Web Meets World / M-learning & Virtual Worlds

Web Meets World: 

Web 1.0: the original, information orientated web (VLES and discussion boards)
Web 2.0: socially orientated web (blogs, wikis, podcasts, vodcasts, social networking etc).

Web 3.0: is  the currently evolving web and is widely referred to as the semantic or 'intelligent' web because it is increasingly able to find precise and personalised responses to searches. Others see web 3.0 as a geospatial web where location is used to index information and some see future internet being like a virtual world navigated by avatars. Unlike web 1.0 and web 2.0, where electronic devices and services were kept separate, web 3.0 increasingly will interconnect everyone and everything without the need for human interaction on a 24/7 basis. In other words, the future digital world will be a 'web meets world,' where the world wide web is intersected with the real world providing an augmented reality- information from the web projected into reality. Such tremendous innovation can potentially bring about better health, safety and lifestyle advantages thus allowing you to make better choices throughout life. In the future, fridges will be intelligent enough to know when you've run out of milk and order the specific brand and size that you prefer and cars will be able to drive themselves and alert you to dangers ahead.



The following slide show, summarises  web 1.0, web 2.0 and outlines the future of web 3.0 as well as some of its tools.
The Evolution of Web 3.0

View more presentations from Marta Strickland

Role of web 3.0 in education: 

Web 1.0 was more suitable for Behaviourist principles (online material, quizzes, feeback etc.) and web 2.0 offered a more constructivist approach with e-learning. Web 3.0 personalises the educational experience for learners and hence follows a more cognitive approach to teaching and learning as learners can decide what is important to learn and learn through techniques and strategies they feel comfortable with (alongside, behaviourist and constructivist approaches). This makes web 3.0 particularly useful for differentiated teaching and learning approaches as students will be able to choose how they learn which can prove to be more effective. However, utilising web 3.0 methods means that learners need a high level of self motivation. If a student has no motivation to learn, it can be a huge challenge for teachers. Also, instructional goals are collaboratively developed and activities are interactive, group and project oriented, and experiential. This means that more class time will be devoted to activities and discussions, which are generally harder to control and to plan for time. With more interactive training, it is also more difficult to involve large groups. When using the cognitive approach to learning, it is better to train smaller groups so that each individual has a chance to participate in the interactivity that is so important to cognitive learning (Ford, 2009).

Problems with web 3.0:

• Invasion of Privacy: The push for greater communication, information and innovation in order to transform the way we live and work is a tremendous cause for concern. Web 3.0 will be extremely beneficial for advertising and businesses, however, I feel that Google and Facebook already know far too much about me. I keep getting adverts for 'things to do in Perth' appearing on my Facebook. Web 3.0 tools allows anyone with access to the internet to find out personal information about you or me. Web 3.0 means that laws regarding personal privacy and data access need to be readdressed.  
• Greater reliance on technology= greater global warming. 
• What if everything breaks down? The whole point of Web 3.0 is to make information accessible to people and computers at any time from any location. Cloud computing means that if one computer or server breaks it doesn't mean that the entire system goes down, it only means that a small piece of it doesn't work, which is not harmful to the system as a whole. Users would still be able to access information and change it (Armburst et al., 2009).

M-Learning: 

'M-learning' or 'mobile learning' is the new paradigm in education propelled by the new wave of development based on mobile devices. Communication and interaction are a critical process in learning (Upadhyay, n.d.). Mobile technologies do not change the activity that the web is used for, however, it can bring fundamental changes to education by allowing easier access.

Why m-learning is relevant in future education:

• Freedom, power and choice: m-learning offers a whole new level of personalised learning which is self paced, downloadable and allows learning activities to take place virtually anywhere.
• Organised productivity: management systems make it easy to access key information and saves time.
• Unlimited storage space: files are increasingly being stored and modified online hence, school work is accessible anytime online (Upadhyay, n.d.). 
• Most students have access to mobile devices (mobile phones etc) and experience using them:  most mobile phones have basic functions such as online access, camera etc. There is no reason why teachers should not take advantage of this fact and incorporate mobile technology into their teaching (Terrell, 2011).
• Promotes independent learners: learning is in the hands of the learner. 
• Reflection, interaction and hand on learning experiences : tools encourage reflection and interaction with others like Yodio (audio commentaries for photos) or You Tell You (Photostories).  Students can collect evidence of learning through interaction with their environments, take pictures and save searches with applications like Evernote. 
• Free and useful applications: Many applications are free for recording, producing multimedia records and moblogging.
• Less training required for teachers: interactive whiteboards (IWB) are not only stationary learning devices, teachers need to know how to use them and locate appropriate programs, etc (Terrell, 2011). 
• Augmented reality: Facilitates interaction with surroundings, for instance, information from web can be projected into reality through the use of mobile devices. This is especially useful  for educational field trips. M-learning tools enables mobile browsing of the world and develops global students. Students can visit museums or ancient worlds in the virtual world (Second Life ) or visit real historical sites and see images of the past projected onto their mobile device screen. In other words, "augmented reality is appealing because it aligns with situated learning. Students find connections between their lives and their education through the addition of a contextual layer" (The Horizon Report, 2011, cited in Teaching & Learning with New Technology: Quotes and Notes). 

I found a blog and video by a lady called Shelly Terrell, a Top 10 Language Teaching Blog winner who works mainly with English language learners around the world. Terrell argues against a ban of mobile phones in classrooms and that schools such invest more money on mobile technology rather than IWBS. She argues that mobile learning means students are less burdened with heavy books, are easy to use as students are already familiar with the technology and allows students a more hands on approach to learning. For instance, students can go outside with no books, only their mobile phones, and learn about topics such as seasons through photos, videos and audio recordings of their ideas etc. Moreover, Terrell argues that schools in third world countries or those unable to invest in smartboards, should consider utilising mobile devices to enhance their students' learning experiences and opportunities for more collaborative learning.
Her video is pretty long but an interesting and convincing watch :http://www.americantesol.com/tesolcafe/v/10428_learning_languages_with_cellphones.html

Problems with m-learning:

• Dependence on equipment: there is always a danger of over relying on technology, for instance, what if the device runs out of power? also, mobile devices are quickly outdated and may not be compatible with newer applications. Overall, there should be a balance between technology and traditional learning styles using pencil and paper. Life and learning should not come to a stand still simply because the technology does not work.
• Privacy and surveillance. 

Virtual Worlds: 

Virtual worlds such as Sloodle,  represent a powerful new media for instruction and education that are engaging, stimulating spaces where students can meet online for normal class activities, including lectures, discussions, case studies, projects, papers, exams, and labs. Classes are a mix of synchronous and asynchronous activity. It allows users to be able to carry out tasks that could be difficult in the real world due to constraints and restrictions, such as cost, scheduling or location. A virtual world class differs from a traditional course management system, such as Blackboard or Moodle, due to the three-dimensional (3D) graphical setting, the use of avatars to represent the class participants, and the sense of presence that puts the learner within the scene.

Conclusion:

I found learning about the future of digital technology to be fascinating. I remember watching the movie Back to the Future in the 80s/90s and getting excited over the prospect of flying cars, hover boards and jackets that could dry themselves. I am not a techno expert but I definitely appreciate the convenience that technology brings. The future is Web 3.0 and m-learning. Mobile technology creates more possibilities than you can image and we have just reached the top of the iceberg when it comes to mobile innovation. However, there are definitely downsides to all this technology. I am concerned about an over reliance on technology and the major issues of a lack of privacy that comes with Web 3.0.