A CRITICAL STUDY OF EFFECT OF WEB-BASED SOFTWARE TOOLS IN FINDING AND SHARING DIGITAL RESOURCES A LITERATURE REVIEW.

Running head: EFFECT OF WEB-BASED SOFTWARE TOOLS. 1
A critical study of effect of web-based software tools in finding and sharing digital resources
– A literature review.
Muntajeeb Ali Baig.
muntajeeb@gmail.com
Assistant Professor
Marathwada College of Education.
Word Count: 4672

EFFECT OF WEB-BASED SOFTWARE TOOLS.
Table of Contents
Abstract 4
Title 5
Introduction 5
Objective 5
Methods adopted 6
Literature review from Books, Journals, Reports and Websites 6
What is Web 2.0? 6
Web 2.0 and Social Networking Sites (SNS) 7
Web 3.0 7
Web X.0 or Web 4.0 8
Learn 2.0 8
Tools for finding and sharing digital resources 8
Tools for communication and sharing digital resources 9
Podcasting 9
Blogs 9
Video on demand 10
Slide and Digital images Sharing Tools 10
Virtual Reality 10
Social Bookmarking 11
Wikis 11
Social Networking 12
Tools for finding digital resources 12
Google Directory 12
FlickrStorm 13
RankSpeed 13
Rippol Video Intelligent discovery 13
Tinker 13
Lumifi 13
SpaceTime 13
Whonu 13
Topix 14
Omgili 14
Pixcy 14
Findings 14
Conclusions 15

References 16
Appendix 18

Abstract
The purpose of this paper is to review the effect of web-based software tools for
finding and sharing digital resources. A positive correlation between learning and
studying through online tools has been found in recent researches. In traditional
classroom, searching resources are limited to the library and sharing of resources
is limited to the walls of classroom, but with the advent of internet and electronic
media it is possible to search and share resources beyond four walls. The objective
of the study is to review effect of web-based tools and enlist web-based tools for
sharing and finding digital resources using web 2.0 technologies. Open Educational
Resources were used to study effect of Web 2.0 tools for finding and sharing digital
resources. This study, found that, Web 2.0 tools are versatile effective, because of
the features as, user centre, user control and communication, and making teaching
learning process learner centric.
Keywords: web-based software tools, digital resources, sharing, finding, web
2.0,

Title
A critical study of effect of web-based software tools in finding and sharing digital
resources.
Introduction
T
im Berners-Lee, (1999) observe, “I have always imagined the information space as
something to which everyone has immediate and intuitive access, and not just to
browse, but to create”(as cited in (Anderson P. , 2007, p. 14). We live in an era of
wired, globalized world in which sharing, communication, finding and collaboration
are possible 24 hours a day and 7 days a week because of the advancement in
technologies. Similarly learners can access, share and find digital resources 24/7,
by using web 2.0 tools at the click of the mouse. Advancement in technologies is
made at tremendous rate because of the shrinking of half-life period of knowledge
and distances has reduced, making world a global village. In 1965, Gordon Moore
predicted that, the number of transistors on a chip will double about every two years,
hence there is advancement in hardware, and software with the same pace, similarly
the web is changing too (Moore's Law ). It has morphed from static HTML pages
where readers could find and copy information to interactive services, where visitors
can create, share, find, collaborate and post information (Solomon & Schrum, 2007,
p. 8).
Objective
The problem investigated in this research related with studying the effect of web-
based software tools in finding and sharing digital resources. Its objectives were to:
1) Review the Effect of Web 2.0 tools in finding and sharing the digital resources.
2) Study Effect of Web 2.0 tools in collaborating learning, through literature
review.
3) Study Effect of Web 2.0 tools in communication in an online learning, through
literature review.

4) Identify Web 2.0 tools for finding and sharing digital resources.
Methods adopted
The literature is reviewed by using data base of open educational resources
and websites. The open educational research source Directory of Open Access
Journals (DOAJ) is searched for finding Abstracts and Journals to study effect
of Web 2.0 tools for finding and sharing digital resources. By using the following
combinations of key words “Web 2.0 tools for sharing”, “Web 2.0 tools for searching”
“Effectiveness and Web2.0 tools”, “Educational use of Web 2.0 tools”, “Blogs and
effective learning”, “Social Networking and Collaboration”, and “Wikis and learning”,
a data base is analysed to study the effect of Web 2.0 tools. In these search more
than 100 studies has been identified, which supports effect of Web2.0 tools towards
learning. Few researches shows ineffectiveness of Web 2.0 tools, because of factors,
such as use only for informal sharing and communication, insecurity in social
networking and reluctant of institution to use Web 2.0 tools. Beside Journals other
useful database such as Reference Books, Reference Sources, and Reports, Websites
and Handbooks on Research, are also reviewed for the study of Web 2.0 tools.
Literature review from Books, Journals, Reports and Websites
What is Web 2.0?
The World Wide Web provides digital resources, by helping learners to search,
share and collaborate learning, which has surpassed the reach of the traditional
classroom. Kahn (2001), observed that Web makes possible learning experiences
that are open, flexible and distributed, providing opportunities for engaging,
interactive and efficient instruction (as cited in (Wisher & Olson , 2002, p. 2)). Dills
and Romiszowsk (1997) observed, more than 40 instructional paradigms seeking
to advance and improve the online learning experience beyond the traditional
classroom (as cited in (Wisher & Olson , 2002, p. 2). The concept of “Web 2.0”
became popular during a conference brainstorming session between O’ Reilly and
Media Live International. Dale Dougherty observed that “far from having "crashed",
the web was more important than ever, with exciting new applications and sites
popping up with surprising regularity” (O'Reilly, 2005, p. 1). Web 2.0 is defined as
the, advanced Internet technology and applications including blogs, wikis, RSS and

social bookmarking. The two major components of Web 2.0 are the technological
advances enabled by Ajax and other new applications such as RSS and Eclipse and
the user empowerment that they support (Web 2.0, 2008).
Web 2.0 and Social Networking Sites (SNS)
A typical Web 2.0 phenomenon is social software. Clay Shirky (2003), defines
social software as, “software that supports group interaction”(as cited in (Anderson
T. , 2008, p. 225)), the group interaction may be one to many and many to many,
examples are E-mail, Listserv, Discussion Forum, Blogs, Second Life and Virtual
Classroom. Levin observes the ubiquity of the Net and especially the “findability”
of content afforded by even current generations of brute-force searching with
tools like Google (as cited in (Anderson T. , 2008)). The Social Software uses as a
collaborative medium that allows users to communicate, work together, share and
publish their ideas and thoughts with high degree of self-organisation (Rollett, Lux ,
Strohmaier , Dösinger , & Tochtermann , p. 7). Skiba (2007) observe, These tools is
use to create social network applications and online social networks, are also called
as social networking tools and they let users to create self-profile and connect to
others to build and maintain a personal network (as cited in (Staples, 2010, p. 248)
). The examples of social networking sites for collaboration are My Space, Facebook
and LinkedIn are few to name from the huge list of Social Networking Sites (SNS).
Boyd and Ellison (2007, p211) observe SNS as “web-based services that allow
individuals to (1) construct a public or semi-public profile within a bounded system,
(2) articulate a list of other users with whom they share a connection, and (3) view
and traverse their list of connections and those made by others within the system”
(Staples, 2010, p. 249). Thus in SNS learners share and collaborate with a list of
people who are in the list of offline as well as online network; they are also creating a
profile within a bounded system.
Web 3.0
John Markoff observed in an article published in The New York Times (2006),
that the next phase in the web’s evolution, is Web 3.0. The Web 3.0 is also called
Semantic Web; it is the third generation of Web technologies and services that
emphasized a machine-facilitated understanding of information on the Web in order
to facilitate information aggregation and to offer a more productive and intuitive user
experience (as cited in (Murugesan, 2010, pp. 3-4)).

Web X.0 or Web 4.0
“Web X.0” is the next phase evolution, in Web X.0 higher level intelligence, Web
X.0 is also known as “Intelligent Web” or “Smart Web”. In a Web X.0 application,
a software agent(s) roaming on the internet or simply residing on the computer
could reason and communicate with other such agents and systems and work
collaboratively to accomplish things on the behalf of system administrator
(Murugesan, 2010, p. 4).
Learn 2.0
Before the advent of modern communication technologies i.e., Learning 1.0, the
teacher holds the dominant position in the teaching learning process, and, while
there may be dialog between teacher and learner, the teacher is the authoritative
source. Thus the environment is constrained to space and time and it is not learner
centred. In the learning 2.0 paradigm, the learner centric model is evolved and
constraint on space and time has been disappearing entirely. And collaboration,
sharing and communication are becoming more prevalent between learner and
teacher and also between learner and learner (Cobb, n.d., pp. 11-22).
Tools for finding and sharing digital resources
In their book, E-learning Tools and Technologies, William and Katherine Horton
(2003) classified online tools based on accessing, offering and creating e learning. It
requires tools that are reliable, simple to operate, and capable of displaying content
precisely as intended. Accessing digital resources requires several types of tools
and Web browser is the most basic and important tool, which helps in finding,
navigating, displaying, and playing digital resources. Digital resources are offered
by tools such as Web Servers, Collaborating tools, Learning Management System,
Content Management System and Virtual Classroom Systems. Digital Resources
are authored with course authoring tools and web site authoring tools (Horton
& Horton, 2003, pp. 97-278). In this research classification of software is made
according to least Web 2.0 features available to most Web 2.0 features available in
the tools. Some of the features of Web 2.0 tools are (a) user centered and user control
of content features, (b) the ability to interconnect applications using technologies
like Application Program Interfaces (API) and XML-based Web services, and (c) the
feature to form communities and collaborate. (Cobb, n.d., p. 27). Following are the

list of tools for Searching and sharing digital resources. In appendix, a detailed list of
tools is given, for Searching, Sharing digital resources with web addresses.
Tools for communication and sharing digital resources
Podcasting
Podcasting might be the least “Web 2.0” tools, because it used more as a broadcast
medium than for production medium. Salmon and her colleagues observe podcasts
as digital media files that play audio and or/ audio vision (also known as Vodcasts)
that are made available from a website, can be opened and / or downloaded and
played on a computer, or downloaded from a website to be played on a small portable
player designed to play the sound and / or vision (as cited in (Mishra, et al., 2009,
p. 66)). Collaborative learning is the most effective learning because here learners
interact, learn by doing and share their experiences & knowledge, similarly learners
who are visual learners can benefitted from Vodcast and dyslexic can benefit from
podcast instead learning through reading. Podcast can be used for taking interview,
recording activities & conference sessions and then share that information broadly,
thus learners learn by doing rather simply just hearing (Cobb, n.d., pp. 35-38).
Blogs
A blog is a personal website that contains content organised like a journal or a diary.
In a blog most recent entry is posted at the top and they are displayed in reverse
chronological order. The earliest blogs were Userland and LiveJournal, and the most
popular blogs are Bloggers and Wordpress, these blogs are user friendly and easy
to create. Blogs are connected and linked with each other to form network, which
is commonly called as ‘blogoshpere’. Really Simple Syndication (RSS) is used to
read and subscribe blogs, RSS aggregate blog summaries produced by blog software
(Mishra, et al., 2009, p. 88). Blogs can help learners to collaborate learning and
research, and the expression of diverse views, perspectives and opinions. It also helps
learners in developing group projects by co-producing content (e.g., collaborative
writing projects for teachers and students, group e-portfolios, and group journals)
(Staples, 2010, p. 41). Blogs foster the development of a learning community since it
is linked and connected to form a network among the learners. Learners can share
opinion with each other, and support with each other with commentary and answers
to questions, similarly it also give learners an opportunity to articulate learning and

authority for creating digital resources in learning. Blogs develops skills in writing
and research, and it also supports digital literacy as the learners learns to critically
assess and evaluate various online resources (Mishra, et al., 2009, p. 89).
Video on demand
Website providing services for online video are user friendly and provides tool to
edit, produce, and upload videos on servers. The videos produce can be disseminated
either through streaming or progressive download and they can be embedded into
blogs, social networking sites and personal websites. The use of video on demand can
be made by learners and educators by recording and publishing conference sessions,
interviewing experts and capturing stories to bring learning objectives to life (Cobb,
n.d., pp. 44-47). Online video services are YouTube, TeacherTube, Vimeo, BlipTv and
YahooVideo.
Slide and Digital images Sharing Tools
Slide and photo sharing websites are used for sharing presentation and images
online. One such website is SlideShare, where users can view as well as download
presentation; they can also comment on them, mark them as a favourite and easily
share them. Digital images can be shared by using services Flickr; one can post
images from learning events, create a stock of images that one might use in multiple
online education experiences, or encourage learners to share images that support
learning activities (Cobb, n.d., pp. 48-52).
Virtual Reality
Virtual Reality 2.0 (VR 2.0) is a new generation of online environment where users
can communicate, share and find digital resources and interact with each other
using avatars, and can define and generate its content. VR 2.0 is based on Web
2.0 concepts such as mashups of different applications and tools, the concepts
of social networking and user generated content and the idea that the Web may
replace the desktop as the main operating system and become the central entity
for different applications. VR 2.0 has many uses and institutions are using Second
Life as a platform for their own activities. Harvard University was one of the first
to have its presence in Second Life and conducted a seminar for Law students in
this environment. (Moskaliuk, Kimmerle, & Cress, 2010, pp. 574-577). Scardamalia
and Bereiter observe, that situation with a scientific community in which a group of

scientists generates new knowledge and then shares it with the rest of the community
should also be the ideal for other forms of learning in schools, higher education and
job training (Moskaliuk, Kimmerle, & Cress, 2010, p. 578). The second life enables
learners to meet with each other in virtual environment at the same time and they
can access, find, collaborate, share and interact with each other, in a similar way as
that in a real conference or seminar, similarly there is even voice, and text chat is
possible (Cobb, n.d., p. 56).
Social Bookmarking
To enhance and support learning activities Social Bookmarking is used in education
institutions. In social bookmarking it is possible to share and find bookmarks with
other people. A learner can bookmark various digital resources for referring in future
and also share with their co-learners. For each bookmarked item, it is possible to see
how many other users have bookmarked the same item and also visit the bookmarks
of each of these users to find related items of interest.
Wikis
A Wiki is a user friendly and user editable website that allows the user to easily add,
remove, edit and change content with appropriate referencing in a similar way as
a blackboard in a classroom ( Dorn, 2010, p. 308). Wikis are originated in Hawaii,
“Wiki” means fast and it is backronym of “What I Know Is” (Wikipedia, 2010),
suggesting rapidly Web environments can be deployed using the technology. Web
2.0 technologies are widely applied in Wikis, which are open, dynamic websites with
collaboratively constructed knowledge, information, and resources, which are freely
available to any Internet user. There are large numbers of tools available for sharing
and finding digital resources and also for developing collaborative knowledge, for
example Wikipedia, Wikitionary, Wikisource, Wikimedia Commons, Wikispecies,
Wikinews and Wikiuniversity. Wikis can be used in education to supplement face to
face classes by providing information and resources, or it can be integrated as a part
of blended courses or as a main component of an online environment. Wikis may
also be used as an alternative to course management system (CMS) (e.g., Moodle,
Blackboard, etc.) (Mishra, et al., 2009, p. 92 & 93). Wikipedia is an excellent example
of the possibilities for collaborative creation of meaningful content through sharing.
In wikis users can author, edit, and organize Web content using a standard browser.
Simens (2005) observe, the connectivists theory, claims that it is important not only

to transfer information and create information resource, but also to create such an
environment, which will foster integration of information into students’ knowledge
networks. This process is supported by the Web 2.0 tools for interaction among
students and interaction student-teacher such as chat, blog, forum and wiki (as cited
in (Jančaříková & Jančařík, 2010, p. 129)).
Social Networking
Man is a social animal and it has nature to form communities, and communicate
with each other, he is satisfied only when he shares and communication with his
fellow beings. According to Freeman (2004) as cited in (Curran, O’Kane, McGinley,
& Kelly, 2010, p. 156), social networking is not an exact science and may reasonably
be termed a social catalyst in discovering the method in which problems are solved
organisations are run to the degree in which individuals succeed in achieving goals.
Social Networking sites are having mashups of Web 2.0 tools for finding, sharing
and communication of digital resources. The social networking site MySpace, for
instance offers a blogging component, and face Facebook integrated and enhance
its application, thus making different features like, YouTube, Flickr, del.icio.us,
and SlideShare to integrate into uniform Facebook environment (Cobb, n.d., p. 64
& 65). Facebook and MySpace not only helps in building community and sharing
resources around education events, but it also helps in accessing and managing
digital resources for learning through a Personal Learning Environment.
Tools for finding digital resources
Digital Resources can be found by the learners’ easily and efficiently because of
the mashups of different services and applications of Web 2.0 features available
in Websites. Similarly tagging also helps in finding digital resources in an online
learning. Data base for digital resources are found with the help of Search Engines
like, Google, Bing, Yahoo, most of these search engines use Web 2.0 technology,
which increases search result relevance. In most of the social networking sites and
now on search engines, Mashups and tagging (which are modular functionality of
Web 2.0) are used for having different services and features added on one platform.
Following are some of the tools for finding digital resources:
Google Directory
The Google directory is collection of links arranged into hierarchical subcategories.

FlickrStorm
Digital images can be search by just entering tag and a list of images in the form of
thumbnails is displayed, these images can be downloaded later by adding it into tray.
Licensed images are filtered by the “advanced” features including creative commons.
(Top 25 Web 2.0 Search Engines for College Students, 2007, p. 1).
RankSpeed
RankSpeed is a tool for finding the best websites and products by doing a sentiment
analysis on the Twitter / blogosphere (Search Web 2.0 Tools and Applications, 2010,
p. 1).
Rippol Video Intelligent discovery
Videos are discovered using the butterfly effect network, a system of algorithms
based on videos liked by the user, this system of algorithm was developed by Rippol
Team (Search Web 2.0 Tools and Applications, 2010).
Tinker
Latest events on Social Networking sites such as Twitter and Facebook can be search
with the help of Tinker; these events can be created and followed by choosing a
keyword (Search Web 2.0 Tools and Applications, 2010).
Lumifi
This search engine is a new way to find, analyze, organize and share information
on any topic, from any source (including documents by users). Lumifi read user,
highlight terms relevant to user’s interest, and discover information one might have
missed (Search Web 2.0 Tools and Applications, 2010).
SpaceTime
This is unique type of search engines find queries and display digital resources in the
form 3 dimensional spaces from popular search engines like Google, YouTube, RSS,
eBay, Yahoo and Flickr (Search Web 2.0 Tools and Applications, 2010).
Whonu
This is the first semantic Web search engines available, it offers over 300 search
sources and a smart interface that contextualizes what is entered in search engines.
For example, enter a US ZIP code and whonu presents a set of links to geocode tools
including maps, weather maps, and public events in Google calendar (Top 25 Web

2.0 Search Engines for College Students, 2007).
Topix
This website narrows the search of topical web pages to a certain time period in
an interactive timeline; it is very helpful for research. Clicking on a particular day
produces results ordered reverse chronologically from that day backwards (Top 25
Web 2.0 Search Engines for College Students, 2007).
Omgili
Omgili is a discussion based engine. A list of search term answered by the members
to questions results in addition to the standard search, similarly questions can be
ask, whose answer may be given with relevant links (Top 25 Web 2.0 Search Engines
for College Students, 2007).
Pixcy
This is a visual search engine for pictures or videos selected from several sources
including Buzznet, flick, iStockphoto, Fotolia and YouTube, navigation is simple just
clicking on any image takes to the source page, a detailed license and copyright is
also provided (Top 25 Web 2.0 Search Engines for College Students, 2007).
Findings
From open educational resource it has been found that, web tools provide effective
experiences by involving, engaging and interacting learner with content and peers.
The social software and social networking sites provide learner an opportunity to
articulate knowledge through collaborative work and sharing of ideas and thoughts.
Web 2.0 tools are reliable and simple to operate they are easy to access and offers
digital resources through search engines and web links. Web 2.0 tools are the devices
which help in communicating, collaborating and sharing digital resources; some of
the tools are Podcast, Blogs, Social Bookmarks and Wikis. As compared to Web 1.0
tools, the Web 2.0 tools are user friendly and versatile, these tools use to find and
share digital resources in real time. These tools also facilitate learning by creating
and producing knowledge, which creates a feel of self-discovery of knowledge among
learners. Podcast helps learner in collaborative learning and it is the most effective
learning because learner interact and learn by doing. Blogs, SNS and Wikis give
opportunity to articulate learning, construct knowledge and develop skills in writing

and research.
Conclusions
Thus from above findings, one can conclude that Web-based technologies are
most effective in finding and sharing digital resources. These tools are used as
effective devices in classroom by teacher for making their teaching process effective,
similarly learner also find these tools engaging and interesting because of the
features as interactivity, collaborating and user centered. Web 2.0 tools and Social
Networking Sites develop socialization among learner through group interaction and
collaboration, examples of these websites are My Space, Facebook and LinkedIn. In
traditional teaching the dominant position is held by the teacher, but in web based
teaching the learner is at the center of the learning. Tools for finding digital resources
are equipped with Web 2.0 technology which increases search results relevance by
tagging and mashups, examples of web 2.0 tools for finding digital resources are
Google Directory, FlickrStorm, RankSpeed, Tinker, Lumifi, Whonu and Topix.

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Appendix
(Top)
Sr.
No
Sharing and
Search tools
Web address
01. Podcasting
www.podcasting-tools.com
02. Blogs
https://www.blogger.com/start
03 Video on
demand
www.teachertube.com
04 Digital
Resource
Sharing Tools
www.flickr.com
05 Virtual Reality
http://secondlife.com
06 Social
Bookmarking
http://twitter.com
07 Wikis
http://www.wikipedia.org
08 Social
Networking
http://www.facebook.com

09 Google
Directory
http://directory.google.com
10 FlickrStorm
http://www.zoo-m.com/flickr-storm
11 RankSpeed
http://www.rankspeed.com
12 Rippol Video
Intelligent
discovery
http://rippol.com
13 Tinker
http://www.tinker.com
14 Lumifi
http://www.lumifi.com
15 SpaceTime
http://
search.spacetime.com
16 Whonu
http://www.whonu.com
17 Topix
http://www.topix.net
18 Omgili
http://omgili.com

19 Pixcy
http://www.pixsy.com

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