Publications of social software

Beer, D., Burrows, R, et al.
Sociology and, of and in Web 2.0: Some initial considerations
SOCIOL RES ONLINE 12 (5): - SEP 30 2007

Chau, PYK
Cultural differences in diffusion, adoption, and infusion of Web 2.0
J GLOB INF MANAG 16 (1): I-III JAN-MAR 2008

Zammuto, RE, Griffith, TL, et al.
Information technology and the changing fabric of organization
ORGAN SCI 18 (5): 749-762 SEP-OCT 2007
Technology has been an important theme in the study of organizational form and function since the 1950s. However, organization science’s interest in this relationship has declined significantly over the past 30 years, a period during which information technologies have become pervasive in organizations and brought about significant changes in them. Organizing no longer needs to take place around hierarchy and the collection, storage, and distribution of information as was the case with “command and control” bureaucracies in the past. The adoption of innovations in information technology (IT) and organizational practices since the 1990s now make it possible to organize around what can be done with information. These changes are not the result of information technologies per se, but of the combination of their features with organizational arrangements and practices that support their use. Yet concepts and theories of organizational form and function remain remarkably silent about these changes. Our analysis offers five affordances—visualizing entire work processes, real-time/flexible product and service innovation, virtual collaboration, mass collaboration, and simulation/synthetic reality—that can result from the intersection of technology and organizational features. We explore how these affordances can result in new forms of organizing. Examples from the articles in this special issue “Information Technology and Organizational Form and Function” are used to show the kinds of opportunities that are created in our understanding of organizations when the “black boxes” of technology and organization are simultaneously unpacked.

Padilla, C.
Research 2.0 useful web applications for researchers
ONLINE 31 (6): 30-35 NOV-DEC 2007

Lawton, G.
Web 2.0 creates security challenges
COMPUTER 40 (10): 13-16 OCT 2007

Flora, B.
It’s all about community - Prerequisites for web 2.0 content management
ECONTENT 30 (8): 44-47 OCT 2007

Dron, J.
Designing the undesignable: Social software and control
EDUC TECHNOL SOC 10 (3): 60-71 2007
Social software, such as blogs, wikis, tagging systems and collaborative filters, treats the group as a first-class object within the system. Drawing from theories of transactional distance and control, this paper proposes a model of e-learning that extends traditional concepts of learner-teacher-content interactions to include these emergent properties of the group. It suggests that this feature of social software can facilitate an approach to e-learning that is qualitatively different from and capable of significantly augmenting traditional methods, with especial benefits for lifelong learners and those outside institutional boundaries. The paper goes on to explore some of the dangers and issues that need to be addressed in order for this new model to fulfill its promise, and to suggest a framework of principles to be used by designers of educationally-oriented social software.

Ten design principles for educational social software:
The principle of adaptability
The principle of adaptability requires that we must try to build small services that interoperate, that we must build to connect using open standards and, where possible, we should build as open source, so that others may adapt and evolve systems to suit local needs.

The principle of evolvability
The principle of evolvability is that we must build deferred systems (Patel, 2003), systems whose structure is not fixed, systems that can change after the software designer has left the building.

The principle of parcellation
The principle of parcellation requires that we must build systems in which there are distinct, ideally hierarchical ecological niches that are only weakly or occasionally connected with each other. Where possible, such niches should emerge rather than be imposed by a designer.

The principle of trust
The principle of trust makes it necessary for us to build the means to reliably identify reliability in people and
resources, to protect ourselves from harm and to do this without resorting to top-down constraints.

The principle of stigmergy
The principle of stigmergy is that we should use signs to guide, but not to constrain, and to enable mechanisms to destroy those signs when they are no longer needed or are harmful.

The principle of context
The principle of context is that, when building social software systems, we must consider the entire virtual ecosystem in which they reside and remember that they are only a part of a much greater whole.

The principle of constraint
The principle of constraint requires us to be aware of the constraints that we build into our systems and to use them to enhance learning, much as an architect influences use of a building through the placement of walls, windows and doors.

The principle of sociability
The principle of sociability is that attention must be paid to the total system’s capacity to enable social presence and communication and that, where possible, this should be embedded throughout.

The principle of connectivity
The principle of connectivity is that nothing should exist in isolation, everything should influence everything else, much as the beat of a butterfly’s wing might affect the weather in another part of the world.

The principle of scale
The principle of scale is that we must be aware of the large and the small in our social systems, and ensure that, where possible, the large should arise out of the small in an endless iterative cycle of renewal.

Klamma, R, Chatti, MA, et al.
Social software for life-long learning
EDUC TECHNOL SOC 10 (3): 72-83 2007
Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous
kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of
learning institutions now have access to powerful social communities of experts and peers who are together
forging a new web 2.0. This paper reviews current work in pan-European initiatives that impact upon life-long
learning via views of professional learning, learner competence and social networking. It seeks to provide an
overview of some of the critical research questions for the interdisciplinary field of social software research.

Oren, E, Haller, A, et al.
A flexible integration framework for semantic web 2.0 applications
IEEE SOFTWARE 24 (5): 64-71 SEP-OCT 2007

Hempel, J.
[Web 2.0] - Little widgets, big ad dollars?
FORTUNE 156 (4): 14-14 AUG 20 2007

Kakizawa, Y.
In-house use of Web 2.0: Enterprise 2.0
NEC TECH J 2 (2): 46-49 JUN 2007
The concept of Enterprise 2.0 that uses the Web 2.0 technology for corporate affairs is expanding. The concept of Enterprise 2.0 is implemented by combining technologies for blogging, SNS, Wiki and RSS as well as open-source software. Enterprise 2.0 may be delivered to the customer as a service as well as a system.

Shimazu, H, Koike, S, et al.
KM2.0: Business knowledge sharing in the Web 2.0 age
NEC TECH J 2 (2): 50-54 JUN 2007
This paper is intended to discuss the impact of Web 2.0 on knowledge management (KM) and the future orientation of KM. These days, the term KM is used rather less than hitherto. However, as Web 2.0 has made its debut and user participation-type culture has expanded, the new concept of “collective intelligence” has been attracting attention. Opinions are currently being advanced with regard to the concept and process of KM and the system architecture that can be used to implement it. This paper also deals with the issue of knowledge provision, a traditional issue of KM, and introduces a KM model in the context of the Web 2.0 age that can expand collective intelligence in a positive spiral by closely linking it to knowledge extraction from various communication tools and job systems.

McLean, R, Richards, BH, et al.
The effect of Web 2.0 on the future of medical practice and education: Darwikinian evolution or folksonomic revolution?
MED J AUSTRALIA 187 (3): 174-177 AUG 6 2007

Yasko, J
Museums and Web 2.0
MUSEUM NEWS 86 (4): 42-+ JUL-AUG 2007

Curran, K, Murray, M, et al.
Taking the information to the public through Library 2.0
LIBR HI TECH 25 (2): 288-297 2007

Kulathuramaiyer, N,
Mashups: Emerging application development paradigm for a digital journal
J UNIVERS COMPUT SCI 13 (4): 531-542 2007
Abstract: The WWW is currently experiencing a revolutionary growth due to its increasing participative community software applications. This paper highlights an emerging application development paradigm on the WWW, called mashup. As blogs have enabled anyone to become a publisher, mashups stimulate web development by allowing anyone to combine existing data to develop web applications. Current applications of mashups include tracking of events such as crime, hurricanes, earthquakes, meta-search integration of data and media feeds, interactive games, and as an organizer for web resources. The implications of this emerging web integration and structuring paradigm remains yet to be explored fully. This paper describes mashups from a number of angles, highlighting current developments while providing sufficient illustrations to indicate its potential implications. It also highlights the role of mashups in complementing and enhancing digital journals by providing insights into the quality academic content, extent of coverage, and the enabling of expanded services. We present pioneering initiatives for the Journal of Universal Computer Science in our efforts to harness the collective intelligence of a collaborative scholarly network.

Guallar, J,
Digital newspapers in Spain: redesign and web 2.0
PROF INFORM 16 (3): 235-242 MAY-JUN 2007

Monistrol, R,Codina, L, et al.
Web browsers and web 2.0
PROF INFORM 16 (3): 261-267 MAY-JUN 2007

Arnal, DM, Didac Margaix
Concepts of Web 2.0 and library 2.0: origin, definitions and challenges for today’s libraries
PROF INFORM 16 (2): 95-106 MAR-APR 2007

Mendez, E, Bravo, A, et al.
Microformats: web 2.0 for Dublin Core
PROF INFORM 16 (2): 107-113 MAR-APR 2007

Dobrecky, LP,
Towards library 2.0: blogs, rss and wikis
PROF INFORM 16 (2): 138-142 MAR-APR 2007

Ojala, M,
Web 2.0 and value-added indexing
ONLINE 31 (3): 5-5 MAY-JUN 2007

Lin, KJ,
Building Web 2.0
COMPUTER 40 (5): 101-102 MAY 2007

Brynjolfsson, E, McAfee, AP, et al.
The future of the web
MIT SLOAN MANAGE REV 48 (3): 49-+ SPR 2007

Micropayments and the Future of the Web
Scott Worden
http://cyber.law.harvard.edu/fallsem98/final_papers/Worden.html

Greaves, M,
Semantic Web 2.0
IEEE INTELL SYST 22 (2): 94-96 MAR-APR 2007

Fialkoff, F,
Moving toward web 2.0
LIBR J 132 (4): 8-8 MAR 1 2007

Boulos, MNK, Wheeler, S, et al.
The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education
HEALTH INFO LIBR J 24 (1): 2-23 MAR 2007

Swaine, M,
Web 2.0 and the engineering of trust - Trust is important in business, but basic to Web 2.0
DR DOBBS J 32 (1): 16-18 JAN 2007

Hoffman, K, Author Hoffman Kevin Hoffman, Kevin
LINQ to Web 2.0 - Social bookmarking within the enterprise
DR DOBBS J 32 (1): 22-+ JAN 2007

Dye, J,
Collaboration 2.0 - Make the web your workspace
ECONTENT 30 (1): 32-36 JAN-FEB 2007

Thelwall, M, Stuart, D, et al.
RUOK? Blogging communication technologies during crises
J COMPUT-MEDIAT COMM 12 (2): - JAN 2007

Hock, R,
Search engines: From Web 0.0 to Web 2.0 and beyond
ONLINE 31 (1): 26-30 JAN-FEB 2007

Biever, C,
Web 2.0 is all about the feel-good factor
NEW SCI 192 (2583-4): 30-30 DEC 23 2006

Boll, S,
MultiTube - Where multimedia and Web 2.0 could meet
IEEE MULTIMEDIA 14 (1): 9-13 JAN-MAR 2007

Ferretti, S, Mirri, S, et al.
Notes for a collaboration: On the design of a wiki-type educational video lecture annotation system
ICSC 2007: INTERNATIONAL CONFERENCE ON SEMANTIC COMPUTING, PROCEEDINGS : 651-656 2007

Ebner, M, Holzinger, A, et al.
Web 2.0 technology: Future interfaces for technology enhanced learning?
UNIVERSAL ACCESS IN HUMAN-COMPUTER INTERACTION: APPLICATIONS AND SERVICES, PT 3, PROCEEDINGS : 559-568 2007

Booth, A,
Blogs, wikis and podcasts: the ‘evaluation bypass’ in action?
HEALTH INFO LIBR J 24 (4): 298-302 DEC 2007

Fumero, A
EDUWEB 2.0 - iCamp & N-Gen Educational Web
WEBIST 2006: PROCEEDINGS OF THE SECOND INTERNATIONAL CONFERENCE ON WEB INFORMATION SYSTEMS AND TECHNOLOGIES : 299-304 2006

Law, DG
Back to basics: A-literacy, the Boolean gene, convergence and the long tail
ELECTRON LIBR 24 (6): 729-733 2006

Tenenbaum, JM,
AI meets Web 2.0 - Building the web of tomorrow, today
AI MAG 27 (4): 47-68 WIN 2006

Brooks, TA,
Watch this: Ajax, YUI and Web 2.0
INFORM RES 12 (1): - OCT 2006

Zettsu, K, Kiyoki, Y, et al.
Towards knowledge management based on harnessing collective intelligence on the web
LECT NOTES ARTIF INT 4248: 350-357 2006

Vogel, TM.
Weaving the Web 2.0: RSS and the future of chemical/science information
ABSTR PAP AM CHEM S 231: - 2-CINF MAR 26 2006

O’Reilly, T
Web 2.0: Stuck on a name or hooked on value?
DR DOBBS J 31 (7): 10-10 JUL 2006

Notess, GR
The terrible twos: Web 2.0, library 2.0, and more
ONLINE 30 (3): 40-42 MAY-JUN 2006

Karger, DR, Quan, D
What would it mean to blog on the semantic web?
J WEB SEMANT 3 (2-3): 147-157 OCT 2005

Kurhila, J. (2006). “Unauthorized” Use of Social Software to Support Formal Higher Education. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 2602-2607). Chesapeake, VA: AACE.
http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24098

Benton, B. (2005). An introduction to open-source software in education. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2005 (pp. 1890-1893). Chesapeake, VA: AACE.
http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=19331

The Internet has an increasing role in facilitating communication between people and groups of people. As access to the Internet and World Wide Web is widely available, collaborative services enabled over the Internet are also burgeoning. In this paper, we present the current issues and our techniques for developing collaborative social software. We discuss online communities in the context of social collaborative systems. We then describe our approach to the development of supporting software for online communities and collaboration.

Pattern-based cross media social network analysis for technology enhanced learning in Europe
Klamma, R., Spaniol, M., Cao, Y., Jarke, M.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 4227 LNCS, pp. 242-256, 2006
It is extremely challenging to get an overview of the state-ofthe-art in technology enhanced learning in Europe. Rapid technological and pedagogical innovations, constantly changing markets, a vivid number of small and medium enterprises, complex policy processes, ongoing political and societal debates on the pros and cons of technology enhanced leaning, combined with many languages and different cultures, make it almost impossible for people to be informed. We want to introduce the media base and the measure tools for pattern-based cross media social network analysis, created by the PROLEARN network of excellence in professional learning. The main goal of this endeavour is the reduction of complexity for actors in digital social networks by applying ideas from social software and already successful methods for complexity reduction, such as information visualization, social network analysis and pattern languages.

Jochems, W. & Kirschner, P. (2004). From CSCL Environments to Distributed Knowledge Communities. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 2637-2644). Chesapeake, VA: AACE.
http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=12826

Mims, N. & Houghton, R. (2003). Does Webcasting with LiveChannel Improve Teaching in Distance Learning?. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2003 (pp. 374-376). Chesapeake, VA: AACE.
http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=17913

Lim, K., Hedberg, J. & Chatterjea, K. (2004). Pictures in place: how teenagers use multimedia messaging to negotiate, construct, and share meaning about geographical tasks. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 1179-1186). Chesapeake, VA: AACE.
http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=12623

Evolving semantic web with social navigation
Beydoun, G.a Kultchitsky, R.b Manasseh, G.b
Expert Systems with Applications
Volume 32, Issue 2, February 2007, Pages 265-276

In this paper, we present an alternative to exploit web pages dependencies: as users surf the net, they create a virtual surfing trail which can be shared with other users, this parallels social navigation for knowledge. We capture and use these trails to allow subsequent intelligent search of the web. People surfing the net with different interests and objectives do not leave similar and mutually beneficial trails. However, individuals in a given interest group produce trails that are of interest to the whole group. Moreover, special interest groups will be higher motivated than casual users to rate utility of pages they browse.

Community-driven ontology evolution based on folksonomies
Gendarmi, D., Lanubile, F.
ecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 4277 LNCS - I, pp. 181-188, 2006
Although the Semantic Web is intended for machines, the process of creating and maintaining it is a social one: only people, for example, have necessary skills to create and maintain ontologies. While most existing ontologies are designed by single individuals or small groups of experts, actual ontology users are not involved in the development process. Such an individual approach in creating ontologies, lead to a weak community grounding. On the other hand, Social Software is becoming increasingly popular among web users, giving opportunities to exploit the potential of collaboration within a community. Tools like wikis and folksonomies allow users to easily create new content and share contributions over a social network. Social Software tools can go beyond their current limits, by exploiting the power provided by semantic technologies. Conversely, Semantic Web tools can benefit from the ability of Social Software in fostering collaboration among users, by lowering entry barriers. In this paper we propose a new approach for ontology evolution, considering collaborative tagging systems as an opportunity to complement classic approaches used in maintaining ontologies.

Concept modeling by the masses: Folksonomy structure and interoperability
Veres, C.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 4215 LNCS, pp. 325-338, 2006
The recent popularity of social software in the wake of the much hyped “Web2.0″ has resulted in a flurry of activity around folksonomies, the emergent systems of classification that result from making public the individual users’ personal classifications in the form of simple free form “tags”. Several approaches have emerged in the analysis of these folksonomies including mathematical approaches for clustering and identifying affinities, social theories about cultural factors in tagging, and cognitive theories about their mental underpinnings. In this paper we argue that the most useful analysis is in terms of mental phenomena since naive classification is essentially a cognitive task. We then describe a method for extracting structural properties of free form user tags, based on the linguistic properties of the tags. This reveals some deep insights in the conceptual modeling behavior of naive users. Finally we explore the usefulness of the latent structural properties of free form “tag clouds” for interoperability between folksonomies from different services.

Blogs and wikis: A personal journey
Ward, R.
Business Information Review 23 (4), pp. 235-240 , 2006
Describes the use of social software and social media, incorporating blogs and wikis, to develop websites to support internal communication and collaboration in a law firm. Explains that blogs foster regular and timely personal communication and dialogue for a defined group, and wikis can be used to create knowledge resources or as a collaborative working or project management tool. Outlines the traditional knowledge management model for law firms, and explains how the arrival of a new global head of know-how and training prompted the investigation of how social media might support the firm’s knowhow systems. Provides advice on how to successfully set up an initial blog or wiki project.

Knowledge management in schools-from electronic schoolbag to social software
Selke, H.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 4227 LNCS, pp. 398-410, 2006
This contribution examines how teaching and learning in schools can be enhanced by employing computer technology. For that purpose, a web based system was developed in an evolutionary and participatory design process to serve as a platform for knowledge management in schools and then developed further into a system that can be characterized as social software for schools. The development was carried out in three stages. A powerful content management proved too complex and thus too difficult to learn for most users and resulted in poor usage. After reducing the functionality and re-implementing the user interface, the system was successfully introduced in schools. An evaluation of this “electronic schoolbag” showed that while the system was very well received, additional features were demanded. The third stage of the development thus added support in particular for use of the system in class, so that cooperation, communication, and coordination are now supported by an integration of several components of social software.

Pattern-based cross media social network analysis for technology enhanced learning in Europe
Klamma, R., Spaniol, M., Cao, Y., Jarke, M.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume 4227 LNCS, 2006, Pages 242-256 2006
It is extremely challenging to get an overview of the state-ofthe-art in technology enhanced learning in Europe. Rapid technological and pedagogical innovations, constantly changing markets, a vivid number of small and medium enterprises, complex policy processes, ongoing political and societal debates on the pros and cons of technology enhanced leaning, combined with many languages and different cultures, make it almost impossible for people to be informed. We want to introduce the media base and the measure tools for pattern-based cross media social network analysis, created by the PROLEARN network of excellence in professional learning. The main goal of this endeavour is the reduction of complexity for actors in digital social networks by applying ideas from social software and already successful methods for complexity reduction, such as information visualization, social network analysis and pattern languages.

Developing collaborative social software
Bhana, I., Johnson, D.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 3992 LNCS - II, pp. 581-586, 2006

Distance education trends: Integrating new technologies to foster student interaction and collaboration
Beldarrain, Y.
Distance Education
Volume 27, Issue 2, 1 August 2006, Pages 139-153

Current trends in the field of distance education indicate a shift in pedagogical perspectives and theoretical frameworks, with student interaction at the heart of learner-centered constructivist environments. The purpose of this article is to explore the benefits of using emerging technology tools such as wikis, blogs, and podcasts to foster student interaction in online learning. It also reviews social software applications such as Writeboard™, InstaColl™, and Imeem™. Although emerging technologies offer a vast range of opportunities for promoting collaboration in both synchronous and asynchronous learning environments, distance education programs around the globe face challenges that may limit or deter implementation of these technologies. This article probes the influence of technology on theory and the possible implications this influence affords.

Investigating social software as persuasive technology
Khaled, R., Barr, P., Noble, J., Biddle, R.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 3962 LNCS, pp. 104-107, 2006
Social software (SSW), nowadays increasingly widespread, has excellent potential for use as persuasive technology. What differentiates it from many other persuasive technology platforms is that it is inherently collective, making group dynamics a powerful factor in any SSW context of persuasion. Based on the psychology of groups, persuasion, and cross-cultural theory, we discuss affiliation, access, and participation as themes that are important in understanding SSW’s use as a persuasive technology platform.

Learning and knowledge-building in open-source communities: A social-experiential approach
Hemetsberger, A., Reinhardt, C.
Management Learning 37 (2), pp. 187-214
2006
Open-source communities are innovative online communities, some of which have recently attracted increasing attention. The study suggests that members of innovative online communities learn and build collective knowledge through the use of ‘technologies’ and the establishment of discursive practices that enable virtual re-experience. Theories of knowledge creation and learning have been reviewed and a social-experiential view of learning has been applied in order to examine the reflective inquiry processes and collective learning practices. The findings demonstrate that re-experience is enabled by code, transactive group memory, instructive content and discourse, and reflective discourse. The manifestations of learning processes lead to concrete experience, reflective observation, abstract conceptualization, and active experimentation at the individual level. Collective reflection, collective conceptualization, virtual experimentation, and participative practice are initiated at the social level. Empirical evidence is based on an interpretive investigation of the K Desktop Environment (KDE) community - an open-source software project that is administered online.

The nature of virtual communities
Memmi, D.
AI and Society 20 (3), pp. 288-300, 2006
The impressive development of electronic communication techniques has given rise to virtual communities. The nature of these computer-mediated communities has been the subject of much recent debate. Are they ordinary social groups in electronic form, or are they fundamentally different from traditional communities? Understanding virtual communities seems a prerequisite for the design of better communication systems. To clarify this debate, we will resort to the classical sociological distinction between small traditional communities (based on personal relations) and modern social groups (bound by looser, more impersonal links). We will argue that the discussion about virtual communities is often vitiated by a simplistic assimilation to traditional communities, whereas they may be in fact quite different and much more impersonal. Virtual communities are often bound by reference to common objects or goals, and not by personal relations. In this respect, virtual communities are just another example of a long-term evolution of modern society toward more abstract social relationships.

Self-organization patterns in wasp and open source communities
Valverde, S.; Theraulaz, G.; Gautrais, J.; Fourcassie, V.; Sole, R.V.;
Intelligent Systems, IEEE [see also IEEE Intelligent Systems and Their Applications]
Volume 21, Issue 2, March-April 2006 Page(s):36 - 40
Abstract:

In this paper, we conducted a comparative study of how social organization takes place in a wasp colony and OSS developer communities. Both these systems display similar global organization patterns, such as hierarchies and clear labor divisions. As our analysis shows, both systems also define interacting agent networks with similar common features that reflect limited information sharing among agents. As far as we know, this is the first research study analyzing the patterns and functional significance of these systems’ weighted-interaction networks. By illuminating the extent to which self-organization is responsible for patterns such as hierarchical structure, we can gain insight into the origins of organization in OSS communities.

Web 2.0 is all about the feel-good factor
Biever, C.
2006 New Scientist 192 (2583-2584), pp. 30

Towards knowledge management based on harnessing collective intelligence on the Web
Zettsu, K., Kiyoki, Y.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 4248 LNAI, pp. 350-357, 2006
The Web has acquired immense value as an active, evolving repository of knowledge. It is now entering a new era, which has been called “Web 2.0”. One of the essential elements of Web 2.0 is harnessing the collective intelligence of Web users. Large groups of people are remarkably intelligent, and are often smarter than the smartest people in them. Knowledge as collective intelligence is socially constructed from the common understandings of people. It works as a filter for selecting highly regarded information with collective annotation based on bottom-up consensus and the unifying force of Web-supported social networks. The rising interest in harnessing the collective intelligence of Web users entails changes in managing the knowledge of individual users. In this paper, we introduce a concept of knowledge management based on harnessing the collective intelligence of Web users, and explore the technical issues involved in implementing it.