Thursday, October 16, 2014

Final Reflection of the Process


I have enjoyed the experience of blogging about my research. It provides a method of outputting data in a way that can be organized in a variety of ways. Whether the individual is visual, auditory, artistic, methodical, or any other type of learner, blogs lend themselves to varying learning styles. It also provides a means to organize a plethora of data in one place. Instead of trying to organize paperwork and resources, it allows a method to upload files, graphs, images, videos, and data.

For me the experience of blogging provided me a familiar means which I am comfortable with to organize my research. I was able to develop my ideas as I went through the process and, at each stage, I was able to add a new page to my blog. When I found new information, I simply went to the page that correlated with what I found and added to it. It also allows others to view my findings. In this way, I am sharing the knowledge I have gathered which lends itself to the very concept I was researching; the use of Web 2.0 and 3.0 in education.

Application and Assessment of Web 3.0 in Education


Education seems to be one of the largest organizations for training in the world, yet most schools are at least 5-15 years behind the rest of the digital world whether it is lack of technology due to funding, resources, or knowledge. The majority of students today own or use some form of digital technology whether it be a cell phone, laptop, tablet, desktop, etc. This being said, if education is making an attempt to raise up the next generation of leaders, how can this be done if these leaders are not trained in such a way that make them an asset to the work force?

The Web is constantly changing and being added to on a regular basis. Students no longer have to research “what do people in china eat?” and find a resource page. They can use social media to speak to other students their age in China, they can research recipes they can make themselves, or they can take a digital tour of the streets of Shanghai and observe the food being served. There is no longer need for basic researching in question and answer format. It is being question, application, new question, new application etc. Yet students and teachers have fears about this.

When you look into the world of Social Media, most students are able to use them efficiently but do no have an awareness of digital citizenship. They believe that their information is secure simply because it is on their account. However, students are aware that others have issues with accounts being hacked, pictures and comments being used in the wrong context, and even teachers or parents tracking them. So it is no wonder that they are apprehensive about using this type of Web 2.0 software in an academic setting? Fear of personal meeting academic has students full of nerves.

However, if taught proper digital citizenship and the benefits of allowing their knowledge of social media to be used, students would learn that their underlying research needs can be met through a concept they are familiar with. Looking at the principle of Metadata, information is gathered through many sources via connection of similar resources. These resources come from all over the world from people from varying perspectives. By allowing students to understand that the collaboration of knowledge that can be generated with Web 3.0 concepts is similar to the way that social media operates. Ultimately for students and teachers, it comes down to a lack of awareness.


Web 3.0 is not as well known as Web 2.0 because it is still in it's early stages of understanding. In addition, since there is such a strong connection to Web 2.0, the entity of it is not totally it's own in a practical sense. As the internet continues to develop, so will the concept of Web 3.0. Web 3.0 in education is limited for the time being due to lack of resources, training, and knowledge. One would also conclude that Web 2.0 software is encountering the same problem. 

Analyzing Web 3.0

Analyzing Information

The beginning of the Web aka Web 1.0 was the beginning of what we define now as the World Wide Web where one could simply retrieve information given. Web 2.0 then moves into the world of the social networking where data developed by individuals can be uploaded, downloaded, and shared across the web. Web 3.0 refers to the computer itself generating new information instead of the individual.
Studies show that students, when introduced to Web 2.0 and 3.0 devices and concepts in schools were very skeptical due to the feeling that their private lives were being assaulted.

When talking about Web 3.0, there is much talk about the “Semantic Web” which refers to a web with ‘meaning’ would act, according to Berners-Lee’s vision, like a series of connected databases where the information resides in structured forms. There are also layers of descriptions that add meaning that a computer can understand. Essentially, computers can synthesize data and draw their own conclusions based on the data given.

An example of this would be with watching trends in people’s shopping or browsing habits. Using the data collected from a visitor to a website. The computer can take that data and show Ads that, based on the data, would possibly be appealing to the buyer or provide information relevant to them.  Search engines also use this principle with tracking how people search and tailoring information to them based on where they live or their search patterns.

Finally, web 3.0 is working towards the concept of Metadata. This allows the integration and combination of data drawn from diverse sources. This means that data spread across multiple sources can be combined together into a culmination of similar information for the user to use. This develops the concept of collaboration across different users.

In the context of education, more content can be used and covered, more relevant data can be accessed, and the structure of how content is covered will have to change. The focus us no longer on just finding the right answer, it is about finding problems that don’t even exist yet and finding solutions to them.

Wednesday, October 15, 2014

Questions and Relivent information about Web 3.0 in Education

In this section, I decided to narrow down my search and look more into Web 3.0. I also wanted to see how it was being used in schools or not. As I reflect on IT in schools, most schools seem to be about 5-10 years behind technology. Yet, is this something that is a necessity? Does Web 2.0 and 3.0 even belong in education since they are too personal?

Developing Questions

Why is Web 3.0 not seemingly as common knowledge as Web 2.0?
What E-Learning tools does the idea of Web 3.0 offer?
How has it developed from Web 2.0?
What limiting factors is Web 3.0 facing in regards to education?

Accessing Relevant Information

ALBU, R. (2014). A Study about Web 3.0 based E-Learning Tools in Electrical and Electronics Engineering. Journal Of Electrical & Electronics Engineering7(1), 9-12.
Hussain, F., & International Association for Development of the Information Society, (. (2012). E-Learning 3.0 = E-Learning 2.0 + Web 3.0?. International Association For Development Of The Information Society,

Why am I doing what I am doing?

Learning Styles and Preferences 

As I completed my first couple blogs, I did what I thought felt natural. I had freedom to research anyway I chose on any topic I chose, something I have never really been able to do that I can remember. For the first time, I began to look at how it is that I truly learn. I a have come to see that I am a visual kinesthetic social learner.

When I began my research I first looked into finding videos. In my thinking process, people who understanding Web 3.0 must be doing something techy to be able to show me what it is I am trying to understand. This was how I began to make the connections between Web 2.0 and 3.0. It also helped me understand how much I didn't actually know about what I thought I knew. As I continued through my research, I continued to be leaning towards those articles or websites that provided more visual stimuli whether it be graphs, pictures, diagrams, or videos. This was how I gained true understanding.

Of course, along the way, I have discovered various resources to use in my classroom. So, mid article, I would go to the website and explore them, sometimes I got back to the article and sometimes not. However, allowing me something to use practically provided me with a plethora of resources that I began to try and utilize in my lesson plan as early as the next day! My grade 11 students have come to the understanding that they are my guinea pigs when it comes to new software or programs. However, it does provide them with many resources they can use in other classes. Yes, I I am kinesthetic and need to try it out for myself.

Finally, I am a social learner. Whatever it is I am learning about, especially here, I have shared or tried to get feedback from my peers and administration. I also enjoy talking about it with my students. They brought some insight into my ideas that I didn't even realize. When I am trying to gain new information or understand, I have to share and talk with others in order to gain a deeper understanding of my own thought process.

Learning Theories

                 Blooms Taxonomy

Blooms taxonomy is one of the many theories I looked at to decide which my process fell under the best. After reviewing my research process, I came to the conclusion, this was the one I was tending to follow due to my research model.

As I began to research, I chose a topic that stuck with me the best and that I remembered hearing and wanting to know more about. I moved on to try and understand the concept of Web 2.0 further through researching. Once I understood that my initial topic was not going to work the way I thought it would, I had to take my understanding and apply it to new ideas and topics as I continued in my pursuit. With so much new information, I had to analyze, not only the information I gathered, but my very understanding of the topic. I also had to analyze through so many different positive and negative reactions to Web 2.0 and 3.0. When it came to the end of it, I had to evaluate what I agreed with and which thoughts and ideas I felt were based on my pedagogy. Based upon the research I have done so far, I believe I want to be able to use and create opportunities to have my students utilize different Web 2.0 and 3.0 resources and allow them to analyze and evaluate their thoughts on it. I feel it will be a never ending cycle, yet highly valuable to both my students and myself. 

Saturday, October 4, 2014

What is Web 2.0? Initial Questions

Professional Information Inquiry 

My initial interest in Web 2.0 came with one of my grad school classes that mentioned it. Needless to say, I did not give it much thought after the course until I began teaching this year. My 11th and 12th grade students were introducing me to various forms of Web 2.0 programs they use to present. I saw so much potential in this, but I wondered if this is something that has caught on in schools. In my current teaching position, most of my teachers hardly use their SMARTboards let alone branch out into programs like Prezi, Popplet, and Projeqt. I wondered if this was due to where I am teaching and the population or is it common with other populations. My initial questions are going to lead on a search from massive ideas to, hopefully, a very specific application that I can share with my colleagues. Feel free to add other questions you might have.

Asking Initial Questions: 

  •  What exactly is Web 2.0? 
  •  How has it been utilized in classrooms? 
  •  How popular is it in the United States vs. other countries? 
  •  What does the future look like for Web 2.0? 
  •  How does it compare with Web 3.0? 
  •  What are it's limiting factors?

Accessing - relevant information

I began with videos as I am a very visual learner. Here are some of the ones I have found.

Analyzing - the acquired information

 My initial thought of Web 2.0 was certain programs that allowed the user to work online and produce a product. I has the idea that it only really functioned with certain things. However, after my initial research, Web 1.0 was just people gaining information from the internet. The whole idea of Web 2.0 is people working together sharing information, ideas, products, videos, etc. So this covers more than just certain programs. It also includes social media which I didn't know. Then I began to explore Web 3.0 which is a personalized internet where things cater to the individual. Websites such as Amazon make suggestions based on your shopping habits or people who are buying similar things to you.

Applying - connect the information to a task

In the search for the use of Web 2.0 I have discovered that it is being used for more than just the limitations I put on it. However, I need to discover still if Web 2.0 and 3.0 are having different influences in the US than other countries, especially in the middle east. I have tried to use different forms of social media in my school setting and have push back due to religious issues with programs such as Instagram and taking pictures of females. Yet, these types of sites are used by the same students who are being forbidden to use them at all at school. So, where is the happy medium or is there one, especially in terms of social media sites?

Assessing - the end result and the process

With this new information I am going to need to change my entire enquiry view of Web 2.0 to move into how it is going to relate to Web 3.0. I still want to know how it is being used in the classroom and find out more about how it being adapted to education. However, my exploration is going to need to go much deeper.