Web 3.0 seems to be the newer version of web 2.0. Facebook, YouTube and the other social networks and blogs that fall within the scope of 'Web 2.0'.
According to the Times Online, "in a little over a decade, according to the engineers building the internet of tomorrow, the web will be able to connect every aspect of our digital lives - be it a website, an e-mail, or a file on our PC - to every other aspect. It will know, for instance, when you are typing an e-mail, what the subject of the e-mail is, and be able to suggest websites and books as well as documents, photos and videos you have saved that may be relevant to that topic." http://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/article2726190.ece
Mr. Spivack, the founder of Radar Networks, a leading Web 3.0 company, says, "We have had the first decade of the web, or Web 1.0," which was about the development of the basic platform of the internet and the ability to make huge amounts of information widely accessible, "and we're nearing the end of the second decade - Web 2.0 - which was all about the user interface" and enabling users to connect with one another.
"Now we're about to enter the third decade - Web 3.0 - which is about making the web much smarter."
There seems to be confusion as to how much the semantic web and web 3.0 differ. It is apparent that the semantic web will develop when web 3.0 does and vice versa, meaning that we are still in the era of web 2.0. By adding the semantic web to Web 2.0, critics argue that the closer to web 3.0 we will get. So there is difference between web 3.0 and the semantic web, albeit a very small one. Both seem to rely on each other to develop and operate.
Monday, 23 March 2009
What is the 'semantic web'?
"The Semantic Web vision was conceived by Tim Berners-Lee, the inventor of the World Wide Web. The World Wide Web changed the way we communicate, the way we do business, the way we seek information and entertainment – the very way most of us live our daily lives. Calling it the next step in Web evolution, Berners-Lee defines the Semantic Web as “a web of data that can be processed directly and indirectly by machines.” (http://www.altova.com/semantic_web.html)
It seems the semantic web is simply a way for computers to understand information, so that they can perform the tedious jobs of finding, sharing and combining information on the web.
Tim Berners-Lee originally expressed the vision of the semantic web as follows:
"I have a dream for the Web [in which computers] become capable of analyzing all the data on the Web – the content, links, and transactions between people and computers."
Web 2.0 is focused on the user of a computer. The Semantic web is focused on how the computer and machines operate. The Web requires a human operator, using computer systems to perform the tasks required to find, search and aggregate its information. It's impossible for a computer to do these tasks without human guidance because Web pages are specifically designed for human readers. The Semantic Web aims to change that by presenting web page data in such a way that it is understood by computers, without needing a human operator.
It seems there is not just one single semantic web, there is thousands or maybe even millions, all of which are universally accessible, and none are owned or governed by one company. This will surely mean it will run in the same way that the Web already does.
It seems the semantic web is simply a way for computers to understand information, so that they can perform the tedious jobs of finding, sharing and combining information on the web.
Tim Berners-Lee originally expressed the vision of the semantic web as follows:
"I have a dream for the Web [in which computers] become capable of analyzing all the data on the Web – the content, links, and transactions between people and computers."
Web 2.0 is focused on the user of a computer. The Semantic web is focused on how the computer and machines operate. The Web requires a human operator, using computer systems to perform the tasks required to find, search and aggregate its information. It's impossible for a computer to do these tasks without human guidance because Web pages are specifically designed for human readers. The Semantic Web aims to change that by presenting web page data in such a way that it is understood by computers, without needing a human operator.
It seems there is not just one single semantic web, there is thousands or maybe even millions, all of which are universally accessible, and none are owned or governed by one company. This will surely mean it will run in the same way that the Web already does.
Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?
Of course there would be a problem, because people won't be able to then cope with change or alternatives to their own preferences. There will be no balance if people only learn about what they want to learn, and will consequently become culturally naive and misguided.
I think that for most people the idea of learning about other cultures and cultural practices is incredibly important to their education, not only does it have the potential to make people more balanced individuals, but the fact that today we are living in a multicultural society, surely it makes the world a more equal place?
I know alot of people and had alot of friends who didn't see the point in learning a foreign language whilst at school. While this was their preference, it seems there is now a regret as this has cost some of them the chance to get a job they wanted, simply because of their learning preferences at 14 years old. If it was complusorary to learn a language maybe they would have that job....
In a general sense, this would surely mean there would be a divide between the levels of education in schools worldwide. Not everyone is motivated enough to be able to have there own learning preferences, therefore a lot of people would be cut adrift as a result.
And how would it even be possible to teach everyone based on their own cultural and learning preferences, as some would benefit from experiments, some from exams and others from using technology.
Strange example to use, I know, but, if a shepard decided to let all his sheep out and gave them the freedom to roam where they wanted and take their own course in life, how would he ever be able to round them up again? The sheep would be at different stages, levels and wouldn't survive as a group if this was the case. Human education would suffer in the same way.
Instead of having individual preferences, you need a balance of different learning styles, such as tv, websites, books etc, so that people have the freedom to learn the best way they can. But there still needs to be restricitons around this, so that education isn't tailor made for certain people and not others. Some would become lazy, some empowered and others wouldn't know what to do!
I think that for most people the idea of learning about other cultures and cultural practices is incredibly important to their education, not only does it have the potential to make people more balanced individuals, but the fact that today we are living in a multicultural society, surely it makes the world a more equal place?
I know alot of people and had alot of friends who didn't see the point in learning a foreign language whilst at school. While this was their preference, it seems there is now a regret as this has cost some of them the chance to get a job they wanted, simply because of their learning preferences at 14 years old. If it was complusorary to learn a language maybe they would have that job....
In a general sense, this would surely mean there would be a divide between the levels of education in schools worldwide. Not everyone is motivated enough to be able to have there own learning preferences, therefore a lot of people would be cut adrift as a result.
And how would it even be possible to teach everyone based on their own cultural and learning preferences, as some would benefit from experiments, some from exams and others from using technology.
Strange example to use, I know, but, if a shepard decided to let all his sheep out and gave them the freedom to roam where they wanted and take their own course in life, how would he ever be able to round them up again? The sheep would be at different stages, levels and wouldn't survive as a group if this was the case. Human education would suffer in the same way.
Instead of having individual preferences, you need a balance of different learning styles, such as tv, websites, books etc, so that people have the freedom to learn the best way they can. But there still needs to be restricitons around this, so that education isn't tailor made for certain people and not others. Some would become lazy, some empowered and others wouldn't know what to do!
What difference to all this might the 'digital divide' make? a) To socioeconomically related access issues within a society? b) To global access issu
Surely the continuation of this supposed digital divide between the youths and the adults will continue to create problems in everday lives. The way I see it going is as follows; talking about digital natives and digital immigrants will widen the gap between adults (digital immigrants) and the youths (digital natives). The adults will be seen as out of touch and youths will be seen as digitally superior, connoting that they are more powerful. This suggets that by all this it will result in contemporary youth culture being seen as cut off from adult influences.
In 1869, Matthew Arnold wrote that culture "seeks to do away with classes; to make the best that has been thought and known in the world current everywhere; to make all men live in an atmosphere of sweetness and light [...]". (Culture and Anarchy). This notion of culture being unifluenced by class and power will surely be invalid, as those with money and opportunities will benefit from new and innovative technology, whereas those who don't won't be able to keep up with technology, thus losing their status as digital natives, and broadening the digital divide.
By encouraging this Digital divide, it will only create other potential problems for the future in terms of employment. Companies and businesses will only want to employ digital natives as they will have more experience using technology so those people who have access to technology will benefit immensely and have a greater chance of employment.
This sounds abit 'sciencey' for my liking, but this is a huge cause for concern; we, as a world, consume a huge amount of electricity, and this is rapidly running out! Yes there are 'alternatives' , but there is nothing concrete, so what happens when we have to go back to the 'dark ages' and there is not a digital immigrant in sight?
The digital divide between immigrants and natives is growing rapidly in our own country, so what about between us and the world. Especially when you consider that Japan is supposed to be at least 50 years more advanced than we are. Some people in the world will never have seen a computer let alone know how to operate it. Third world countries are struggling to even provide themselves with food let alone the skills to become a country thriving with digital natives.
If young people are more able to digitally 'connect' , surely it would be beneficial to allow them to incorporate thier skills in education in school, to prevent the gap from increasing to much. But also allowing traditional methods to be used so that the emphasis is not placed to heavily upon technonlogy. This would certainly benefit the technologically challenged and the socially rejected to keep up with the modern world.
And maybe more 'natives' should go to thse less priveledge countries, and help to teach those who don't know. the technologically challenged and the socially rejected
In 1869, Matthew Arnold wrote that culture "seeks to do away with classes; to make the best that has been thought and known in the world current everywhere; to make all men live in an atmosphere of sweetness and light [...]". (Culture and Anarchy). This notion of culture being unifluenced by class and power will surely be invalid, as those with money and opportunities will benefit from new and innovative technology, whereas those who don't won't be able to keep up with technology, thus losing their status as digital natives, and broadening the digital divide.
By encouraging this Digital divide, it will only create other potential problems for the future in terms of employment. Companies and businesses will only want to employ digital natives as they will have more experience using technology so those people who have access to technology will benefit immensely and have a greater chance of employment.
This sounds abit 'sciencey' for my liking, but this is a huge cause for concern; we, as a world, consume a huge amount of electricity, and this is rapidly running out! Yes there are 'alternatives' , but there is nothing concrete, so what happens when we have to go back to the 'dark ages' and there is not a digital immigrant in sight?
The digital divide between immigrants and natives is growing rapidly in our own country, so what about between us and the world. Especially when you consider that Japan is supposed to be at least 50 years more advanced than we are. Some people in the world will never have seen a computer let alone know how to operate it. Third world countries are struggling to even provide themselves with food let alone the skills to become a country thriving with digital natives.
If young people are more able to digitally 'connect' , surely it would be beneficial to allow them to incorporate thier skills in education in school, to prevent the gap from increasing to much. But also allowing traditional methods to be used so that the emphasis is not placed to heavily upon technonlogy. This would certainly benefit the technologically challenged and the socially rejected to keep up with the modern world.
And maybe more 'natives' should go to thse less priveledge countries, and help to teach those who don't know. the technologically challenged and the socially rejected
How might Wenger's notions on practice communities relate to Prensky's on education?
Prensky's theories on education and Wenger's on Communities of Practice are certianly linked. "Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour..." (Wenger 2007). http://www.ewenger.com/theory/
"Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach". (Prensky 2001). http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.htm
Both theorists are discussing the concept of learning through a digitally orientated environment. Wenger talks about a hierachy of group members, with those who have more control, and those who simply participate. Similarly, Prensky talks of those who are 'natives', who are digitally advanced and aware, who are the opposite to those known as the digital immigrants.
Both Prensky and Wenger can be linked through their other ideas. Wenger thinks that learning is central to human identity. Prensky argues that children learn more at home, after school, and this is where they build their own identities.
These two theories are related as Wenger argues that by being part of a CoP, you are able to gain a real sense of identity and belonging, as you are able to communicate with the same people that have the same interests as you. As well as having these interests, Prensky would argue that you needed the same level of capablilities to communicate digitally. Digital natives are deemed to operate out of school and CoP's tend be used and participated in out of school.
"Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach". (Prensky 2001). http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.htm
Both theorists are discussing the concept of learning through a digitally orientated environment. Wenger talks about a hierachy of group members, with those who have more control, and those who simply participate. Similarly, Prensky talks of those who are 'natives', who are digitally advanced and aware, who are the opposite to those known as the digital immigrants.
Both Prensky and Wenger can be linked through their other ideas. Wenger thinks that learning is central to human identity. Prensky argues that children learn more at home, after school, and this is where they build their own identities.
These two theories are related as Wenger argues that by being part of a CoP, you are able to gain a real sense of identity and belonging, as you are able to communicate with the same people that have the same interests as you. As well as having these interests, Prensky would argue that you needed the same level of capablilities to communicate digitally. Digital natives are deemed to operate out of school and CoP's tend be used and participated in out of school.
Thursday, 19 March 2009
e) Describe the experience of a fictional technophile student in 2020.
Freddie is a technophile. Freddie gets up for his first day of uni. Freddie wakes up via his Ipod super duper docking station, which only came out on sale last week. Freddie also has the latest mx 67 Nokia phone. Freddie thinks this is swish.
Freddie logs in to his Lincoln University Virtual Portal campus learning zone to check his emails. Freddie does this on his new mx 67 Nokia phone. It is point 1 milli seconds quicker than his new Apple Mac laptop. Freddie also checks his Myface page to see if he has any new friend requests. It's been 3 hours since Freddie last checked. Freddie has an virtual online blackbeard seminar at 10, so Freddie sets up his webcam. Freddie then gets his breakfast order in. Freddie stops to reminisce for a minute, about the days when people had to walk to get a Mcdonalds breakfast.
Freddies thoughts are interupted by a vibration. Freddie's Apple Mac screen just vibrated. Freddie got a virtual poke from an old friend. Freddie then plugs his brain into the socket. Freddie like this new innovative technique. It allows Freddie to chanel the thoughts from his brain onto his Apple Mac so Freddie's blogs are done for the week. Freddie likes this no hassle blogging. That's what makes Freddie a technophile.
Freddie logs in to his Lincoln University Virtual Portal campus learning zone to check his emails. Freddie does this on his new mx 67 Nokia phone. It is point 1 milli seconds quicker than his new Apple Mac laptop. Freddie also checks his Myface page to see if he has any new friend requests. It's been 3 hours since Freddie last checked. Freddie has an virtual online blackbeard seminar at 10, so Freddie sets up his webcam. Freddie then gets his breakfast order in. Freddie stops to reminisce for a minute, about the days when people had to walk to get a Mcdonalds breakfast.
Freddies thoughts are interupted by a vibration. Freddie's Apple Mac screen just vibrated. Freddie got a virtual poke from an old friend. Freddie then plugs his brain into the socket. Freddie like this new innovative technique. It allows Freddie to chanel the thoughts from his brain onto his Apple Mac so Freddie's blogs are done for the week. Freddie likes this no hassle blogging. That's what makes Freddie a technophile.
Describe the daily frustrations of a fictional neo-luddite at university now in the UK
The term "neo-Luddite" is often deployed by advocates of technology to describe persons or organizations that resist technological advances. Fact. But to make this more interesting, I think it might be better to put this into perspective by writing a fictional blog entry to demonstrate a neo-luddite's difficulty at uni.
Meet Eddie. Eddie is a simple kinda guy, likes the sea, but detestes the sand between his toes. He is out there. Eddie is about to begin his life at uni. But the thing with Eddie is he is a bit of a neo-luddite. He only managed to apply to go to uni via UCAS because he paid his mates to fill in the form online. And Eddie is yet to realise that the Student Loans Company didn't recieve his letter by post. Eddie didn't realise he had to fill out an online application form. Eddie doesn't like being online.
Eddie is running late for his first lecture as he didn't know how to set his alarm on his phone, and Eddie's usual alarm clock, his mum, isn't there. Next problem Eddie realises is that he hasn't got a timetable for uni. Eddie heard something about printing a timetable off in the library with his unique password and pin. But Eddie doesn't have a unique password in pin. So Eddie sets off in the hope he will find his class. When Eddie gets to class 40 minutes late that day, his tutor tells him to exchange contact details with his peers. But Eddie doesn't have contact details. Eddie hasn't used MSN before. Eddie doesn't even know what Facebook is. Eddie's new classmates seem nice nonetheless, and tell Eddie to get Facebook and MSN, and want Eddie to set up his library user account.
But Eddie is a neo-luddite. A week later, Eddie managed to set up a library user account, with the help of a classmate. Eddie has MSN, but doesn't remember his password, and Facebook proved a diasaster for Eddie. He clicked 'poke' next to some girls name. Eddie didn't realise this is a no-go, being a neo-luddite and all that jazz. The girl now thinks Eddie is a weird boy, who wants to 'poke' her. Eddie is doing the Media culture and communications course, and is already behind, as Eddie doesn't know how to access MC Home.
Eddie is a funny guy though. Eddie makes his tutors laugh. Eddie asked them why they had to study an E-Book. Eddie's mum told him not to do drugs. Eddie also wondered why a modern uni like Lincoln still used a blackboard. Eddie still hadn't seen this blackboard his peers were discussing. Eddie did have a bit of success in his first term though. Eddie thought so. Eddie's Panda Pops label said Eddie had won the competition. All Eddie had to do was enter his unique code online. Eddie never knew if he won. Eddie was a neo-luddite. Eddie will need lots of luck if he is going to get to level 2 and Blogging.
Meet Eddie. Eddie is a simple kinda guy, likes the sea, but detestes the sand between his toes. He is out there. Eddie is about to begin his life at uni. But the thing with Eddie is he is a bit of a neo-luddite. He only managed to apply to go to uni via UCAS because he paid his mates to fill in the form online. And Eddie is yet to realise that the Student Loans Company didn't recieve his letter by post. Eddie didn't realise he had to fill out an online application form. Eddie doesn't like being online.
Eddie is running late for his first lecture as he didn't know how to set his alarm on his phone, and Eddie's usual alarm clock, his mum, isn't there. Next problem Eddie realises is that he hasn't got a timetable for uni. Eddie heard something about printing a timetable off in the library with his unique password and pin. But Eddie doesn't have a unique password in pin. So Eddie sets off in the hope he will find his class. When Eddie gets to class 40 minutes late that day, his tutor tells him to exchange contact details with his peers. But Eddie doesn't have contact details. Eddie hasn't used MSN before. Eddie doesn't even know what Facebook is. Eddie's new classmates seem nice nonetheless, and tell Eddie to get Facebook and MSN, and want Eddie to set up his library user account.
But Eddie is a neo-luddite. A week later, Eddie managed to set up a library user account, with the help of a classmate. Eddie has MSN, but doesn't remember his password, and Facebook proved a diasaster for Eddie. He clicked 'poke' next to some girls name. Eddie didn't realise this is a no-go, being a neo-luddite and all that jazz. The girl now thinks Eddie is a weird boy, who wants to 'poke' her. Eddie is doing the Media culture and communications course, and is already behind, as Eddie doesn't know how to access MC Home.
Eddie is a funny guy though. Eddie makes his tutors laugh. Eddie asked them why they had to study an E-Book. Eddie's mum told him not to do drugs. Eddie also wondered why a modern uni like Lincoln still used a blackboard. Eddie still hadn't seen this blackboard his peers were discussing. Eddie did have a bit of success in his first term though. Eddie thought so. Eddie's Panda Pops label said Eddie had won the competition. All Eddie had to do was enter his unique code online. Eddie never knew if he won. Eddie was a neo-luddite. Eddie will need lots of luck if he is going to get to level 2 and Blogging.
c) A person known to me who most threatens the notion of native/immigrant in digital culture
I will stick with my previous examples for this one. Going by Prensky's theories, both my Dad's age (48 I think) and my sister's (15) should mean they are at the opposite ends of the digital native/immigrant cycle. Prensky's theory would class my Dad as a digital immigrant, and my sister as a digital native. Yet, my Dad is better with web surfing and understanding, email, and computers in general. The only thing I can think of where he is not as good is texting. So this is a flaw within Prensky's work.
Prensky wrote his Digital immigrants and natives article in 2001, and maybe at this time there was not such an emphasis on people in jobs at the time to learn computer skills and be digitally literate.
Since this time, both my parents have done ICT courses or days, complusorary with their jobs, and I don't think this is uncommon. It seems workplaces are now wanting all employees to be familiar with computers, and be able to do certain things in a digital sense.
Prensky said that todays younger generation are all "native speakers of the digital language of computers, video games and the Internet." He has categorised every young person and older person, and in my instance is wrong. This shows that if you are a digital immigrant, it is not out of the question for you to be a native, maybe you need work to pressure you, or a family who regularly use a computer.
Prensky assumed that computers and suchlike was only utilised in everyday life by young people, and they were the only ones who are natives, but the world and older generations have had to adapt to a "native speaking" culture and the result is people of all ages and lifestyles can be digital natives.
Prensky wrote his Digital immigrants and natives article in 2001, and maybe at this time there was not such an emphasis on people in jobs at the time to learn computer skills and be digitally literate.
Since this time, both my parents have done ICT courses or days, complusorary with their jobs, and I don't think this is uncommon. It seems workplaces are now wanting all employees to be familiar with computers, and be able to do certain things in a digital sense.
Prensky said that todays younger generation are all "native speakers of the digital language of computers, video games and the Internet." He has categorised every young person and older person, and in my instance is wrong. This shows that if you are a digital immigrant, it is not out of the question for you to be a native, maybe you need work to pressure you, or a family who regularly use a computer.
Prensky assumed that computers and suchlike was only utilised in everyday life by young people, and they were the only ones who are natives, but the world and older generations have had to adapt to a "native speaking" culture and the result is people of all ages and lifestyles can be digital natives.
b) The youngest digital immigrant I know
The youngest digital immigrant I know would be my sister, who is computer literate, she just ain't that great! As with most 15 year olds, MSN is a walk in the park, and she is fine with this. But anything else is just cringeworthy, and she must crash the computer a good 3 times a week at least! Although I think this could sometimes be partly a psychological thing, in the sense that she knows she is a nightmare, she may one day reach the digital native stage.
a) The oldest digital native I know
The oldest digital native I know would probably be my Dad! He isn't that old...but I can't think of anyone older. He often uses the net to buy and sell accordions, which sounds abit lame, but there is a lot of money to be had! Since he is a nocturnal being, he is often found in the early hours negotiating and searching for goods etc. He is pretty good with computers, through training courses at work, so well done Dad, you are my nominee for the oldest digital native I know.
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