The idea of semantic web seems to be a lot more specific than the definition of Web 3.0. As we are currently on Web 2.0, Web 3.0 is described as the ‘future’ of the internet and within this ‘future’ semantic web will probably be included.
The differences between Semantic Web and 3.O have been described on the website
http://internet.suite101.com/article.cfm/what_is_web_30
Semantic Web versus Web 3.0?
What is most confusing is the difference between the Semantic Web and Web 3.0 – both are conceptual entities. However, rather than competing spaces they should be viewed as successive layers that are developing. By adding the semantic web to Web 2.0, we move conceptually closer to web 3.0. The underlying technologies of the Semantic Web, which enrich content and the intelligence of the social web, pulls in user profiles and identities, and must be combined for Web 3.0 to work.
This definition therefore describes the relationship that 3.0 and semantic web have, but also shows the difference. Semantic is a lot more specific with what the intentions of the internet are and the knowledge of how to get there. 3.0 is the idea of the future of the internet and in turn with the ideas of semantic internet will help the internet reach this point.
Thursday, 26 March 2009
Week 9/10 Semantic Web
Semantic Web is the idea from Tim Bernes Lee, that the web needs to be more intelligent to serve every users needs.
‘We can use computers to search for these documents, but they still have to be read and interpreted by humans before any useful information can be extrapolated. Computers can present you with information but can’t understand what the information is well enough to display the data that is most relevant in a given circumstance. The Semantic Web, on the other hand, is about having data as well as documents on the Web so that machines can process, transform, assemble, and even act on the data in useful ways’.
The idea of semantic web is that the programs on computers have much more control over what they are searching for, they are meant to understand what you as a user want. For example, search engines will understand if you type in ‘Lincoln’, the programs will only bring up relevant information to you rather than pages about Lincoln in America, Presidents etc. Semantic web is all about the intelligence of the internet and programming it to suit each individual user.
Semantic Web for me goes against some of the key characteristics of the internet which have been discussed throughout this module. The idea of non- linear hyper linking will be reduced, because if a program is completely suited to your needs you may not be able to hyperlink to irrelevant websites just for entertainment or escapism purposes. It also questions Turkle’s idea of freedom, if irrelevant sources are taken away then the audience are being restricted to which websites they see going against the idea that you can create different personas and search the internet accordingly.
‘We can use computers to search for these documents, but they still have to be read and interpreted by humans before any useful information can be extrapolated. Computers can present you with information but can’t understand what the information is well enough to display the data that is most relevant in a given circumstance. The Semantic Web, on the other hand, is about having data as well as documents on the Web so that machines can process, transform, assemble, and even act on the data in useful ways’.
The idea of semantic web is that the programs on computers have much more control over what they are searching for, they are meant to understand what you as a user want. For example, search engines will understand if you type in ‘Lincoln’, the programs will only bring up relevant information to you rather than pages about Lincoln in America, Presidents etc. Semantic web is all about the intelligence of the internet and programming it to suit each individual user.
Semantic Web for me goes against some of the key characteristics of the internet which have been discussed throughout this module. The idea of non- linear hyper linking will be reduced, because if a program is completely suited to your needs you may not be able to hyperlink to irrelevant websites just for entertainment or escapism purposes. It also questions Turkle’s idea of freedom, if irrelevant sources are taken away then the audience are being restricted to which websites they see going against the idea that you can create different personas and search the internet accordingly.
Week 9/10 Education
4. Yes I do think there could be a potential problem if education is tailored to fit into cultural or personal preferences.
Every culture has a different way of learning, and this is highlighted in the journal
http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fwww.emeraldinsight.com%2Fthirdparty.do%2F%3Fini%3Dswets%26ident%3D0951-354X%2820070101%2921%3A5L.418%3B1-%26lkey%3D111111%26rkey%3D999999&ts=1237198410558&cs=1156055981&userName=brayford&emCondId=5845157&articleID=34227259&yevoID=2109224&titleID=103717&referer=2&remoteAddr=78.33.181.35&hostType=PRO
It is argued that different cultures can not understand E-Learning because of the English style it is written in. Therefore, their own style will have to be adapted in order for the students to pay interest to. If each individual culture is receiving a different style and perspective on an issue then everyone will have a different perspective on what happened, resulting in distorted truth being given to the students. For example, Iraqi children may have a different perspective to what is happening in the war, compared to British and American children, because of the different impact they have on each of their lives. These conflicting perspectives could distort the student’s knowledge on a subject because of the biased intent that lies behind it.
However, this idea is criticised by the work we have studied on the TVU’s in China. If all students are subjected to the same teaching, by the same lecturer on the same subject (like the television lectures held in China) then there will be no room for criticism. The students will be expected to just accept the message because it is coming from one source; everybody will believe it as the truth. The idea of having a tailored education may mean that the students will become more interested in the subject and therefore do more reading about it. They could then build up their own criticisms and opinions on it, rather than being subjected to a strict, regimented education that everybody else in society is learning.
Every culture has a different way of learning, and this is highlighted in the journal
http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fwww.emeraldinsight.com%2Fthirdparty.do%2F%3Fini%3Dswets%26ident%3D0951-354X%2820070101%2921%3A5L.418%3B1-%26lkey%3D111111%26rkey%3D999999&ts=1237198410558&cs=1156055981&userName=brayford&emCondId=5845157&articleID=34227259&yevoID=2109224&titleID=103717&referer=2&remoteAddr=78.33.181.35&hostType=PRO
It is argued that different cultures can not understand E-Learning because of the English style it is written in. Therefore, their own style will have to be adapted in order for the students to pay interest to. If each individual culture is receiving a different style and perspective on an issue then everyone will have a different perspective on what happened, resulting in distorted truth being given to the students. For example, Iraqi children may have a different perspective to what is happening in the war, compared to British and American children, because of the different impact they have on each of their lives. These conflicting perspectives could distort the student’s knowledge on a subject because of the biased intent that lies behind it.
However, this idea is criticised by the work we have studied on the TVU’s in China. If all students are subjected to the same teaching, by the same lecturer on the same subject (like the television lectures held in China) then there will be no room for criticism. The students will be expected to just accept the message because it is coming from one source; everybody will believe it as the truth. The idea of having a tailored education may mean that the students will become more interested in the subject and therefore do more reading about it. They could then build up their own criticisms and opinions on it, rather than being subjected to a strict, regimented education that everybody else in society is learning.
Week 9/10 Digital Divide
Socioeconomically issues through society- The upgrade culture and the technological advancements of society means that more ‘everyday jobs’ are being encouraged to be completed online. An example of this that I’ve found recently was when a friend of mine wanted to try and find out where her lost parcel was. She was encouraged to use the website, the FAQ; the locator etc, when all she wanted to do was to speak to someone. This idea is encouraging of a digital divide; older generations may not have an understanding of how to use the internet, and their ‘immigrant’ characteristics could mean that they would be much more comfortable speaking to someone in real life. The older generations are therefore becoming marginalized in society because they may not have the skills to keep up to date with the technology that is expected of them.
Global access issues across countries and regions- The Digital Divide may also marginalizes people who do not have access to a computer. This is true for E-Learning, and immigrant may need to take an E-Learning course for their job or for an interest but may have problems doing so because of their inability to understand technology. This idea is backed up by the journal that I wrote about in the pervious blog, where it was stated that ‘Results found if you wasn’t technologically experienced then you are less satisfied with E-Learning’ (Chase)This is creating a digital divide between rich and poor countries and suggesting that you are only able to receive the best education if you are subjected to the best technology, if not you are less likely to receive a quality education.
However the idea of the digital divide is criticised by the journal;
http://www3.interscience.wiley.com/cgi-bin/fulltext/121528001/HTMLSTART
In this journal it states that older generations using technology has meant an increase in ‘the self-confidence, ability to learn, and memory retention of older persons. Very recent research conducted by Xie (2007) revealed that Internet learning and use by older Chinese makes their lives after retirement more meaningful, and develops their self-evaluations and other people's views of them’ (Xie, 2007) the idea of the digital divide if criticised because this journal argues that this is not necessarily the case.
Older generations as discussed in this journal are able to use the internet for their own benefit, there is no restriction to who can use it and people in this study has found that people are more satisfied than frustrated by the digital divide.
Global access issues across countries and regions- The Digital Divide may also marginalizes people who do not have access to a computer. This is true for E-Learning, and immigrant may need to take an E-Learning course for their job or for an interest but may have problems doing so because of their inability to understand technology. This idea is backed up by the journal that I wrote about in the pervious blog, where it was stated that ‘Results found if you wasn’t technologically experienced then you are less satisfied with E-Learning’ (Chase)This is creating a digital divide between rich and poor countries and suggesting that you are only able to receive the best education if you are subjected to the best technology, if not you are less likely to receive a quality education.
However the idea of the digital divide is criticised by the journal;
http://www3.interscience.wiley.com/cgi-bin/fulltext/121528001/HTMLSTART
In this journal it states that older generations using technology has meant an increase in ‘the self-confidence, ability to learn, and memory retention of older persons. Very recent research conducted by Xie (2007) revealed that Internet learning and use by older Chinese makes their lives after retirement more meaningful, and develops their self-evaluations and other people's views of them’ (Xie, 2007) the idea of the digital divide if criticised because this journal argues that this is not necessarily the case.
Older generations as discussed in this journal are able to use the internet for their own benefit, there is no restriction to who can use it and people in this study has found that people are more satisfied than frustrated by the digital divide.
Week 9/10 Wenger and Prensky
Wenger’s notion on practice communities relates to Prensky’s idea on education because of their focus on technology helping people learn.
Wenger’s idea on communities of practice and how people work together to reach a shared destination, fits in with Prensky’s idea that technology should be incorporated into learning because of how Digital Natives think because of the impact technology has had on their lives. They both incorporate the idea of E-learning and how this new idea of learning will benefit students.
However, the relationship between both of these theories could be criticised because of both of their assumptions that students are at the same place and will learn effectively at the same time from these technological sources. Both Digital Natives and the idea of E-Learning assume that all students fit into the category and will therefore learn best, there is no discussion of whether this online learning will hinder people’s education because of the lack of real life communications which is needed on a day to day basis in the industry.
Prensky’s and Wenger’s idea also follow the idea of techno-determinism and that we are being shaped by technology because that is what students and communities need in order to function successfully. These definitions both fail to think about societies influence on technology and maybe online communities and E-learning have been developed because of better communication and accessibility, rather than us ‘needing’ to use technology because that is what is decided for us because of the age group we fit into.
Also, both of these definitions fail to consider the negative effects of technology, they just assume that it will be beneficial. The journal (link below) shows that online communities and online learning do not facilitate people with cultural differences. ‘Online education appears to reflect the English Speaking world’s view of its design. Many values remain implicit and opaque to the users of online learning systems’ (Chase et al: 2) this statement and the ideas portrayed in this journal suggest that online communities and online learning sites are not as effective as both Wenger and Prensky believe and improvements still have to be made until technology can effectively help all people learn!
http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fwww.emeraldinsight.com%2Fthirdparty.do%2F%3Fini%3Dswets%26ident%3D0951-354X%2820070101%2921%3A5L.418%3B1-%26lkey%3D111111%26rkey%3D999999&ts=1237198410558&cs=1156055981&userName=brayford&emCondId=5845157&articleID=34227259&yevoID=2109224&titleID=103717&referer=2&remoteAddr=78.33.181.35&hostType=PRO
Wenger’s idea on communities of practice and how people work together to reach a shared destination, fits in with Prensky’s idea that technology should be incorporated into learning because of how Digital Natives think because of the impact technology has had on their lives. They both incorporate the idea of E-learning and how this new idea of learning will benefit students.
However, the relationship between both of these theories could be criticised because of both of their assumptions that students are at the same place and will learn effectively at the same time from these technological sources. Both Digital Natives and the idea of E-Learning assume that all students fit into the category and will therefore learn best, there is no discussion of whether this online learning will hinder people’s education because of the lack of real life communications which is needed on a day to day basis in the industry.
Prensky’s and Wenger’s idea also follow the idea of techno-determinism and that we are being shaped by technology because that is what students and communities need in order to function successfully. These definitions both fail to think about societies influence on technology and maybe online communities and E-learning have been developed because of better communication and accessibility, rather than us ‘needing’ to use technology because that is what is decided for us because of the age group we fit into.
Also, both of these definitions fail to consider the negative effects of technology, they just assume that it will be beneficial. The journal (link below) shows that online communities and online learning do not facilitate people with cultural differences. ‘Online education appears to reflect the English Speaking world’s view of its design. Many values remain implicit and opaque to the users of online learning systems’ (Chase et al: 2) this statement and the ideas portrayed in this journal suggest that online communities and online learning sites are not as effective as both Wenger and Prensky believe and improvements still have to be made until technology can effectively help all people learn!
http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fwww.emeraldinsight.com%2Fthirdparty.do%2F%3Fini%3Dswets%26ident%3D0951-354X%2820070101%2921%3A5L.418%3B1-%26lkey%3D111111%26rkey%3D999999&ts=1237198410558&cs=1156055981&userName=brayford&emCondId=5845157&articleID=34227259&yevoID=2109224&titleID=103717&referer=2&remoteAddr=78.33.181.35&hostType=PRO
Wednesday, 18 March 2009
Week 9 Q6, Technophile
Mobile Phones, Networking Sites, Emails, IPhones, Sat Nav, IPods, all of these products play such a huge part in our lives in 2009! With the upgrade culture constantly reinventing and improving the products we are already subjected to, in ten years time the boundaries will be pushed even further.
It’s hard to predict the future, but I think with the ideas that have been explored in the idea of Web 3.0 and the emphasis on E-learning, the student in year 2020 will be a lot more technological based. I believe that there will probably more emphasis on E-learning and using computers in Lecture times. As the library is already in the process of uploading normal books into E-Books, as a student you will probably have access to the whole library catalogue via the internet, giving less reason for actual physical books in the library.
However with the advancement of technology, technophile students will be satisfied but it will also marginalize other groups, e.g. neo-luddites and some digital immigrants. Meaning that the upgrade culture is going to have an effect on various people in society, friendships may suffer due to less IRL contact and companies may suffer because fewer books will be produced etc. These are all extreme ideas about what could happen to a technophile student, but with the increase in technology and the decrease in IRL actions this could be the outcome!
It’s hard to predict the future, but I think with the ideas that have been explored in the idea of Web 3.0 and the emphasis on E-learning, the student in year 2020 will be a lot more technological based. I believe that there will probably more emphasis on E-learning and using computers in Lecture times. As the library is already in the process of uploading normal books into E-Books, as a student you will probably have access to the whole library catalogue via the internet, giving less reason for actual physical books in the library.
However with the advancement of technology, technophile students will be satisfied but it will also marginalize other groups, e.g. neo-luddites and some digital immigrants. Meaning that the upgrade culture is going to have an effect on various people in society, friendships may suffer due to less IRL contact and companies may suffer because fewer books will be produced etc. These are all extreme ideas about what could happen to a technophile student, but with the increase in technology and the decrease in IRL actions this could be the outcome!
Week 9, Q6 Neo-Luddite
With the advancement of technology in society, life as a neo-luddite would become increasingly hard, because of the emphasis being put on technology for learning. For example, basic communication that is needed in university such as timetabling, emails and lecture slides are all done online. This is only basic communication that students take for granted in everyday life, however for a neo-luddite this uses of technology is non-existent.
To be a neo-luddite and want to reject any technology in society would be increasingly hard in situations where you can not have control over what you are subjected to, especially as a university student. Technology plays such a huge part of a student’s learning in;
E-Learning
Emails
Timetables
E-Journals
E-Books
ETC
For a Neo-Luddite this inclusion of technology in every day life and is an essential part of a students learning, but because of their opinion on technology then if they refuse to use the technology they will miss out on essential points and equipment needed in order to pass their degree. With the upgrade culture and the idea of socio-determinism, technology now plays a much bigger part in everyday life, in order for better communications. University therefore don’t take into consideration the needs of Neo-Luddites with the adaption of society being more technological based, this group is being marginalized in society because of them not wanting to be part of a technological culture!
To be a neo-luddite and want to reject any technology in society would be increasingly hard in situations where you can not have control over what you are subjected to, especially as a university student. Technology plays such a huge part of a student’s learning in;
E-Learning
Emails
Timetables
E-Journals
E-Books
ETC
For a Neo-Luddite this inclusion of technology in every day life and is an essential part of a students learning, but because of their opinion on technology then if they refuse to use the technology they will miss out on essential points and equipment needed in order to pass their degree. With the upgrade culture and the idea of socio-determinism, technology now plays a much bigger part in everyday life, in order for better communications. University therefore don’t take into consideration the needs of Neo-Luddites with the adaption of society being more technological based, this group is being marginalized in society because of them not wanting to be part of a technological culture!
Week 9, Q6, Threatening digital native/immigrant
Both of these descriptions in the previous two posts threaten the notion of digital natives/immigrants and criticise the flexibility of these definitions.
Both the older lady and my friend fit better into the opposite definition but because of Prensky’s ideas there can not be any reason for why this might be. Prensky just assumes that age will be the only characteristic in determining what definition you fit into. In my opinion there are other aspects influencing your ability to use technology. For example, like my examples beforehand I think how technologically capable your parent’s are does have an influence on how you use technology. You may be born into the ‘native’ category and use technology at school to a certain extent, but if you are not subjected to it at home, it’s going to have less of an influence on you than other natives. Prensky has assumed that technology is part of every young person’s life, through school and home, but is this really the case? My example is just one girl out of many who doesn’t ‘click’ with technology where Prensky assumes that she should because of her age, showing a major flaw in his definition.
This idea is also true for the example of the older lady who uses technology on a daily basis. There are characteristics influences her skills which Prensky has failed to mention in his definitions. The older lady probably uses all this technology in order to communicate with her family and to for entertainment purposes. This lady picked up her skills from society like it is understood a native would do, she has had no lessons or instructions. Proving that it does not necessarily matter what age you are, you can still follow technology and keep up to date with it. This criticises Prensky’s idea that immigrants will immediately use older means (books, radio etc) to find out information, before using technology.
Both the older lady and my friend fit better into the opposite definition but because of Prensky’s ideas there can not be any reason for why this might be. Prensky just assumes that age will be the only characteristic in determining what definition you fit into. In my opinion there are other aspects influencing your ability to use technology. For example, like my examples beforehand I think how technologically capable your parent’s are does have an influence on how you use technology. You may be born into the ‘native’ category and use technology at school to a certain extent, but if you are not subjected to it at home, it’s going to have less of an influence on you than other natives. Prensky has assumed that technology is part of every young person’s life, through school and home, but is this really the case? My example is just one girl out of many who doesn’t ‘click’ with technology where Prensky assumes that she should because of her age, showing a major flaw in his definition.
This idea is also true for the example of the older lady who uses technology on a daily basis. There are characteristics influences her skills which Prensky has failed to mention in his definitions. The older lady probably uses all this technology in order to communicate with her family and to for entertainment purposes. This lady picked up her skills from society like it is understood a native would do, she has had no lessons or instructions. Proving that it does not necessarily matter what age you are, you can still follow technology and keep up to date with it. This criticises Prensky’s idea that immigrants will immediately use older means (books, radio etc) to find out information, before using technology.
Week 9 Q6- The youngest digital immigrant
The youngest person I know who has the characteristics of a digital immigrant is my friend who is 21. She just doesn’t seem to have the technological grasp as other people her age do. Even though she fits into the age group of a digital native, she fits into the description of a digital immigrant, which shows problems with Prensky’s definition.
Her skills with technology are limited; she has problems with the internet and is slow at basic skills such as texting. This could be because of the age of her parents, who were a lot older when they had her, therefore her parents didn’t have much technology around their house. She has only just got the internet fitted in her house recently so she is only just picking up on skills which I feel I have had through most of my life.
Her skills with technology are limited; she has problems with the internet and is slow at basic skills such as texting. This could be because of the age of her parents, who were a lot older when they had her, therefore her parents didn’t have much technology around their house. She has only just got the internet fitted in her house recently so she is only just picking up on skills which I feel I have had through most of my life.
Week 9 Question 6- The oldest digital native
The oldest person digital native would probably be my older sister who is 25 as she was still at school when the internet was introduced and used heavily in lessons. She follows native characteristics because she would turn to technology before she would to a book etc.
She is the oldest person I know who would be able to fit into the ‘native’ characteristics; however I know older people who heavily use technology in their every day life. A lady who I know who is about 70 years old, texts, emails, searches the internet etc, and follows all of the characteristics of a native, but because of her age and the rigid state of the definitions she can’t be classified as one. This lady would definitely search the internet for information before searching through a book but because of Prensky’s definition she fails to be able to be classed as a native. I think this shows a flaw in his definition, because there is no room for interpretation or exceptions!
She is the oldest person I know who would be able to fit into the ‘native’ characteristics; however I know older people who heavily use technology in their every day life. A lady who I know who is about 70 years old, texts, emails, searches the internet etc, and follows all of the characteristics of a native, but because of her age and the rigid state of the definitions she can’t be classified as one. This lady would definitely search the internet for information before searching through a book but because of Prensky’s definition she fails to be able to be classed as a native. I think this shows a flaw in his definition, because there is no room for interpretation or exceptions!
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