تقنيات الجيل الثالث للويب وتطبيقاتها التربوية = The Web 3.0 Techniques and Its Educational Applications

2018 ◽  
pp. 134-156
Author(s):  
عبد الرحمن محمد طراد السلولي
Keyword(s):  
Web 3.0 ◽  
Educational Applications ◽  
The Web

Gaining a Past, Losing a Future: Web 2.0 and Internet Historicity

2012 ◽  
Vol 143 (1) ◽  
pp. 99-109 ◽  
Author(s):  
Matthew Allen
Keyword(s):  
Popular Culture ◽  
Web 2.0 ◽  
First Century ◽  
The Internet ◽  
Historical Interpretation ◽  
Web 3.0 ◽  
The Past ◽  
The Future ◽  
Or Practice ◽  
The Web

This article explore how, in the first decade of the twenty-first century, the internet became historicised, meaning that its public existence is now explicitly framed through a narrative that locates the current internet in relation to a past internet. Up until this time, in popular culture, the internet had been understood mainly as the future-in-the-present, as if it had no past. The internet might have had a history, but it had no historicity. That has changed because of Web 2.0, and the effects of Tim O'Reilly's creative marketing of that label. Web 2.0, in this sense not a technology or practice but the marker of a discourse of historical interpretation dependent on versions, created for us a second version of the web, different from (and yet connected to) that of the 1990s. This historicising moment aligned the past and future in ways suitable to those who might control or manage the present. And while Web 3.0, implied or real, suggests the ‘future’, it also marks out a loss of other times, or the possibility of alterity understood through temporality.

New Trends on RIAs Development

2014 ◽  
pp. 323-336
Keyword(s):  
Web 2.0 ◽  
User Interfaces ◽  
Mobile Applications ◽  
Web Technology ◽  
Context Aware ◽  
Internet Applications ◽  
Web Based ◽  
Web 3.0 ◽  
Rich Internet Applications ◽  
The Web

Rich Internet Applications (RIAs) are considered one kind of Web 2.0 application; however, they have demonstrated to have the potential to transcend throughout the steps in the Web evolution, from Web 2.0 to Web 4.0. In some cases, RIAs can be leveraged to overcome the challenges in developing other kinds of Web-based applications. In other cases, the challenges in the development of RIAs can be overcome by using additional technologies from the Web technology stack. From this perspective, the new trends in the development of RIAs can be identified by analyzing the steps in the Web evolution. This chapter presents these trends, including cloud-based RIAs development and mashups-rich User Interfaces (UIs) development as two easily visible trends related to Web 2.0. Similarly, semantic RIAs, RMAs (Rich Mobile Applications), and context-aware RIAs are some of the academic proposals related to Web 3.0 and Web 4.0 that are discussed in this chapter.

Web 3.0 and E-Learning

2015 ◽  
pp. 101-123 ◽  
Author(s):  
Amit Chauhan
Keyword(s):  
Artificial Intelligence ◽  
Semantic Web ◽  
Learning Goals ◽  
Learning Behavior ◽  
Defining Moment ◽  
Web 3.0 ◽  
E Learning ◽  
Future Of Education ◽  
The Web

The annals of the Web have been a defining moment in the evolution of education and e-Learning. The evolution of Web 1.0 almost three decades ago has been a precursor to Web 3.0 that has reshaped education and learning today. The evolution to Web 3.0 has been synonymous with “Semantic Web” or “Artificial Intelligence” (AI). AI makes it possible to deliver custom content to the learners based on their learning behavior and preferences. As a result of these developments, the learners have been empowered and have at their disposal a range of Web tools and technology powered by AI to pursue and accomplish their learning goals. This chapter traces the evolution and impact of Web 3.0 and AI on e-Learning and its role in empowering the learner and transforming the future of education and learning. This chapter will be of interest to educators and learners in exploring techniques that improve the quality of education and learning outcomes.

eLearning X.0

2016 ◽  
pp. 1860-1873
Author(s):  
Mohamed E. Edrees
Keyword(s):  
Management System ◽  
Evaluation Model ◽  
Learning Management Systems ◽  
Management Systems ◽  
System Research ◽  
Web 3.0 ◽  
Institutional Practice ◽  
Web Technologies ◽  
Learning Management ◽  
The Web

Web technologies evolved from Web 1.0 in early 1990s to Web 3.0 nowadays. Alongside Web technologies, eLearning has been evolving from eLearning 1.0 to eLearning 3.0, which integrates the Web X.0 technologies and tools into educational and institutional practice resulting in eLearning X.0. Universities and schools are investing substantial amounts of time and money in implementing Learning Management Systems (LMS). If not designed with eLearning X.0 support in mind, the LMS can pose difficulty for instructors and students to benefit from these technologies through LMS directly. The aim of this study is to evaluate the readiness of learning management systems to support eLearning X.0. This research reviewed the literature for the most common Web X.0 tools or features used in the eLearning process. Then an evaluation model was developed and applied on two respective learning management systems: BlackBoard and MOODLE. The results of readiness evaluation shows that MOODLE is more ready for eLearning X.0 than BlackBoard. The findings of this study provide several important implications for learning management system research and management.

Web 3.0 and E-Learning

2016 ◽  
pp. 41-62
Author(s):  
Amit Chauhan
Keyword(s):  
Artificial Intelligence ◽  
Semantic Web ◽  
Learning Goals ◽  
Learning Behavior ◽  
Defining Moment ◽  
Web 3.0 ◽  
E Learning ◽  
Future Of Education ◽  
The Web

The annals of the Web have been a defining moment in the evolution of education and e-Learning. The evolution of Web 1.0 almost three decades ago has been a precursor to Web 3.0 that has reshaped education and learning today. The evolution to Web 3.0 has been synonymous with “Semantic Web” or “Artificial Intelligence” (AI). AI makes it possible to deliver custom content to the learners based on their learning behavior and preferences. As a result of these developments, the learners have been empowered and have at their disposal a range of Web tools and technology powered by AI to pursue and accomplish their learning goals. This chapter traces the evolution and impact of Web 3.0 and AI on e-Learning and its role in empowering the learner and transforming the future of education and learning. This chapter will be of interest to educators and learners in exploring techniques that improve the quality of education and learning outcomes.

Dispatches from the Graduate Classroom

2010 ◽  
pp. 351-366
Author(s):  
F. R. Nordengren ◽  
Ann M. York
Keyword(s):  
Web 2.0 ◽  
Popular Literature ◽  
Future Research ◽  
Evidence Based ◽  
Web 3.0 ◽  
E Learning ◽  
Theoretical Evidence ◽  
Concept Of Information ◽  
Concurrent Analysis ◽  
The Web

This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of faculty who work daily in online and blended learning communities. This approach combines best practices with theoretical aspects of delivering and facilitating education with diverse adult learners. Issues and trends in E-learning are presented with specific examples for implementation and suggestions for future research. Using an evidence-based approach, the authors will explore and summarize recent research with a concurrent analysis of the anecdotal popular literature. The authors explore the concept of information literacy and other skills necessary to succeed in the Web 2.0 world. Their discussion takes us away from the traditional “sage on stage” versus “guide on side” dichotomy towards both a new understanding of Web 2.0’s role in education as well as a preface to what may become Web 3.0 and beyond.

An Overview and Technological Background of Semantic Technologies

2021 ◽  
pp. 1-21
Author(s):  
Reinaldo Padilha França ◽  
Ana Carolina Borges Monteiro ◽  
Rangel Arthur ◽  
Yuzo Iano
Keyword(s):  
Semantic Web ◽  
Knowledge Representation ◽  
Data Representation ◽  
Current Data ◽  
The Internet ◽  
Semantic Technologies ◽  
Web Based ◽  
Web 3.0 ◽  
Technological Advances ◽  
The Web

The Semantic Web concept is an extension of the web obtained by adding semantics to the current data representation format. It is considered a network of correlating meanings. It is the result of a combination of web-based conceptions and technologies and knowledge representation. Since the internet has gone through many changes and steps in its web versions 1.0, 2.0, and Web 3.0, this last call of smart web, the concept of Web 3.0, is to be associated with the Semantic Web, since technological advances have allowed the internet to be present beyond the devices that were made exactly with the intention of receiving the connection, not limited to computers or smartphones since it has the concept of reading, writing, and execution off-screen, performed by machines. Therefore, this chapter aims to provide an updated review of Semantic Web and its technologies showing its technological origins and approaching its success relationship with a concise bibliographic background, categorizing and synthesizing the potential of technologies.

eLearning X.0

2014 ◽  
Vol 5 (4) ◽  
pp. 1-13
Author(s):  
Mohamed E. Edrees
Keyword(s):  
Management System ◽  
Evaluation Model ◽  
Learning Management Systems ◽  
Management Systems ◽  
System Research ◽  
Web 3.0 ◽  
Institutional Practice ◽  
Web Technologies ◽  
Learning Management ◽  
The Web

Web technologies evolved from Web 1.0 in early 1990s to Web 3.0 nowadays. Alongside Web technologies, eLearning has been evolving from eLearning 1.0 to eLearning 3.0, which integrates the Web X.0 technologies and tools into educational and institutional practice resulting in eLearning X.0. Universities and schools are investing substantial amounts of time and money in implementing Learning Management Systems (LMS). If not designed with eLearning X.0 support in mind, the LMS can pose difficulty for instructors and students to benefit from these technologies through LMS directly. The aim of this study is to evaluate the readiness of learning management systems to support eLearning X.0. This research reviewed the literature for the most common Web X.0 tools or features used in the eLearning process. Then an evaluation model was developed and applied on two respective learning management systems: BlackBoard and MOODLE. The results of readiness evaluation shows that MOODLE is more ready for eLearning X.0 than BlackBoard. The findings of this study provide several important implications for learning management system research and management.

The Layered Virtual Reality Commerce System (LaVRCS)

2010 ◽  
pp. 159-177
Author(s):  
Alan Rea
Keyword(s):  
Virtual Reality ◽  
Web 2.0 ◽  
Web Interface ◽  
Internet Applications ◽  
Web 3.0 ◽  
Web Interfaces ◽  
Rich Internet Applications ◽  
Platform Presentation ◽  
User Trust ◽  
The Web

In this chapter, the author argues that virtual reality (VR) does have a place in e-commerce as a Web 2.0 application. However, VR is not ready to supplant standard e-commerce Web interfaces with a completely immersive VR environment. Rather, VRCommerce must rely on a mixed platform presentation to accommodate diverse levels of usability, technical feasibility, and user trust. The author proposes that e-commerce sites that want to implement VRCommerce offer at least three layers of interaction: a standard Web interface, embedded VR objects in a Web interface, and semi-immersive VR within an existing Web interface. This system is termed the Layered Virtual Reality Commerce System, or LaVRCS. This proposed LaVRCS framework can work in conjunction with Rich Internet Applications, Webtops, and other Web 2.0 applications to offer another avenue of interaction within the e-commerce realm. With adoption and development, LaVRCS will help propel e-commerce into the Web 3.0 realm and beyond.

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