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Preparing for the Impact of Web 3.0
 

Preparing for the Impact of Web 3.0

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A lot of talk about the future of the internet sounds almost hippie-spiritual or faux-philosophical. The Internet is not the same as the world-wide-web. But the Internet-of-Things and the Semantic Web ...

A lot of talk about the future of the internet sounds almost hippie-spiritual or faux-philosophical. The Internet is not the same as the world-wide-web. But the Internet-of-Things and the Semantic Web - all parts of Web 3.0, are beginning to be very important to our learning environments. Here is a summary of key features, ranging from access, creativity, and information architecture.

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    Preparing for the Impact of Web 3.0 Preparing for the Impact of Web 3.0 Presentation Transcript

    • JUDY O’CONNELL CHARLES STURT UNIVERSITY Preparing for the impact of EduTech National Congress ! Brisbane, 3 June 2014
    • Knowledge networks & digital innovation
    • The internet is a good think. Look what happened in 25 years! cc licensed ( BY NC SA ) flickr photo by Trey Ratcliff: http://flickr.com/photos/stuckincustoms/6756753669/ Are we purposefully chaotic?
    • http://pennystocks.la/internet-in-real-time/
    • Voices of the people http://www.elon.edu/predictions/ Imagining the Internet
    • The Web at 25 The overall verdict: The internet has been a plus for society and an especially good thing for individual users http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/
    • More content and streams of data – these online environments require a better understanding of what being ‘online’ means! Is knowing obsolete?
    • oEvolving needs of learners! oNew knowledge building environments! oFocusing on personalisation! oEvolving spaces for learning! oEvolving learning device technologies! oEvolving pedagogy
    • Assessment and Teaching of 21C Skills Framework for essential skills for curriculum programs: ! o Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning o Ways of working. Communication and collaboration o Tools for working. Information and communications technology (ICT) and information literacy o Skills for living in the world. Citizenship, life and career, and personal and social responsibility (ATC21s 2012). ATC21s (Assessment and Teaching of 21st C skills – Melbourne University) 250 researchers across 60 institutions worldwide. http://atc21s.org/index.php/about/what-are-21st-century-skills/
    • Connected, creative, learning ecology lead innovation identify talent revolutionise education creative commons licensed (BY) flickr photo by AlicePopkorn: http://flickr.com/photos/alicepopkorn/225039522 5
    • Developed by researchers at the University of Washington, Folditturns scientific problems into competitive games. Gamers Unlock Protein Mystery .... that Baffled Researchers For Years Khatib, F., DiMaio, F., Cooper, S., Kazmierczyk, M., Gilski, M., Krzywda, S., Zabranska, H., et al. (2011). Crystal structure of a monomeric retroviral protease solved by protein folding game players. Nat Struct Mol Biol, 18(10), 1175–1177. doi:10.1038/nsmb.2119!
    • http://www.fabacademy.org/ The Fab Lab Network covers more than 40 countries in more than 200 labs in the world. Every Fab Lab is a potential classroom for the Fab Academy.
    • untethered, empowered learning http://youtu.be/RIiBclgR1rU
    • The Robots and Dinosaurs Hackerspace meets right here in Sydney and offers a communal space where geeks and artists brainstorm ideas, play games, work on collaborative projects, and share the cost of some great tools. http://robodino.org/
    • cc licensed ( BY NC SD ) flickr photo by Pete Prodoehl: http://flickr.com/photos/raster/6128718951/ Makerspace or Hackerspace in your school! Think smarter. Be new. Be creative
    • information access and sharing Wonderful world of…. creative commons licensed (BY-NC-SA) flickr photo by Ed Yourdon: http://flickr.com/photos/yourdon/3088582622
    • learning today requires that teachers and school librarians understand reading and information seeking in a connected world....
    • More content, streams of data, topic structures, (theoretically) better quality - all of these in online environments require an equivalent shift in our capacity to understand information structures.
    • How does search impact the way students think and the way we organise information access?
    • Search is fast without necessarily being safe or intelligent ! YET! cc licensed ( BY NC SD ) flickr photo by Έλενα Λαγαρία: http://flickr.com/photos/29393867@N07/3161212158/
    • ! ..... because your knowledge and my knowledge, based on what search results we are served, may be very different from each other. Siva  Vaidhyanathan  in  The  Googlization  of  Everything, Filter bubble! creative commons licensed (BY-SA) flickr photo by Je.T.: http://flickr.com/photos/jetow/4795118657
    • How much does Google really know about us, in practical terms, and — more importantly — how much should we care? One interesting place this comes up is at Netflix — the basic math behind the Netflix code tends to be conservative.
    • cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/ Gather Seek Follow Explore
    • put video http://youtu.be/b8CZmB4qLvY!
    • Participatory culture • Peer critiquing • User-generated content • Collective aggregation • Community formation • Digital personas • Digital Citizenship kr photo by mytoenailcameoff: http://flickr.com/photos/damianathegirl/5102903812
    • Beyond digital citizenship A definitive guide to verifying digital content for emergency coverage
    • The [r]evolution Digital not print is the future
    • Lost collection of Andy Warhol art recovered from floppy disks http://mashable.com/2014/04/24/warhol-art-recovered-amiga-disks/
    • This is the ‘back-story’ of the digital revolution – digitisation for information storage, retrieval, accessibility, and usage that has changed the face of the digital information ecology in the current era. creative commons licensed (BY-NC-SA) flickr photo by Tal Bright: http://flickr.com/photos/bright/17378095
    • Doomsday Reloaded http://www.bbc.co.uk/history/domesday/story
    • Big Shift creative commons licensed (BY-NC-ND) flickr photo by 144ben: http://flickr.com/photos/benchpics/7190477294 Connectedness the new black!
    • creative commons licensed (BY-SA) flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945!
    • creative commons licensed (BY-SA) flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945! The Web is not the Internet
    • számítógép ENIAC (Electronic Numerical Integrator and Computer) http://vimeo.com/84381995!
    • Internet of Things (IoT) (sometimes call Web 3.) is an integrated part of “Future Internet” https://flic.kr/p/iswbBn
    • Web 3.0 refers to a third generation of internet-based services that collectively may allow the emergence of the intelligent semantic web. cc licensed ( BY ) flickr photo by paul (dex): http://flickr.com/photos/dexxus/3146028811/
    • existing data reconnected for other and smarter uses Web 3.0 really means… cc licensed ( BY ) flickr photo by paul (dex): http://flickr.com/photos/dexxus/3146028811/
    • The semantic web, or web 3.0, is all about data integration. it is an infrastructure technology and an organised approach to metadata cc licensed ( BY NC SD ) flickr photo by Jason A. Samfield: http://flickr.com/photos/jason-samfield/4736792714/
    • new functionality that requires web linking, flexible representation, and external access APIs. you won’t see a “Web 3.0 inside’ label
    • Web 3.0 Web 1.0 Web x.0 Web 2.0 Semantic Web The Web Meta Web Social Web Degree of Social Connectivity DegreeofInformationConnectivity cc""Steve"Wheeler,"University"of"Plymouth,"2010" Semantic Web of knowledge Semantic Web of intelligence Web of information Web of people & social information DegreeofInformationConnectivity
    • The semantic web allows a person or a computer to start off in one database, and then move through an unending set of databases which are connected, not by wires, but by being about the same thing. This is where complexity theory doesn’t quite cut it!
    • Rather than just identifying keywords and expressions, the semantic web concentrates on identifying the meaning of content.
    • It is about common formats and metadata which allow for integration and combination of linked data drawn from diverse sources.
    • It is also about language, or ontology, for recording how the linked data relates to real world objects, allowing a ‘machine’ to ‘understand’ the semantic meaning of words.
    • !
    • Google Knowledge Graph When you search, you’re not just looking for a webpage. You’re looking to get answers, understand or explore.
    • http://www.google.com/publicdata Google Public Data Explorer
    • http://www.google.org/flutrends/au/#AU Google Flu Trends
    • Semantic Search Engines
    • Semantic Writing
    • Gapminder fact-based world view http://www.gapminder.org/for-teachers/ ~ use the teacher tools in your classroom
    • http://trove.nla.gov.au/
    • Europeana enables people to explore the digital resources of Europe's museums, libraries, archives and audio-visual collections. http://www.europeana.eu/portal/index.html Linked Open Data on the Web. The site currently contains metadata on 3.5 million texts, images, videos and sounds.
    • HOW does this work?
    • CHARLES STURT UNIVERSITY Whereas traditional library metadata has always been focused on helping humans find and make use of information, linked data ontologies are focused on helping machines find and make use of information. linkeddata.org schema.org/
    • This uri ‘http://id.loc.gov/ authorities/sh85042531’ has now become the globally available, machine and human readable, reliable source for the description for the subject heading of ‘Elephants’ containing links to its related terms (in a way that both machines and humans can navigate).
    • Information Architecture
    • ! Making it possible to federate,
 query, browse, gather and
 recommend information from
 disparate sources.
    • ! Think of the Web 3.0 environment as the portable, personal web, focused on the individual, on a life-stream, on consolidating content, and which is powered by widgets, drag & drop, and mashups of user engagement. ! This socially powered web is exploding, and is the new baseline for all our internet and technology empowered interactions.
    • ! Another feature of our hyper-connected systems is the democratisation of information organisation and access. DATA is the NEW BLACK
    • This is our context! Metadata ~ what are the rules of engagement? Schema ~ what about controlled vocabularies? Users ~ what are their access needs Interface ~ how many access points? Data ~ what are the opportunities for user engagement? Media ~ what are the elements of interactivity? Access ~ what can we learn from the semantic web? .... old questions, new answers
    • .... what is your discovery interface ! Context aware: • Points on the curriculum • Points on the interest continuum • Capacity to support learning discovery! Access aware: •Interfaces to support searching and discovery Search aware: • Natural, predictive, responsive Results aware: • Multimodal and multi-depository • Relevant, filtered How do you stack up? This is our context!
    • .... your information services reality Resource Description and Analysis (RDA) as the power tool behind information organisation
 • RDA emphasizes the importance of relationships • RDA adds precision to access points • RDA provides greater internationalisation • RDA builds a display of results that conveys meaningful information to the user This is your context!
    • creative commons licensed (BY) flickr photo by blprnt_van: http://flickr.com/photos/blprnt/4845037358
    • creative commons licensed (BY) flickr photo by blprnt_van: http://flickr.com/photos/blprnt/4845037358 shared information! resource description and access across! connected systems and organisations
    • transliteracy skills knowledge networking metadata open access global connections learning community creative commons licensed (BY) flickr photo by blprnt_van: http://flickr.com/photos/blprnt/4845037358
    • At last we have a way to
 influence everyone! cc licensed ( BY NC SD ) flickr photo by ancawonka: http://flickr.com/photos/ancawonka/65927497/
    • …if we draw on expertise for ways of supporting learning in the newly emerging Web 3.0 information ecology
    • Master of Education (Knowledge Networks and Digital Innovation) http://www.csu.edu.au/digital “An eye opener for me to say the least, I have felt as though I have been catching up through the entire trek”
    • Does metadata matter? http://thinkspace.csu.edu.au/jerry/does-metadata-matter/
    • http://youtu.be/bAOWpdQeyBQ Here’s to HUMANITY
    • heyjudeonline Judy O’Connell http://judyoconnell.com Judy O’Connell