Inleiding Tot Web 20 Ren Kh Kempen Johannes De Gruyter
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The document discusses the evolution from Web 1.0 to Web 2.0, highlighting key changes and examples. Some of the main shifts discussed include: a move from static, publisher-focused websites to user-generated, interactive and collaborative applications; replacing standalone programs with web applications accessible anywhere; and shifting from consuming content to manipulating, aggregating and sharing data. The focus is on user participation, collective intelligence, and continuous improvement of applications.
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Inleiding Tot Web 20 Ren Kh Kempen Johannes De Gruyter
- 1. Johannes De Gruyter, AVNet-K.U.Leuven Studiedag REN Vlaanderen – 12 februari 2008
- 3. Tim O’Reilly
- 4. Screen clipping taken: 8/02/2008; 15:02
- 7. DoubleClick Google AdSense Ofoto Flickr Akamai BitTorrent Mp3.com Napster (Limewire) Britannica Online Wikipedia Personal websites Weblogs evite Upcoming.org & EVDB Domain Name Registration Search Engine Speculation Page views Cost per click Screen Scraping Web Services Publishing Participation Content Management Systems Wikis Directories (taxonomy) Tagging (folksonomy) Stickiness Syndication
- 8. web1.0 DoubleClick Google AdSense Ofoto Flickr Akamai BitTorrent Mp3.com Napster (Limewire) Britannica Online Wikipedia Personal websites Weblogs evite Upcoming.org & EVDB Domain Name Registration Search Engine Speculation Page views Cost per click Screen Scraping Web Services Publishing Participation Content Management Systems Wikis Directories (taxonomy) Tagging (folksonomy) Stickiness Syndication
- 10. 1. De gebruiker staat centraal. Deelnemen, collectieve intelligentie,“wisdom of the crowds”
- 11. you
- 19. For seizing the reins of the global media, for founding and framing the new digital democracy, for working for nothing and beating the pros at their own game. Time’s Person of the Year for 2006 is you . TIME Magazine “ “
- 20. 2. Het web als platform Bereikbaar, waar en wanneer je wil!
- 22. 3. 2.0 diensten > enkele tool Van iMac, naar iPod, iPhone tot iTV
- 24. 4. Data, inhoud , informatie , kennis Manipuleer aggregeer her-gebruik creeër combineer deel mashup!
- 27. 5. Niets is af, alles is BETA. End of the software release cycle.
- 28. © Peter Morville’ 6. Een rijke gebruikerservaring KISS, mooi, handig, functioneel, simpel, duidelijk.
- 43. It’s the simplest lesson of the Internet: it’s the people stupid . We don’t have computers because we want to interact with machines ; we have them because they allow us to communicate more effectively with other people. (Douglas Rushkof, Get back in the box: innovation from inside out).
- 45. Social software enables online interaction, facilitates virtual relations and creates virtual environments where people can collaborate or create virtual communities. “ “
- 48. Web1.0 was all about connecting people. It was an interactive space and I think web2.0 is of course a piece of jargon, nobody even knows what it means. If web2.0 for you is blogs and wikis, then that is people to people. But that was what the web was supposed to be all along. Tim Berners-Lee “ “ kritiek
- 50. kritiek
- 51. kritiek
- 52. Does "Web 2.0" mean anything? Till recently I thought it didn't, but the truth turns out to be more complicated . […] I don't think there was any deliberate plan to suggest there was a new version of the web. They just wanted to make the point that the web mattered again. [… ] And they were right. New things were coming. But the new version number led to some awkwardness in the short term. Paul Graham, developed the first web-based application, Viaweb, which was acquired by Yahoo in 1998. “ “
- 53. Internet Traffic Top 20 8 Februari 2008 www.alexa.com 1. Yahoo 2. Google 3. Youtube 4. Windows Live 5. MSN 6. Myspace 7. Facebook 8. Hi5 9. Wikipedia 10. Orkut 11. Rapidshare 12. Blogger 13. Fotolog 14. Megaupload 15. Friendster 16. Baidu 17 . eBay 18 . Imdb 19. Dailymotion 20. Youporn.com
- 65. Connectivism, Connective knowledge, Communities of Practice, Georges Siemens http://www.elearnspace.org http://www.connectivism.ca Etienne Wenger http:// www.ewenger.com http://www.downes.ca/news/oldaily Stephen Downes
- 70. JDG Online Educa Berlin 2007; Wilfred Rubens Weblog “ The User” & Collective Intelligence Networks, Collaboration, Participation The Web as Platform Software > Single Device New, Easy User Interfaces Rich Experiences Data is intel inside. Free Your Data! End of the software release cycle Continuous Improvement (Kaizen) MANAGEMENT INFRASTRUCTURE PEOPLE CURRICULUM
Editor's Notes
- O'Reilly Media spreads the knowledge of innovators through its books, online services, magazines, and conferences.
- Tim O’reilly CEO van O’Reilly Media heeft er ook een eigen weblog
- a conference brainstorming session between O'Reilly and MediaLive International. De brainstorm sessie deed inzien dat er grondige wijzigingen plaatsvonden op het net qua aanpak, qua structuur, qua interactie met de bezoeker/surfer
- a conference brainstorming session between O'Reilly and MediaLive International. De brainstorm sessie deed inzien dat er grondige wijzigingen plaatsvonden op het net qua aanpak, qua structuur, qua interactie met de bezoeker/surfer
- Mensen interageren en delen kennis – kennisconstructie – wikipedia bv. Objectieve kennis is het product van subjectieve kennis.
- You control the information age
- O’reilly deelt ze in 5 aspecten in – er is discussie over deze aspecten, alsook over de term 2.0 – maar globaal kan men stellen dat men de wijzigingen niet in essentie tegenspreekt Web is een platform geworden: diensten (google > netscape) ONLINE
- iTunes is geen louter PC gebaseerde service: het is internet, het is iPod, het wordt iPhone, iTV De huidge Jaguars worden uitgerust met Adobe Flash – en Adobe Flex (rich internet applications – offline/online werken in de wagen wordt mogelijk) De nieuwe Nokia N95 krijgt een Maps service, synchroniseerbare Google calendar etc.
- Looks worden losgekoppeld van inhoud Vroeger omvatte HTML alles in 1 – GESLOTEN Huidige programmeertalen XML/AJAX etc. – losgekoppeld: OPEN DELEN AGGREGEREN MASH UP
- Alles in continu on the move: dynamisch – nooit af
- Het moet rijk zijn, simpel zijn, mooi zijn, LIEF zijn
- Voor sommigen een technologiesche ervaring Maar toch meer dan dat
- Hoe nu deze tools te gebruiken
- De echte vernieuwing van web2.0 ligt niet in de technologie, maar wel in de sociale verandering: de stap vooruit online interageren als mens Die sociale benadering biedt ook een ruimer perspectief aan web2.0 – het is een beetje jaren 60/hippie achtig: samenwerken, alles delen, (open source, creative commons) met aandacht voor de gebruiker, toegankelijkheid online overal en altijd, meerdere devices etc. Die kenmerken krijgen ook allemaal een ruimere (diepere) betekenis dan puur de tools, applicaties op zich. Het gaat hem dan om ‘de idee dat alles ten allen tijde bereikbaar is’, de idee dat kennis uitwisselbaar wordt, online, de idee dat wij dekern van het online-gebeuren vormen, de idee dat gebruiksvriendelijkheid hierbij centraal moet staan.
- Een cultuur fenomeen: samen kennis delen en construeren – why the many are smarter than the few op digitale wijze – zoals wikipedia > britannica
- Discussie ontstond Is dat wel zo nieuw?
- Is dit wel wenselijk?
- Is het geen marketing machine?
- The medium allows us today to spread our small knowledge fast – faster and more complete than before >> BBC CNN etc. Virginia shooting 2.0?
- As such it represents two profound breaks in traditional learning models. First, and the most profound is that Education2.0 flies in the face of lecture-based, teacher-as-knowledge-owner classroom methodologies. A useful visual of Education1.0 is the traditional classroom with rows of desks where the teacher stands in front and talks, presumably, imparting knowledge to students (the empty vessels waiting to be 'filled').
- http://www.connectivism.ca/ Connectivism: A Learning Theory for the Digital Age Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
- Second, Education 2.0 also makes use of technology in ways that differ greatly from even recent uses of technology in education as a means to an end (to learn to use a computer, or to word process or to code a web page). Technology, in Education2.0 is a given. Its use is to learn, to create and construct knowledge. HOW to use a computer or to word process is implied. The former use of technology was called Information/Communication Technology. It's presence in schools was to ensure that students were computer literate. Which, today, seems almost silly given the pervasive use of personal computers and electronics in the lives of students. ICT is, surely, a dated concept and furthermore can serve as a metaphor for much of the dated curricula and classroom methodologies in schools. Direct instruction serves a purpose and should be used but we know so much more about how the brain processes information and collaboration and interaction are what it craves. In 2.0 Classrooms, students learn in dynamic ways through the use of interactive technologies. They also construct meaning by learning and synthesizing information repeatedly. In other words new information is used for other purposes (ie..creating wikis, making blog entries, or in handful of other ways ) strengthening recall and deepening meaning. Education2.0 is not a frivolous notion invented by teachers with an unfettered interest in technology. Education2.0 is alive, interactive and RIGHT NOW. It is realistically focused on the gradual construction of knowledge by communities of learners with the teacher being an equal member of these learning communities.
- Second, Education 2.0 also makes use of technology in ways that differ greatly from even recent uses of technology in education as a means to an end (to learn to use a computer, or to word process or to code a web page). Technology, in Education2.0 is a given. Its use is to learn, to create and construct knowledge. HOW to use a computer or to word process is implied. The former use of technology was called Information/Communication Technology. It's presence in schools was to ensure that students were computer literate. Which, today, seems almost silly given the pervasive use of personal computers and electronics in the lives of students. ICT is, surely, a dated concept and furthermore can serve as a metaphor for much of the dated curricula and classroom methodologies in schools. Direct instruction serves a purpose and should be used but we know so much more about how the brain processes information and collaboration and interaction are what it craves. In 2.0 Classrooms, students learn in dynamic ways through the use of interactive technologies. They also construct meaning by learning and synthesizing information repeatedly. In other words new information is used for other purposes (ie..creating wikis, making blog entries, or in handful of other ways ) strengthening recall and deepening meaning. Education2.0 is not a frivolous notion invented by teachers with an unfettered interest in technology. Education2.0 is alive, interactive and RIGHT NOW. It is realistically focused on the gradual construction of knowledge by communities of learners with the teacher being an equal member of these learning communities.
- In hoger onderwijs “ Leren = sociaal proces”