Abstract
Even though it was only about three years ago that Social Software became a trend, it has become a common practice to utilize Social Software in learning institutions. It brought about a lot of advantages, but also challenges. Amounts of distributed and often unstructured user generated content make it difficult to meaningfully process and find relevant information. According to the estimate of the authors, the solution lies in underpinning Social Software with structure resulting in Social Semantic Software. In this contribution we introduce the central concepts Social Software, Semantic Web and Social Semantic Web and show how Social Semantic Technologies might be utilized in the higher education context.
Highlights
Since the emergence of Web 2.0 and its easy-to-use web-based applications, summarized under the term Social Software, ordinary Internet users are empowered to generate and publish content themselves [1]
The solution lies in underpinning Social Software with structure resulting in Social Semantic Software
In the following we introduce Social Software, Semantic Technologies and Social Semantic Technologies
Summary
Since the emergence of Web 2.0 and its easy-to-use web-based applications, summarized under the term Social Software, ordinary Internet users are empowered to generate and publish content themselves [1]. The enormous growth rate of the blogosphere [2], the collection of all weblogs, is a clear sign of an age of user-generated content Even though it was only about three years ago that Web 2.0 became a trend, starting with applications such as YouTube or Flickr, it has become a common practice to utilize Social Software in enterprises This is more of an organizational issue, generated information becomes idle and is not reused These three challenges are true for the public Web and for individual organizations such as learning institutions, where e.g. weblogs are heavily used during a semester, but not afterwards.
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