Key differences between Web 1.0 and Web 2.0

First Monday ◽  
2008 ◽  
Author(s):  
Graham Cormode ◽  
Balachander Krishnamurthy
Keyword(s):  
Social Networks ◽  
Critical Thinking ◽  
World Wide Web ◽  
Web 2.0 ◽  
World Wide ◽  
New Technologies ◽  
User Interaction ◽  
Past Work ◽  
Technical Work ◽  
The World

Web 2.0 is a buzzword introduced in 2003-04 which is commonly used to encompass various novel phenomena on the World Wide Web. Although largely a marketing term, some of the key attributes associated with Web 2.0 include the growth of social networks, bi-directional communication, various 'glue' technologies, and significant diversity in content types. We are not aware of a technical comparison between Web 1.0 and 2.0. While most of Web 2.0 runs on the same substrate as 1.0, there are some key differences. We capture those differences and their implications for technical work in this paper. Our goal is to identify the primary differences leading to the properties of interest in 2.0 to be characterized. We identify novel challenges due to the different structures of Web 2.0 sites, richer methods of user interaction, new technologies, and fundamentally different philosophy. Although a significant amount of past work can be reapplied, some critical thinking is needed for the networking community to analyze the challenges of this new and rapidly evolving environment.

Wired for Learning—Web 2.0 for Teaching and Learning

2010 ◽  
pp. 1696-1708
Author(s):  
Irene Chen ◽  
Terry T. Kidd
Keyword(s):  
World Wide Web ◽  
Web 2.0 ◽  
Current Literature ◽  
Teaching And Learning ◽  
World Wide ◽  
New Technologies ◽  
Educational Practice ◽  
Present Discussion ◽  
The World ◽  
Introductory Discussion

This is an introductory discussion into Web 2.0 technologiesfor teaching and learning. It is based on a review of the current literature and thinking around Web 2.0 and its potential in education. There has been a surge in internet services that attract the label “Web 2.0”. Wide acceptance of this term implies that together these services identify a change in the nature of the World Wide Web. This report seeks to define Web 2.0 and how it can used. Consideration is also given to how these new technologies create opportunities for educational practice. Because these opportunities are not yet being widely taken up, the present discussion focuses on identifying challenges that may be impeding adoption of Web 2.0 ideas in teachingand learning.

Wired for Learning—Web 2.0 for Teaching and Learning

2010 ◽  
pp. 119-130
Author(s):  
Irene Chen ◽  
Terry T. Kidd
Keyword(s):  
World Wide Web ◽  
Web 2.0 ◽  
Current Literature ◽  
Teaching And Learning ◽  
World Wide ◽  
New Technologies ◽  
Educational Practice ◽  
Present Discussion ◽  
The World ◽  
Introductory Discussion

This is an introductory discussion into Web 2.0 technologies for teaching and learning. It is based on a review of the current literature and thinking around Web 2.0 and its potential in education. There has been a surge in internet services that attract the label “Web 2.0”. Wide acceptance of this term implies that together these services identify a change in the nature of the World Wide Web. This report seeks to define Web 2.0 and how it can used. Consideration is also given to how these new technologies create opportunities for educational practice. Because these opportunities are not yet being widely taken up, the present discussion focuses on identifying challenges that may be impeding adoption of Web 2.0 ideas in teaching and learning.

Stigmergic Hyperlink

2012 ◽  
pp. 260-272
Author(s):  
Artur Sancho Marques ◽  
José Figueiredo
Keyword(s):  
Social Networks ◽  
Social Change ◽  
World Wide Web ◽  
World Wide ◽  
Service Providers ◽  
Information Service ◽  
Web Page ◽  
The World ◽  
Patterns Of Behavior ◽  
Ecological Treatment

Inspired by patterns of behavior generated in social networks, a prototype of a new object was designed and developed for the World Wide Web – the stigmergic hyperlink or “stigh”. In a system of stighs, like a Web page, the objects that users do use grow “healthier”, while the unused “weaken”, eventually to the extreme of their “death”, being autopoieticaly replaced by new destinations. At the single Web page scale, these systems perform like recommendation systems and embody an “ecological” treatment to unappreciated links. On the much wider scale of generalized usage, because each stigh has a method to retrieve information about its destination, Web agents in general and search engines in particular, would have the option to delegate the crawling and/or the parsing of the destination. This would be an interesting social change: after becoming not only consumers, but also content producers, Web users would, just by hosting (automatic) stighs, become information service providers too.

The World Wide Web and Cross-Cultural Teaching in Online Education

2009 ◽  
pp. 1020-1042
Author(s):  
Tatjana Takševa Chorney
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
New Technologies ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
The World ◽  
Interactive Nature

Computer-mediated communication (CMC) and the properties of the online environment in general are inherently suited to help educators reconceptualize their role and engage in constructive cross-cultural communication. This is due to the new technologies’ potential to enable collaborative teaching in an environment of diverse users and to support multiple learning styles. At the same time, the presence of collaborative technology itself does not guarantee that successful cross-cultural communication and learning will take place. The disembodied nature of online communication can sometimes add to the inherent challenges that accompany face-to-face cross-cultural communication. Instructors who teach in cross-cultural contexts online will need to engage with the new technologies in a more purposeful way and apply that engagement to program design and teaching practice. They will need to devote some time to designing for interaction and collaboration in order to overcome common challenges in cross-cultural communication. A more systematic study of the open-ended and interaction- enabling properties of the World Wide Web would help those who design for diversity in online educational environment. The open-ended and interactive nature of the World Wide Web, as the main platform for online crosscultural teaching, can serve as a conceptual model to help teachers overcome common challenges in cross-cultural communication.

Australian visual arts: libraries and the new technologies

1996 ◽  
Vol 21 (1) ◽  
pp. 4-7 ◽  
Author(s):  
John Thomson ◽  
Joye Volker
Keyword(s):  
World Wide Web ◽  
Visual Arts ◽  
World Wide ◽  
New Technologies ◽  
New Technology ◽  
Bibliographic Databases ◽  
The Internet ◽  
The World ◽  
Electronic Networking ◽  
Multimedia Resource

Electronic networking has been welcomed in Australia not least because of its potential to help solve problems of distances within Australia and of the isolation of Australia. In the world as a whole, the Internet, and the World Wide Web in particular, is transforming the communication of art information and access to art images. Three Australian Web servers focus on the visual arts: Art Serve, Diva, and AusArts. A number of initiatives intended to provide online bibliographic databases devoted to Australian art were launched in the 1980s. More recently a number of CD-ROMs have been published. As elsewhere, art librarians in Australia need new skills to integrate these products of new technology into the art library, and to transform the latter into a multimedia resource centre.

scholarly journals Understanding Web 2.0 service models, applications, reflections, perspectives, and beyond

2017 ◽  
Author(s):  
Yi Liu ◽  
Kwangjo Kim
Keyword(s):  
World Wide Web ◽  
Web 2.0 ◽  
World Wide ◽  
The Internet ◽  
Web Technologies ◽  
The World ◽  
Service Models ◽  
Spatial Decision Making ◽  
New Ideas ◽  
The Web

Since 2004 the term “Web 2.0” has generated a revolution on the World Wide Web and it has developed new ideas, services, application to improve and facilitate communications through the web. Technologies associated with the second-generation of the World Wide Web enable virtually anyone to share their data, documents, observations, and opinions on the Internet. The serious applications of Web 2.0 are sparse and this paper assesses its use in the context of applications, reflections, and collaborative spatial decision-making based on Web generations and in a particular Web 2.0.

Using the World Wide Web to revolutionise technology transfer and training in the water and wastewater industries

2001 ◽  
Vol 44 (2-3) ◽  
pp. 127-134
Author(s):  
P. A. Lant ◽  
D. Emmett
Keyword(s):  
Technology Transfer ◽  
World Wide Web ◽  
World Wide ◽  
New Technologies ◽  
The World ◽  
Training Courses ◽  
Water And Wastewater ◽  
Access To Knowledge ◽  
Industry Professionals ◽  
And Training

Industry professionals of the near future will be supported by an IT infrastructure that enables them to complete a task by drawing on resources and people with expertise anywhere in the world, and access to knowledge through specific training programs that address the task requirements. The increasing uptake of new technologies enables information to reach a diverse population and to provide flexible learning environments 24 hours a day, 7 days a week. This paper examines one of the key areas where the World Wide Web will impact on the water and wastewater industries, namely technology transfer and training. The authors will present their experiences of developing online training courses for wastewater industry professionals over the last two years. The perspective is that of two people working at the “coalface”.

Web 1.0, Web 2.0 and Web 3.0

2010 ◽  
pp. 1203-1210 ◽  
Author(s):  
Tobias Kollmann ◽  
Carina Lomberg
Keyword(s):  
World Wide Web ◽  
Web 2.0 ◽  
World Wide ◽  
Web 3.0 ◽  
The Past ◽  
Current Trends ◽  
Starting Point ◽  
The World ◽  
Business Opportunities ◽  
Generation Technology

Both, Web 1.0 and Web 2.0 were linked directly to new stages in the development of e-business. Whereas the distinction between Web 1.0 and Web 2.0 became widely accepted in literature and practice, we are merely at the beginning of the possibilities arising from current trends culminating in our information society. Information emerges increasingly as a major factor of production, allowing the activation of innovative business opportunities. However, over the past years, a sheer explosion of supplies has taken place. This development is both a blessing and a curse as it leads to an oversupply of information within the World Wide Web. Thus, the time needed for finding required information may take longer eventually. Therefore, a next generation technology is needed being capable to cope with these challenges. Due to the logic of this chain of ideas, Web 3.0 technologies are characterized particularly by demand-orientated systems, i.e. demand for objects and services are at the centre. Starting point are demand-driven registration and specification systems. The consumer is at the centre of these processes and will gain individual help, comparable to an information desk. Not only information but also individual products and services may be released (customized products).

The World Wide Web and Cross-Cultural Teaching in Online Education

2011 ◽  
pp. 4146-4154
Author(s):  
Tatjana Takševa Chorney
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
New Technologies ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
The World ◽  
Interactive Nature

Computer-mediated communication (CMC) and the properties of the online environment in general are inherently suited to help educators reconceptualize their role and engage in constructive cross-cultural communication. This is due to the new technologies’ potential to enable collaborative teaching in an environment of diverse users and to support multiple learning styles. At the same time, the presence of collaborative technology itself does not guarantee that successful cross-cultural communication and learning will take place. The disembodied nature of online communication can sometimes add to the inherent challenges that accompany face-to-face cross-cultural communication. Instructors who teach in cross-cultural contexts online will need to engage with the new technologies in a more purposeful way and apply that engagement to program design and teaching practice. They will need to devote some time to designing for interaction and collaboration in order to overcome common challenges in cross-cultural communication. A more systematic study of the open-ended and interaction- enabling properties of the World Wide Web would help those who design for diversity in online educational environment. The open-ended and interactive nature of the World Wide Web, as the main platform for online crosscultural teaching, can serve as a conceptual model to help teachers overcome common challenges in cross-cultural communication.

Discovery and Existence of Communities in the World Wide Web

2010 ◽  
pp. 436-442
Author(s):  
Antonis Sidiropoulos ◽  
Dimitrios Katsaros ◽  
Yannis Manolopoulos
Keyword(s):  
Social Networks ◽  
Social Network ◽  
World Wide Web ◽  
World Wide ◽  
Sexual Relationships ◽  
Network Growth ◽  
Scale Free ◽  
The World ◽  
Degree Structure ◽  
The Web

The World Wide Web, or simply Web, is a characteristic example of a social network (Newman, 2003; Wasserman & Faust, 1994). Other examples of social networks include the food web network, scientific collaboration networks, sexual relationships networks, metabolic networks, and air transportation networks. Socials networks are usually abstracted as graphs, comprised by vertices, edges (directed or not), and in some cases, with weights on these edges. Social network theory is concerned with properties related to connectivity (degree, structure, centrality), distances (diameter, shortest paths), “resilience” (geodesic edges or vertices, articulation vertices) of these graphs, models of network growth. Social networks have been studied long before the conception of the Web. Pioneering works for the characterization of the Web as a social network and for the study of its basic properties are due to the work of Barabasi and its colleagues (Albert, Jeong & Barabasi, 1999). Later, several studies investigated other aspects like its growth (Bianconi & Barabasi, 2001; Menczer, 2004; Pennock, Flake, Lawrence, Glover, & Giles, 2002; Watts & Strogatz, 1998), its “small-world” nature in that pages can reach other pages with only a small number of links, and its scale-free nature (Adamic & Huberman, 2000; Barabasi & Albert, 1999; Barabasi & Bonabeau, 2003) (i.e., a feature implying that it is dominated by a relatively small number of Web pages that are connected to many others; these pages are called hubs and have a seemingly unlimited number of hyperlinks). Thus, the distribution of Web page linkages follows a power law in that most nodes have just a few hyperlinks and some have a tremendous number of links In that sense, the system has no “scale” (see Figure 1).

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