Week 9/10 - How does it differ from web 3.0?

Both the semantic web and web 3.0 are looking at ‘personalising’ the web so it allows for a more individual browsing experience in order to make information more accessible for the users through their preferences, as opposed to everyone experiencing the same hyperlinks (Web 2.0) through a process of integration. The World Wide Web has developed through web 1.0, web 2.0 and as I type, it is advancing to web 3.0. This identifies the constant developments of technology; some may say an inevitable change. Web 2.0 focuses on interaction where web 3.0 is taking this further. This is where it differs from semantic web because semantic web is a separate development. Is it fair to say that semantic web is enabled because of the internet, but isn’t a direct or ongoing advancement. We could link this to the notion of open architecture, there is something which is still being built outwards and upwards, but semantic web is like building something extra, like a conservatory- something that is added to make the house better and you could even say more accessible.

Week 9/10 - What is the 'Semantic Web'?

The semantic web is the notion that computer applications will ‘learn’ to accommodate users through “data integration, knowledge representation and analysis, cataloguing services, improving search algorithms and methods, social networks, etc.” (http://www.w3.org/2001/sw/SW-FAQ) In terms of hyperlinks (web 2.0) these won’t be apparent in that there will be more of an integration to make an easier way of using the internet and linking pages and site. Accessing information and using the internet will be more efficient for new technology users. Semantic web runs along with the developments of the internet as a separate part of the internet to increase and improve access of the internet for the next generation.

Week 9/10 - Tailoring education for cultural and preferences...

Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?

It’s quite empowering to think that society now have the chance to mould education to fit around our own preferences through the developments of technology, an example of social-determinism.
However although this can be seen as a positive happening, when it comes to education, could it be seen as though computers are replacing the fact that students needed to be ‘stretched’ within their studies. Using new media is to me seen as a compromise of two separate elements and although arguably has a success rate, is it deferring away from traditional elements of education. By neglecting these traditional aspects of education I think is neglecting valuable skills which are attained through the interaction of students IRL situations therefore practical work is being missed out on. There needs to be a high amount of maintained motivation because “those with low motivation may fall behind.” (see link)

However, everything in society has its disadvantages. So going back to the ‘empowerment’ the internet gives us, it does give the majority of people (providing they have internet access) the chance to learn, as it works to diminish geographical issues. There are potential problems, but society is aware of these, and what doesn’t have potential threats?

http://www.newman.ac.uk/Students_Websites/~m.m.friel/dis.htm

Week 9/10 - What difference would this make to a digital divide - B

The internet has enabled for people to be connected all over the world which we’ve looked into the over the last few weeks of blogging, i.e. online learning, virtual communities, online relationships etc. yet when we look at Wenger’s Community of Practice, the digital divide disable from everyone being part of an online community if they have limited or no access at all. This is just as applicable to the factor of online learning from a global perspective. In the journal I looked at in the a) section of this question, by Newholm, T et al, they proposed 4 different types of community in terms of their ICT skills being taught in a community – Learning community, Excluded community, Individuated society, elsewhere concerned. These four types all differ in the amount of time and access they have to a learning community, and Brady would describe ‘elsewhere concerned’ as having bigger problems that getting connected to the internet. Therefore is this diminishing and dividing the digital divide further by neglecting those without access.
In terms of online communities too, as the number of internet users is increasing, Davies and Crabtree would argue the internet is becoming ‘more local’, (2004) and research has been undertaken to show that technology is also coming to communities as well as communities going global. Now although this shows globally how societies are able to advance, there is still nothing accommodating the digital divide. Communities of Practice are still not available to everyone globally because of access issues, and digital immigrants wouldn’t be able to teach digital natives through video games for the same reasons. An advantage of online communities is that they connect people with similar cultural views, interests in a wide range of factors globally, but the digital divide still restricts this notion is fulfilling its extent within online community.

http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fnms.sagepub.com%2Fcgi%2Freprint%2F10%2F3%2F413.pdf%3Fxdata%3D212219220116&ts=1237983344198&cs=4202479868&userName=5845157.ipdirect&emCondId=5845157&articleID=36937180&yevoID=2261717&titleID=144954&referer=1&remoteAddr=212.219.220.116&hostType=PRO

Week 9/10 - What difference would this make to a digital divide - A

a) To socioeconomically related access issues within a society?

With everything rapidly going online it has to be asked what will happen to the ‘digital divide’ and will it get wider. In terms of ‘lower income families’ not affording internet access, there are arguments to say that there are ways around this ‘divide’, Brady (2000) would say that “even lower income families could find a way to get wired if they viewed it as a high enough priority.” However, in counter argument this could be seen as a view from someone who does have new media access, and therefore takes it for granted possibly?

“Of those over 65 years of age, only 7% have ever accessed the internet. Of the poorest 10% of the United Kingdom's population, only 12% have ever accessed the internet.” (Wong) the validity of this quote may be questioned, (it was taken out of a different context – one regarding internet and health) but I think the percentages do highlights how the internet can be seen as marginalising parts of the digital divide.

However, could it still be said that these ‘marginalised’ divides don’t necessarily want to use the internet… as we’ve all looked into ‘digital immigrants’ it was found commonly that older generations didn’t want to access the internet, but with society being constantly directed towards using the internet as an internet alternative, will people be able to neglect the internet for much longer? Will they succumb to an online world and become adapted to technology, or will the digital divide become even more so divided?

Should techno-determinism take hold again and accommodate the internet minorities who are unable to access the internet as apposed to society determining technology for the majority?

http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fnms.sagepub.com%2Fcgi%2Freprint%2F10%2F2%2F295.pdf%3Fxdata 3D212219220116&ts=1237984389663&cs=693993184&userName=5845157.ipdirect&emCondId=5845157&articleID=36253616&yevoID=2224839&titleID=144954&referer=1&remoteAddr=212.219.220.116&hostType=PRO
http://www.bmj.com/cgi/content/full/328/7449/1200-b (Wong)

Week 9/10 - How might Wenger's notions on practice communities relate to Prensky's on education?

Both Wenger and Prensky notions relate to each other in the sense that both ideas are promoting online learning. They both also relate to the fact that there is a ‘teacher’ and then ‘students’, maybe more so Prensky but Wenger still maintains there is a hierarchy of knowledge to some extent. There is also the factor that within these two concepts where education is becoming more relatable to students because it’s trying to educate in a way that is enjoyable, therefore creating educational strategies to accommodate and relate to students in the most effective way.

However, is education supposed to link in with enjoyable social activities? Although online learning has many advantages, if merged with social activities will the difference between education and socialisation become fused and objectives clouded?

This may be clutching at straws, but could socio-determinism also be a factor that relates to both Prensky and Wenger’s notions? Socio-determinism allows for Communities of Practice to exist online as it isn’t determined by a higher company or organisation. Furthermore, the notion of digital natives and immigrants wouldn’t be as apparent if as a society, the younger generations weren’t shaping technologies in ways to accommodate themselves.

However, with Prensky’s notion in mind, how easy is it to teach ‘digital natives’ if the teachers aren’t up to date on what they are using to aid their teaching?

Week 9 - Experiences of a fictional technophile student in 2020

My fictional technophile student is Steve –

Steve wakes up reaches over to grab his ‘iEducation’ (this is completely made up, but I’m sure there will be some kind of device made my apple to educate society by 2020) as the lecture and seminar tasks have just come online for this week. It’s Monday morning, which means that there has to be a meeting Monday afternoon for students in their course modules with their tutors. University education has a government rule that students have to have some kind of interaction for 30 minutes every week with their tutor. Steve however has a ‘iEducation’ and can virtually hold these meeting through this application, because he’s a technophile. Steve can then spend the rest of the week completing the tasks and posting them through the internet to be marked.

This may seem like a far fetched account, but over the next ten years I think produserism and social determinism will shape technology in order for education to be completed in a different ways. It may not be as extreme but technophiles will have first hand technology and will rely on this to go about their everyday lives. The upgrade culture does not show any signs of slowing down and I think the factor of online learning and the convenience of it all will keep advancing within society.