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Web 2.0: A New Wave of Innovation for Teaching and Learning?.

Published on Jan 1, 2006in Educational Review1.73
Bryan Alexander8
Estimated H-index: 8
Abstract
© 2 0 0 6 B r y a n A l e x a n d e r chronological structure implies a different rhetorical purpose than a Web page, which has no inherent timeliness. That altered rhetoric helped shape a different audience, the blogging public, with its emergent social practices of blogrolling, extensive hyperlinking, and discussion threads attached not to pages but to content chunks within them. Reading and searching this world is significantly different from searching the entire Web world. Still, social software does not indicate a sharp break with the old but, rather, the gradual emergence of a new type of practice. These sections of the Web break away from the page metaphor. Rather than following the notion of the Web as book, they are predicated on microcontent. Blogs are about posts, not pages. Wikis are streams of conversation, revision, amendment, and truncation. Podcasts are shuttled between Web sites, RSS feeds, and diverse players. These content blocks can be saved, summarized, addressed, copied, quoted, and built into new projects. Browsers respond to this boom in
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Cited By641
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#1Alfonso Expósito (University of Seville)H-Index: 7
#2Javier Sánchez-Rivas (University of Seville)H-Index: 3
Last.María del P. Pablo-Romero (University of Seville)H-Index: 15
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#1Norjihan Abdul Ghani (Information Technology University)H-Index: 5
#2Suraya Hamid (Information Technology University)H-Index: 9
Last.Ejaz Ahmed (UM: University of Malaya)H-Index: 27
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#1Minna Nykopp (University of Jyväskylä)H-Index: 1
#2Miika Marttunen (University of Jyväskylä)H-Index: 14
Last.Gijsbert Erkens (UU: Utrecht University)H-Index: 24
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