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Research 2 (Student)
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Student Resources > Technology Tools > Research 2.0
Research 2.0
The resources presented in this wiki take the perspective that the merging of technology, writing, and research has brought new opportunities for involvement, collaboration, and distribution as well as new challenges for conducting responsible research. These challenges require one to understand what is happening online where vast amounts of information are not only accessible, but the space between users, audience, and authors has merged and blurred. Consequently, this wiki embraces the ideas and technologies of Web 2.0 as we present responsible research resources for the GW community, or what can be called "Research 2.0."
Web 2.0 is a concept coined by Tim O'Reilly to mean the many layers and dimenions of interconnectivity now opperating on the Internet. To help explain the concept, in 2007 Michael Wesch, Assistant Professor of Cultural Anthropology at Kansas State University, made a video titled "Web 2.0, The Machine is Us/ing Us," that he released on YouTube. The video is provided below.
Researching with Web 2.0 Tools
These tools and approaches are current and emerging. How many of these do you incorporate in your instruction?
- Tabbed, extension-rich browsers: Firefox, Opera or Flock, also consider the PortableApps Suite
- Collaborative approach to research: Meebo for IM, Vyew, Skype, or Chatzy
- Social Bookmarking & Tagging: del.icio.us, Furl, Diigo, or WebCite
- Online, Social Note-Taking: Google Notebook, NoteStar, Google Docs, Zoho, Zotero, Diigo, Stickis, Carmun, or BackPackIt
- Audio notes: see my del.icio.us tagged podcasting
- Podcasts, videos, and other online presentations: see my del.icio.us tagged podcast for help finding podcasts, and visit Google Video and YouTube
- Online citation help: Citation Machine, OttoBib, EasyBib, Bedford Bibliographer or NoodleTools
- Working with the "deep web" and using advanced and specialty searches (Quintra's visual search, Windows Academic Live Search, or Google specialty searches include Scholar, U.S. Government, News, Books, and Blogs)
- Finding ways to bring the information to the researcher: notify services (like Google Alerts), aggregators (like Google Reader or Bloglines), personal desktops (like Netvibes, Google Home, Pageflakes) and mashups (like SuprGlu, Pipes)
- Using social services to track information: Digg, Technorati, and the blogosphere in general
- Research as process ... online research and writing is inherently more recursive and a more consistently ongoing process originating in the lives and interests of students and growing from their own writing: using wikis, blog-writing (where, in the words of Paul Allison, "every blog post is research") or perhaps moving fully into "personal learning environments"
- Presenting findings in media-rich formats: Vyew, SlideShare, Pachyderm 2.0, Scribus, Gliffy, BubbleShare, a wiki page, a podcast, a video
Organizations
The Digital Futures Coalition strives to find "an appropriate balance in law and public policy between protecting intellectual property and affording public access to it." Created in 1995, this 42-member group monitors and advocates on intellectual property issues and is made up of academic and professional organization.
Founded in 2001 as a response to the tensions caused over copyright with digital developments, this organization developed the Creative Commons License to provide creators a way to protect their work while at the same time encouraging open and creative use of it through a "some rights reserved" licensing. In addition to explaining the Creative Commons license and proving a easy system for using it, the site also offers links to Creative Commons-licensed media
Wikipedia
Wikipedia, the online social networking encyclopedia, is not without its controversy. Below are links to examples of the challenges presented with user-generated and free access content.
- Nature versus Britannica over Wikipedia Accuracy
In 2005, an article was published in Nature that claimed that information found on Wikipedia was as accurate as the Encyclopedia Britannica. Britannica printed a 20 page rebuttal on its corporate web site. Nature responded with its own press release rebuttal.
This segment from a July 30, 2006 "Colbert Report" from Comedy Central brings a humorous look at the benefits and liabilites of audience-generated content. This segment of the Cobert Report's The Word titled "Wikiality" http://www.comedycentral.com/motherload/index.jhtml?ml_video=72347
Research 2 (Student)
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