Radovanovic, Danica Open knowledge and education at the new level of web paradigm., 2007 . In Pedagogical Faultlines - International conference on alternatives in education, Amsterdam, The Netherlands, 21 and 22 September 2007. [Conference paper]
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As www, and now web 2.0 is growing by the second, it gives us new possibilities of pedagogical forms, and the main following outcomes: resources, implementation, usage, practice. We will re-evaluate and examine new forms of social networking - theoretical and practical knowledge in academia and science: from implemetation of web roots practice, listservs, eBoards, eZines (alternative art and education forms –then), the usage of eResources in academia, education profession to the wider audience: using larger online open archives, Consortias, digital libraries, repositories, to online social networking applications, science and education blogs. Author uses and presents data from her Master research paper with relevant results about the usage of the precious online resources, electronic publishing materials within Consortia (that are available in science institutions, academia and libraries). More than thousands and thousands available resources are not used because of many factors that the author explained in one of the chapters in master paper. As indicated in outlines, e-tensions play themselves differently in various institutional geographies. Author took empirical research on three geographic points: USA, Europe (UK and Nederlands) and Serbia. The Scopes are two paradigms: human factor and digital media educational tools (human-computer interaction and its social impacts), that we use in education systems and professional practice. For the first one is indicated open source educational software, applications and tools for giving information and knowledge. We will also give a short notice on the interest and the usage of the aimed groups of those possiblities (at classes, lectures). For the second, in professional practice we will see how those social knowledge tools have impact on larger science commnity groups (science, educational institutes and institutions) as well as the outcome-feedback. The point will be given on interaction in open knowledge and education, as well as the notice to the audience of the recent exemplar of implementation of social, interactive knowledge into professional practice and educational system - the concept of web of science which founder is the father of World Wide Web Tim Berners- Lee.
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