Game Development Reference
In-Depth Information
Figure 3. Need Examples
and unplanned to a great extent. Over the last few
years, the rise of social software and social net-
working has driven the transition from content-
centred to people-centred activities. 'Reading'
and top down content production has dominated
the first era of the Internet. Now a truly participa-
tory bottom up or 'read/write' approach is emerg-
ing as a dominant trend. This shift of focus rep-
resents as much a cultural phenomenon as a
technological one and has resulted in many com-
mentators questioning its impact on our sense of
identity, the meaning of community and the nature
of this change (e.g. Hatzipanagos & Warburton,
2009).
Web 2.0 has moved beyond the original
meaning of the term defined by O' Reilly (2005)
to encompass a set of tendencies exhibited by
virtual communities. According to O' Reilly (in
Musser, 2006), Web 2.0 is a set of economic, so-
cial and technology trends that are based on user
participation, openness and network effects. It is
beyond doubt that consumer-oriented concepts
can easily grow in such an environment. For
instance, the best-known success stories of Web
2.0 (e.g. Wikipedia, Facebook, YouTube, etc.) are
based on the concept of user participation through
social networking.
The terms Web 2.0 and social software and
social networking are often used together or
synonymously, though Web 2.0 describes more
the new ways in which the WWW is used, while
social software and social networking, built on
Web2.0 platforms and services, describes the
universe of possible interactions between individu-
als and communities, where users are connected
and collaborate with each other. The attitudes and
behaviours of these communities or social groups
have become as significant as the distributed
technological platforms that are being exploited
by increasing numbers of internet users.
One of the major characteristics of these new
practices has been a shift towards 'user-generated
content' where:
together with the relevant social networking func-
tions (tagging, blogging, reviewing and rating).
Research into the categorization of services
is essential. This includes the division into the
educator's personal needs and the needs of the
organization that he/she is part of. The idea of a
Framework for networked services which is open
to anyone in practice may seem too ambitious and
easy to compromise, however the wisdom of the
crowds in social networking services has helped to
override such problems (e.g. in Wikipedia where
false information is quickly corrected by others
or a warning is provided regarding its reliability).
Such approaches ensure the quality and monitor-
ing of level of service.
The Service Framework aims to become a
roadmap for developing open service-provision
services of the Web 2.0 genre, maintaining enough
versatility to eventually address provision of
needs in the upcoming Web 3.0, where semantic
considerations are of importance. To this end, we
develop an open architecture that allows incorpo-
ration of semantic functionalities where needed.
In figure 3, we present a conceptualization of
the areas that we concentrated for the evolution-
ary building of our framework, demonstrating the
progress towards more soft aspects of the interac-
tion and networking activity as such.
It is interesting to recognise that the emergence
of social networking principles is a spontaneous
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