Campus-Wide Information Systems: Volume 27 Issue 3
Table of contents - Special Issue: Professional and Community Applications of ICT in Education (ICICTE 2009)
It's not all about video‐conferencing
Ulf Stödberg, Carl Johan OrreThis paper seeks to present the issue of e‐learning development in a public university in Bolivia, together with challenges that could support the work of a sustainable…
The SNAP Platform: social networking for academic purposes
Keith KirkwoodThis paper aims to introduce an enterprise‐wide Web 2.0 learning support platform – SNAP, developed at Victoria University in Melbourne, Australia.
Virtual learning environments through a different lens: Potentials of the intermediate space
Andrew G. Hall, Claudia ZentgrafThis paper aims to explore the concept of Winnicott's intermediate space as a method of understanding the role of learning spaces in the development of technology‐enhanced…
An appetite for creative destruction: Should the role of senior academic technology officer be modeled on a CIO or a CTO?
Simon Shurville, Tom Browne, Marian WhitakerThis paper seeks to examine the emerging role of the Senior Academic Technology Officer (SATO) in higher education. It aims to consider two existing templates for this…
Conceptualising teachers' professional learning with Web 2.0
Kevin John BurdenThis paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own…
Tutoring the elderly on the use of recommending systems
Anastasios Savvopoulos, Maria VirvouThe elderly are often unfamiliar with computer technology and can encounter great difficulties. Moreover, the terms used in such systems may prove to be a challenge for these…
Academics and Wikipedia: Reframing Web 2.0+as a disruptor of traditional academic power‐knowledge arrangements
Henk EijkmanThere is much hype about academics' attitude to Wikipedia. This paper seeks to go beyond anecdotal evidence by drawing on empirical research to ascertain how academics respond to…