We examine learning culture in a popular online game, World of Warcraft. We analyze the way players learn this complex game through chat conversation with peers. We describe three kinds of learning: fact finding, devising tactics/strategy, and acquiring game ethos. We investigate learning in the zone of proximal development as specified in cultural-historical activity theory. We examine the emotional tenor of learning conversations, noting their drama, humor, and intimacy.

This paper was the first initiative to try to define Web 2.0 and understand its implications for the next generation of software, looking at both design patterns and business modes. Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an architecture of participation, and going beyond the page metaphor of Web 1.0 to deliver rich user experiences.

This document outlines four different case studies on the use of Social Software in distributed working environments. While two case studies focus on the corporate world, two other case studies look at the use of Social Software in academic workplaces. The concluding remarks identify some common benefits as well as issues with the use of Social Software and to derive some further research challenges from the different cases. The findings for future research need to be directed towards strategies for corporate learning and working environments to effectively integrate Social Software solutions for very specific needs in different institutional cultures. Therefore the continuation of social software applications in practice, including some other case studies from non-corporate or non-academic, will be essential for WP 15.

Technologically enhanced learning environments raise complex challenges for their designers, developers and users. Design patterns and pattern languages have recently emerged as a potential framework for addressing some of these challenges. However, the uptake of design patterns has been slow outside of the computer science community. We argue that this is largely a consequence of a weak positioning of pattern languages, as a form of delivering expert knowledge to layperson, and suggest an alternative view: the development of a pattern language as a community endeavour. In terms of open education, the workshop model can be viewed as an open production process for developing educational resources, in our case design patterns. We propose a model of pattern elicitation workshops, in which collaborative development of a pattern language provides a framework for sharing design knowledge within interdisciplinary communities. This model was iteratively developed at five international conferences. It was then postulated as a design pattern itself, encompassing a series of practices and a set of supporting tools. We believe this model could be applied in a broad range of communities concerned with the development of open digital educational resources.

The term "Web 2.0" is used to describe applications that distinguish themselves from previous generations of software by a number of principles. Existing work shows that Web 2.0 applications can be successfully exploited for technology-enhance learning. However, in-depth analyses of the relationship between Web 2.0 technology on the one hand and teaching and learning on the other hand are still rare. In this article, we will analyze the technological principles of the Web 2.0 and describe their pedagogical implications on learning. We will furthermore show that Web 2.0 is not only well suited for learning but also for research on learning: the wealth of services that is available and their openness regarding API and data allow to assemble prototypes of technology-supported learning applications in amazingly small amount of time. These prototypes can be used to evaluate research hypotheses quickly. We will present two example prototypes and discuss the lessons we learned from building and using these prototypes.

A revelatory examination of how the wildfirelike spread of new forms of social interaction enabled by technology is changing the way humans form groups and exist within them, with profound long-term economic and social effects-for good and for ill

A handful of kite hobbyists scattered around the world find each other online and collaborate on the most radical improvement in kite design in decades. A midwestern professor of Middle Eastern history starts a blog after 9/11 that becomes essential reading for journalists covering the Iraq war. Activists use the Internet and e-mail to bring offensive comments made by Trent Lott and Don Imus to a wide public and hound them from their positions. A few people find that a world-class online encyclopedia created entirely by volunteers and open for editing by anyone, a wiki, is not an impractical idea. Jihadi groups trade inspiration and instruction and showcase terrorist atrocities to the world, entirely online. A wide group of unrelated people swarms to a Web site about the theft of a cell phone and ultimately goads the New York City police to take action, leading to the culprit's arrest.

With accelerating velocity, our age's new technologies of social networking are evolving, and evolving us, into new groups doing new things in new ways, and old and new groups alike doing the old things better and more easily. You don't have to have a MySpace page to know that the times they are a changin'. Hierarchical structures that exist to manage the work of groups are seeing their raisons d'tre swiftly eroded by the rising technological tide. Business models are being destroyed, transformed, born at dizzying speeds, and the larger social impact is profound.

One of the culture's wisest observers of the transformational power of the new forms of tech-enabled social interaction is Clay Shirky, and Here Comes Everybody is his marvelous reckoning with the ramifications of all this on what we do and who we are. Like Lawrence Lessig on the effect of new technology on regimes of cultural creation, Shirky's assessment of the impact of new technology on the nature and use of groups is marvelously broad minded, lucid, and penetrating; it integrates the views of a number of other thinkers across a broad range of disciplines with his own pioneering work to provide a holistic framework for understanding the opportunities and the threats to the existing order that these new, spontaneous networks of social interaction represent. Wikinomics, yes, but also wikigovernment, wikiculture, wikievery imaginable interest group, including the far from savory. A revolution in social organization has commenced, and Clay Shirky is its brilliant chronicler.

In recent months there has been an explosion of interest in using the Web to create, assemble, and disseminate geographic information provided voluntarily by individuals. Sites such as Wikimapia and OpenStreetMap are empowering citizens to create a global patchwork of geographic information, while Google Earth and other virtual globes are encouraging volunteers to develop interesting applications using their own data. I review this phenomenon, and examine associated issues: what drives people to do this, how accurate are the results, will they threaten individual privacy, and how can they augment more conventional sources? I compare this new phenomenon to more traditional citizen science and the role of the amateur in geographic observation.

The latest of the online games is World of Warcraft. It has been an immense success with more than 1.5 million subscribers world wide. When examining the game, it is evident that its virtual world is exceptionally designed.

Intentional or not, many areas in the game are similar to the solutions found in the classical architectural work A Pattern Language by Christopher Alexander. This paper will explore these patterns and examine how they are applicable to MMORPG world design in general by doing a close study of the design in World of Warcraft.

The patterns described by Alexander are not only spatial construction blocks, but also intended to be used in creating a healthy society that enables social interactions. Therefore, many of these patterns should be useful in virtual worlds as well. Some of the patterns discussed in this study include Activity Nodes, High Places, Community Of 7000, Promenade, Country Fingers, Local Transport Areas, Neighborhood Boundary, Eccentric Nucleus, Sleeping in Public and Country Towns.

As an example, the pattern “Local Transport Areas” tells us that cars kill social interaction. Hence, local transportation should be done with bicycles, scooters or other means that stills enables a close interaction with the surrounding. Looking at World of Warcraft, we find that local transportation is either done by foot or using a mount. As used in the game, transportation is therefore not a means of moving between two places but rather a way to meet other players.

The aim of this paper is to create an improved understanding for the possible uses of architectural patterns in virtual world construction for digital games. It will show how some patterns are directly applicable, while others are useful in concept, and yet other fail to have any purpose.

As games, particularly virtual worlds, become increasingly popular and as they begin to approximate large scale social systems in size and nature, they have also become spaces where play and learning have merged in fundamental ways. More important is the idea that the kind of learning that happens in the spaces of these massively multiplayer online games is fundamentally different than what we have come to consider as standard pedagogical practice. The distinction the authors make is that traditional paradigms of instruction have addressed learning as "learning about," while these new forms of learning deal with knowledge through the dynamic of "learning to be."It is the authors' contention that the experiences offered within virtual worlds provide a fundamentally different way of thinking about learning that may provide some keys to the development of future pedagogical practice.

This text sets out a series of approaches to the analysis and synthesis of the World Wide Web, and other web-like information structures. A comprehensive set of research questions is outlined, together with a sub-disciplinary breakdown, emphasising the multi-faceted nature of the Web, and the multi-disciplinary nature of its study and development. These questions and approaches together set out an agenda for Web Science, the science of decentralised information systems. Web Science is required both as a way to understand the Web, and as a way to focus its development on key communicational and representational requirements. The text surveys central engineering issues, such as the development of the Semantic Web, Web services and P2P. Analytic approaches to discover the Web’s topology, or its graph-like structures, are examined. Finally, the Web as a technology is essentially socially embedded; therefore various issues and requirements for Web use and governance are also reviewed.

Web-based technologies are the medium of choice for most universities as they move their offerings off campus and online. As we continue to move our own programs online we are challenged to consider what elements of our traditional experiences to preserve online, and which ones to modify, and to recognize the impact of the tools we use on our abilities to do so. The social constructivist conceptual framework that guides our college and the 3-dimensional virtual world we have constructed as our online campus for learning to manifest it are described. The result is a distance learning environment that is unlike traditional classroom-or web-based learning environments in important ways. A description of AET Zone is provided and the implications of using a social constructivist framework for designing and delivering an online learning environment are discussed

In our work we extend the traditional bipartite model of ontologies with the social dimension, leading to a tripartite model of actors, concepts and instances. We demonstrate the application of this representation by showing how community-based semantics emerges from this model through a process of graph transformation. We illustrate ontology emergence by two case studies, an analysis of a large scale folksonomy system and a novel method for the extraction of community-based ontologies from Web pages.