incorporar la participación global de los usuarios. Desde siempre, durante el proceso de decisión y compra de un producto o servicio, el cliente busca información y referencias de la oferta, pero, este proceso de comunicación, en la actualidad, está influenciado por una actitud colaborativa del usuario, que implica comunicación bidireccional e interactiva en planos de igualdad por ambas partes.

As it provides a firm foundation for advancing knowledge, a solid literature review is a critical feature of any academic investigation. Yet, there are several challenges in performing literature reviews including: i) lack of access to the literature because of costs, ii) fracturing of the literature into many sources, lack of access and comprehensive coverage in many databases and search engines, and iii) the use of proprietary software lock-in strategies for bibliographic software, which can make porting literature reviews between organizations cumbersome and costly. These challenges often result in poor quality literature reviews completed by a single researcher unfamiliar with the approaches to the same research in other sub-fields and static reviews that are often lost to the scientific community. In this paper, an open source approach will be expanded to the application of improving the quality of literature reviews by providing best practices. Although there are many types and goals of literature reviews, it is found that all of them can be improved using a tool chain of free and open source software (FOSS) and methods. Specifically, this paper will provide a clear framework for i) comprehensive searching and obtaining access to the literature, ii) the use of FOSS for all steps including browsing, bibliographic software, and writing and iii) documenting a literature review to encourage collaboration of a dynamic document that lives into the future. This approach solves the current challenges of literature reviews and provides benefits of lower labor and economic costs, improved researcher control, and increased potential for collaboration. Finally, the challenges of using this approach and methods to overcome them are reviewed and future work is described.

Wann sind Wikis oder allgemeiner: Social Media erfolgreich? Wenn sie kommunikativ "lebendig" sind! Diesem "kommunikativen Erfolg" liegen Strukturprinzipien zugrunde, die diese Arbeit sichtbar macht. Sie beschreibt konkrete Aufmerksamkeits-, Motivations- und Organisationsstrukturen, und macht so den Erfolg der Leuchttürme wie Wikipedia oder Facebook, aber auch die Schwierigkeiten im Einsatz von Social Media in Organisationen und Gruppen verstehbar. Mit den Begriffen Mikrokommunikation und Mikrokollaboration liefert sie darüber hinaus eine Beschreibung neuer Formen gesellschaftlicher Kommunikation.

Reihe: Studien zur Organisationskommunikation, Band 4

Technology and the employment of etools within the education domain have brought about unprecedented impact on educational deliverables and deliverances. Teaching and learning have equally been enhanced. Learning theorists have suggested tool-use has contributed to the evolution of human language and cognitive development (Wertsch, 1985).Tool-use extends our sense of self-identity, social identity, and our experiences of social relationships within particular places. Education professionals use specific kinds of technologies (analogue and digital) and are influenced by particular characteristics of the technologies they use (Watson, 2001). Our social and cultural understanding of tools and complex digital technologies affect our ability to use them for learning (Pierson, 2001). The context and conditions of these understandings affect how we know when, where, and why ICT belongs in our educational practices. A number of advantages of using blogs, wikis and podcasts have been identified which translates to the fact that technology has brought with it more convenience, independence to students learning and enable students to reveal their natural propensity to show their creativity.

Knowing which technology to use for your online teaching can be difficult and sometimes overwhelming. This episode highlights issues you should keep in mind when making this decision. These include the importance of considering pedagogy before technology, the benefits of starting with something simple, and the need to provide adequate technical support and training for your students. To help you get started, it also includes links to a matrix guide, which outlines the educational application of different technologies in more detail.

Spiritualitatea ortodoxă urmăreşte şi exprimă desăvârşirea credinciosului în Hristos, ca mădular al Trupului Său tainic, Biserica. Şi întrucât desăvârşirea nu se poate dobândi în Hristos decât prin participarea la viaţa Lui dinino-umană, ţinta spiritualităţii ortodoxe, mântuirea şi desăvârşirea credinciosului se realizează numai prin unirea lui cu Hristos şi dăltuirea chipului lui Hristos în el. Spiritualitatea ortodoxă este o permeabilitate şi o transparenţă a omului faţă de Hristos şi o transparenţă a lui Hristos însuşi faţă de acesta. Aceasta înseamnă că spiritualitatea ortodoxă prezintă procesul înaintării creştinului pe drumul desăvârşirii în Hristos, prin curăţirea continuă de patimi şi dobândirea virtuţilor, anume un proces sau un urcuş continuu cu trepte cărora le corespund diferite virtuţi care culminează cu iubire. Pe orizontală spiritualitatea ortodoxă se manifestă progresiv, în deschidere şi disponibilitate a credinciosului spre semeni, spre lume şi spre valorile morale şi cultural-spirituale perene, credinciosul primind putere spre această deschidere tot din relaţia şi comuniunea lui cu Hristos. Existenţa pământească a creştinului ortodox are ca scop desăvârşirea la care nu poate ajunge decât în Hristos şi cu Hristos, realizând valorile morale într-un dialog al iubirii cu semenii şi cu Dumnezeu Cel în Treime. Toate valorile pe care acesta le realizează în existenţa sa sunt implicate în relaţia dialigică specifică cu Dumnezeu cel întreit, ca existenţă personală absolută, ca Adevărul infinit, Binele suprem, Frumosul prin excelenţă şi Sfinţenia inepuizabilă. De aceea, Dumnezeu Cel în Treime este izvorul, temelia, puterea şi modelul vieţii creştine autentice şi al slujirii arătate nouă prin Fiul Său întrupat, "la plinirea vremii" (Gal. 4,4) Dumnezeu -Omul, Iisus Hristos (Mc. 10,45).

I.2 -Spiritualitatea ca viată crestina si autentica 16 CAP. II. TEMEIURILE DOCTRINARE ALE SPIRITUALITĂŢII ORTODOXE II. 1. -Sfânta Treime -bază a spiritualitătii crestine 20 II. 2. -Iisus Hristos, temeiul si sursa de putere a comuniunii omului cu Dumnezeu 23 CAP. III. ECLEZIALITATEA ŞI DINAMISMUL SPIRITUALITĂŢII CREŞTINE III. 1. -Aspectul comunitar-eclesial al spiritualitătii 34 III.2. -Faptele bune si virtutile, expresii concrete ale dinamisului spiritualitătiicrestine_ 36 CAP. IV. SFINTIREA SI INDUMNEZEIREA OMULUI IV. 1. Mantuirea omului 41 IV. 2. Sfintirea si desavarsirea 44 IV. 3. Indumnezeirea omului 48 CAP.V. URCUSUL DUHOVNICESC SI IMPLICATIILE ACESTUIA 51 V. 1. Asceza: purificarea de patimi si crestere in virtuti 52 V. 2. Contemplarea lui Dumnezeu în făpturile sale 55 V. 3. Unirea mistica a omului cu Dumnezeu in iubire si har 58 CAP.VI. TRĂIREA DUHOVNICEASCA SI PARTICIPAREA OMULUI LA VIATA SEMENILOR 65 CONCLUZII 69 4 INTRODUCERE Viata pământească a creştinului ortodox are ca scop desăvârşirea la care nu poate ajunge decât în Hristos şi cu Hristos, realizând valorile morale într-un dialog al iubirii cu semenii şi cu Dumnezeu Cel în Treime, mai ales astazi, in contextul secularizant si secularizat al vietii omului. Toate valorile pe care acesta le realizează în existenţa sa sunt implicate în relaţia dialogică specifică cu Dumnezeu cel întreit, ca existenţă personală absolută, ca Adevărul infinit, Binele suprem, Frumosul prin excelenţă şi Sfinţenia inepuizabilă. De aceea, Dumnezeu Cel în Treime este izvorul, temelia, puterea şi modelul vieţii creştine autentice şi al slujirii arătate nouă prin Fiul Său întrupat, "la plinirea vremii" (Gal. 4,4) Dumnezeu -Omul, Iisus Hristos (Mc. 10,45). Aceste valori pe care creştinul ortodox le realizează în raport cu Dumnezeu, Care este o treime de persoane, trebuie arătate prin lucrarea Duhului Său, în raport cu semenii, de aproape şi de departe, ca şi aceştia să se bucure de ele şi în acest mod, să devină valori depline. 1 De aceea fiecare creştin are conştiinţa că aceste valori îi aparţin ca atare numai în măsura în care este vrednic de a le primi şi a se bucura de ele şi se află pe punctul de a le împărtăşi semenilor săi. Bucuria creştinului pe drumul desăvârşirii stă în capacitatea de a împărtăşi aceste valori, ca daruri ale lui Dumnezeu şi astfel să le înmulţească spre progresul spiritual şi material al semenilor săi, 2 în contextul întregii sale responsabilităţi, pe care o are în raport cu sine însuşi, cu lumea şi cu Dumnezeu. Astfel, valorile specifice omului, ca 1

‫מבוא‬ ‫העיצוב‬ ‫עקרונות‬ ‫פותחו‬ ‫השמונים‬ ‫שנות‬ ‫ובמהלך‬ ‫המאוחרות‬ ‫השבעים‬ ‫בשנות‬ ‫סביבות‬ ‫של‬ ‫אפקטיבי‬ ‫לעיצוב‬ ‫הדרכים‬ ‫את‬ ‫שהגדירו‬ ,)Instructional design( ‫ההוראתי‬ ‫למידה‬ ‫גישות‬ ‫על‬ ‫התבססו‬ ‫שפותחו‬ ‫הראשונות‬ ‫הלמידה‬ ‫סביבות‬ ‫ממוחשבות.‬ ‫למידה‬ ‫בתכונת‬ ‫השתמשו‬ ‫הן‬ .)Skinner, 1974( ‫סקינר‬ ‫של‬ ‫מדרשו‬ ‫מבית‬ ‫ביהיוויוריסטיות‬ ‫על‬ ‫המבוססות‬ ‫למידה‬ ‫סביבות‬ ‫של‬ ‫לעיצוב‬ ‫כאמצעי‬ ‫המחשב‬ ‫של‬ ‫האינטראקטיביות‬ )Drill and Practice( ‫ותרגול‬ ‫אימון‬ ‫סביבות‬ ‫בעיקר‬ ‫היו‬ ‫שעוצבו‬ ‫הסביבות‬ ‫ומשוב.‬ ‫גירוי‬ ‫בתחילת‬ .)Burton, Moore & Magliaro, 1996( ‫סגורה‬ ‫ובמתכונת‬ ‫בהדרגה‬ ‫מובנות‬

This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.

المــســتــخــلــص
يشير الجيل الثاني للويب لجيل جديد من الخدمات المتاحة على شبكة الويب العالمية والتي تتيح للمستفيدين إمكانية التعاون ومشاركة المعلومات على الخط المباشر، كما يوفر الجيل الثاني خبرة للمستفيدين تشبه تطبيقات سطح المكتب على الحاسبات الآلية وليست صفحات الويب الاستاتيكية المعهودة مع الجيل الأول للويب. ولقد ظهر مصطلح الجيل الثاني للويب كاسم لسلسلة من مؤتمرات تطور الويب والتي بدأت من أكتوبر عام 2004م، وغالبا ما كانت تستخدم تطبيقات الجيل الثاني من الويب مجموعة من التقنيات التي تعود للتسعينيات، منها خدمات الويب العامة APIs (التي تعود لعام 1998)،  وتقنية التطوير المساندة= Ajax (1998) وتجميع الويب (1997)، وهذه التقنية غالبا ما تتيح النشر الجماهيري (برنامج اجتماعي قائم على الويب)، وقد يشمل المصطلح المدونات والويكي، إلا أن هذا المصطلح لا يزال غامضا بعض الشيء، في حين تتوالى المفاهيم المتعلقة به. ومن هنا تتناول هذه الدراسة مقارنة بين الجيل الأول والثاني للويب من حيث التعريف والماهية، والتاريخ والتطور، والمواقع من حيث طريقة عمل المواقع، والملامح العامة للمواقع، وفئات المواقع، ووسائط المواقع، ثم تناول أدوات الجيل الثاني من الويب وخدماته التي تم تقسيمها إلى أربع خدمات أساسية وهي المشاركة، الدلالية، الفورية، الارتقاء بالمجتمع والتي يتفرع منهم إحدى عشر خدمة، في محاولة للوصول إلى تعريف واضح ومحدد للجيل الثاني للويب وكذلك تحديد التكنولوجيا التي تندرج أسفله.
الكلمات المفتاحية: ويب 2,0، ويب 1,0، ويب 1,5، المدونة، الويكي، الشبكات الاجتماعية

Web 2.0 and its tools: a comparative study
Abstract
Web 2.0  Indicates To A New Generation Of Services Available On The World Wide Web, Which Allows Users The Ability Of Cooperation And Sharing Of Information On-Line, It Also Provides Users Experience Like Desktop Applications Rather Than Static Web Pages Which Available In Web 1.0. Web 2.0  Term Appear As The Name For A Series Of Conferences Of The Evolution Of The Web, Which Started From October 2004, And Web 2.0  Used Set Of Techniques Which Date Back To The Nineties, Including Application Programming Interface (apis) (Dating From 1998), And  Asynchronous javascript And XML (Ajax) (1998) And Compilation Of Web (1997), This Technique Often Allows Publishing Public (Social Program Based On The Web). The Term Includes Blogs And Wikis, But This Term Is Still Vague Somewhat, While There Are Many Concepts Related To It. Hence This Study Addresses The Comparison Between Web 1.0 And Web 2.0 In Terms Of Their Definition, Evolution, And Sites In Terms Of The Way The Work Sites, And General Features Of The Sites, Categories Of Sites, Media Sites. It Also Address Web 2.0 Tools And Services That Have Been Divided Into Four Services Like: Participation, Semantic, Instantaneous, Improve Society Which Involves Eleven Services, So It Is An Attempt To Reach A Clear And Specific Definition For Web 2.0 And Its Technology .
Keywords: Web 2.0, Web 1.0, Web 1.5, Blog, Wiki, Social Networking

Barang atau komoditas dalam pengertian ekonomi adalah suatu objek atau jasa yang memiliki nilai. Nilai suatu barang akan ditentukan karena barang itu mempunyai kemampuan untuk dapat memenuhi kebutuhan. Dalam makroekonomi dan akuntansi, suatu barang sering dilawankan dengan suatu jasa. Barang didefinisikan sebagai suatu produk fisik (berwujud, tangible) yang dapat diberikan pada seorang pembeli dan melibatkan perpindahan kepemilikan dari penjual ke pelanggan, kebalikan dengan suatu jasa (tak berwujud, intangible). Istilah "komoditas" sering digunakan dalam mikroekonomi untuk membedakan barang dan jasa.

This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.

المستخلص
يمكن ملاحظة تأثير مصطلح الجيل الثاني من الويب في ظهور اللاحقة 2,0 في كل قطاعات المعرفة، مثل الجيل الثاني من التعليم الإلكتروني، والجيل الثاني من المكتبات، ومؤسسات الجيل الثاني، وهذه المصطلحات لها روابط واضحة مع مصطلح الجيل الثاني من الويب، واصفا مبادئ تطبيقات  الجيل الثاني من الويب، واستخدام تقنياتها في  محتوى التعليم الإلكتروني ، والمكتبات والمؤسسات. وقد تم صياغة مصطلح الجيل الثاني من المكتبات في مدونة يطلق عليها أزمة المكتبة= LibraryCrunch .
ولقد تغير مفهوم المكتبة من مبنى يضم مجموعة من المقتنيات، ثم انتقلت إلى نظام إدارة المكتبة المتكاملة على شبكة الإنترنت بفهارس قائمة على الويب، ثم أتاحت المكتبات خدمات الويب مثل مواقع الويب، الكتب الإلكترونية، والدوريات الإلكترونية، وقواعد البيانات في خدماتها والتي تتيح للمستفيدين من المكتبة إمكانية استخدام مقتنياتها دون دخول المكتبة، وتمتد الإتاحة إلى 24 ساعة يوميا/ 7 أيام. 
ولقد أصبحت المكتبات قوية في كيفية تقديم هذه الخدمات للمجتمع وماذا تقدم، وعليها أن تتواكب مع المتغيرات الحديثة لتلبي احتياجات المستفيدين المختلفين، ولقد ظهر مصطلح الجيل الثاني من المكتبات وأصبح يتردد كثيرا، لكن ماذا يعني هذا المفهوم بالضبط؟
وتركز هذه الدراسة على التعريفات المختلفة للجيل الثاني للمكتبات وكذلك المفاهيم المختلفة التي ظهرت حوله، وتحلل هذه الدراسة الروابط بين الجيل الثاني للويب، والجيل الثاني للمكتبات، وتناقش الفوائد المستفادة من تطوير خدمات المكتبة باستخدام أدوات الجيل الثاني للويب. وتميز هذه الدارسة تكنولوجيا الجيل الثاني من الويب مثل المدونات والويكي والشبكات الاجتماعية والتيجان والتغذية المرتدة الخاصة بملخص المحتوى الوافي وتسجيلات الوسائط المتعددة أو البودكاست والرسائل الفورية مع اقتراح بعض التطبيقات التي يمكن للمكتبات العربية الاستعانة بها لتكامل هذه التكنولوجيا لتقديم أفضل خدمات للمستفيدين.
الكلمات المفتاحية: الجيل الثاني للمكتبات، الشبكات الاجتماعية، تكنولوجيا المكتبات، المدونات، الويكي

Abstract
We can see the impact of the term Web 2.0 in the emergence of the subsequent 2.0 in all sectors of knowledge, such as e-learning 2.0, libraries 2.0, and institutions 2.0. These terms have clear links with the term Web 2.o, describing the principles of the Web 2.0 Applications, and using technologies in e-learning content, libraries and institutions. The term Library 2.0 was drafted in a blog called Library Crunch.
The concept of the library has changed from building houses  with many collections of information sources, to the integrated library management system online with catalogs list on the Web, and then libraries Web allowed services such as Web sites, e-books, e-journals, and databases in services which allow users the ability of using their holdings without entering the library, and access extend to 24 hours a day / 7 days. Libraries have become strong in how to provide these services to the community and what they provide, and it has to keep pace with modern changes to meet the different needs of users. Library 2.0 has emerged and became frequented a lot, but what does this concept mean ?
This study focuses on the different definitions of libraries 2.0, as well as the various concepts that have emerged around it; analyzes the links between Web 2.0 libraries 2.0, and discusses the benefits learned from the development of library services using the tools of Web 2.0; distinguish Web 2.0 technologies, such as blogs, wikis, social networks, Bookmarks, RSS, podcasts and instant messages; to suggest some applications suitable for Arab libraries which can use them to integrate this technology to provide the best services to users.
Keywords: Library 2.0, social networks, libraries technology, blogs, wikis.

This paper focus on the digital development of the project 'SigNet – a network of Hellenistic sealings & archives', and on the potential of digital tools for big data mining not only for academic research, but also for public engagemet in museums and citizen science initiatives.

Este trabalho se atentará para os possíveis percursos que um estudante, desvinculado de instituições, pode traçar nos ambientes virtuais em busca de uma formação autônoma.  Seguindo, assim, com um mapeamento introdutórios destes ambientes de aprendizagem e as novas potencialidades que eles oferecem. Seu desenvolvimento visará descortinar a existência de um novo ethos de leitura, formação e aprendizagem, que se torna possível pela natureza diversa, múltipla e veloz destes novos espaços, através do imperativo maior do autodidatismo.

The email has been for many years now an indispensable organizational tool for personal communication and group collaboration. However, recently, the evolution of the wiki technology has introduced novel forms of open collaboration and flexible communication. More organizations are increasingly adopting and using this technology at the workplace. This paper reports on results from an interpretive case study which explored the evolution in collaborative and communicative practices. It examined the perceptions of members of communities of practice towards the differences between using a wiki and an email for collaboration within their communities. The case was primarily based on 16 interviews at a large multinational organization. The paper concludes with rich insights into five themes which characterize the major differences between wiki and email collaboration. These themes are nature or purpose of use, patterns or forms of collaboration, technological characteristics, representation of content, and habitual behavior.