Difference between semantic web and web 3.0?

I think that the semantic web and web 3.0 are quite similar. They are both about improving the internet for the users, and both conclude of using 'database' like systems to do so.

I think that for the Web 3.0 to happen, it would have to conclude of the semantic web.

However, the semantic web is just an extension of the current web, where as web 3.0 is meant to be a complete new type/style of web all together!

I'd say the overall difference is that the web 3.0 plans to improve lots of things to do with the internet, such as speed, graphics etc, where as the semantic web seems to be focusing on just improving the generation of data.

What is the semantic web?

This ones a hard one to grasp!

Semantic web was thought up by Tim Berners-Lee, who was also the inventor of the WWW, URLs, HTTP, and HTML (http://infomesh.net/2001/swintro/)

Semantic web explains things in the way that computer applications can understand, more so than in ways people can understand. It allows the computer to find what the consumer wants instead of using a traditional ‘search engine’.

So basically it uses language that a computer understands, for example Y, X, Z which is used by programmes to search, and pick out information that they think is most relevant to the person using the internet. It means they would be able to provide the user with all the information they need, instead of the user having to trawl through loads of useless URL's.

As I said, it was hard to grasp what the semantic web was, so if I have it wrong, do tell me.

How might Wenger's notions on CofP relate to Prensky's on education?

Wegners model of Cofp may relate to Prensky’s on education in terms of that it is learning something in a way that is enjoyable for those who are learning it.

In Cofp you are learning something that you want to learn, in a way you enjoy.
You could link this with Prensky’s theory on education as he wants digital immigrants to start teaching digital natives through technology because he thinks that they spend a lot of time using technology so they will learn better through it, potentially because they enjoy using it.

I think you could also link both theories’ together in the way that they potentially could run the liability that they would only suit certain individuals.

A certain Cofp might suit me, but it might not suit you!

I think this would be the same if Prensky got his way by making all schools go “technologically mad” (my own quote!), as not all students would learn better through technology than they would through the ‘old’ traditional methods.
You could also link the two together because in both theories you will always be learning off each other, within Prensky’s the tutors will have to learn from the children how to do things on computers, whilst the children learn from the tutors what it is they have to look for on the computer! And in Cofps you are always learning from each other also.

Part 2 - What difference to all this might the digital divide make?

The digital divide would make a big difference within Prensky’s theory as it might mean that some students have access to computers outside of school so can do much more work than those who do not etc.

With the way that it is now – using a basic pen and paper, means that everyone can go home and do the same, or however much they want too at least. This is because if they don’t have a pen and paper, they can take it from school, but if things did change - they wouldn’t be able to take a computer!

This might not just effect school work, it might effect the child in other ways too, they might be embarrassed by the fact that they can’t go home and do work and that their family does not have the economic status to invest in a computer. There’s also the problem that they might not even be able to work computers, which would be a big problem for them.

Also what would happen if the network the computers work on fails? Do they just not do work all day when they’re in school? I think computers should be available, but for independent studies more so than all studies.

Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?

I think that there is a potential problem being stored up for people if education is tailored to fit into their cultural and personal preferences, as I think that people will become too accustomed to everything being suitable for themselves, and will resultantly stop pushing themselves to work harder.

If you spend all your time out of school on computers playing games, and you go into school and do the same because your education has been tailored to suit you, I don’t think you would learn? I think that people would end up getting bored of the technology because it was involved in every aspect of their life, it would also make them harder to distinguish their entertainment/education time, inevitably mixing it all up so that the education side lacks behind?

I’m a strong believer that entertainment should be kept separate from educational aspects of life; you don’t go to a lecture and get to watch TV at the same time do you? But why? Because according to Prensky, as some of us watch TV out of University whilst doing work – this is how we now learn! So Universities should involve TV programmes within our lecture? (Obviously Prensky has not said this, but God knows what’s going to be suggested in the next few years!)

I think that people would become lazy if everything was suited to their needs. I also think it would cause mayhem in institutions if everyone was learning different things in different ways! Undoubtedly resulting in a lack of support from the ‘traditional’ tutors?

The youngest digital immigrant I know.

The youngest digital immigrant I know would be my cousin, she is 11. She never uses computers, or any form of technology other than the TV set! I dont think this effects her just yet though as she is so young. Surely Prensky cant expcect children of that age to be always 'in' with the latest technology?

Another digital immigrant I know whom I think should be more technology inclined is my Sister, at 23 she rarely goes on the computer. The newest bit of technology she has got was about a year ago, an Ipod, which she hasnt touched because she doesnt know how to work it! However, she does invovle herself with the mobile phone phenomnen and texts quite a lot, so I suppose she is not a complete digital immigrant!

A person who threatens the notion of digital native/immigrant and The oldest digital native I know!

The person I know who would threaten the notion of digital native/immigrant is my Dad.

He is supposedly meant to be a digital immigrant according to Prensky, however I can safely say that he knows a lot more about computers, and technology in general than I do, and Prensky would consider me a digital native who knows more than my Dad just because of my age!

I've only had 20 years of experience in regards to computers, technology, etc, where as my Dad has had many more! He always has the newest gadgets, Wii's, newest x box, etc. He builds computers, buys everything online, and spends a lot of time on the computer in general or playing computer games etc. If there is anything I need to know about the internet, it is him I turn too, most definately not the other way round!

I'd also say that my Dad fits the role of the oldest digital native I know too, for the reasons I've already stated!

Describe the daily frustrations of a fictional neo-luddite at university now in the UK

Jack is starting his first day at University today. He's still tired from his flight over from Spain where he lives. He turned up 7 hours early for a delayed flight because he didnt check the delay times through the computer/TV.

Jack doesnt really know where he is meant to be going today, as he isnt that good at English yet. He has a translator all sorted to help him with this! However, it means he wont know where he is going till he turns up because the letters he has recieved are in English and he refuses to input them into computer.

When Jack's translator turns up and directs him to his first seminar, they are all sat around computers and are activating their University accounts. Jack's never touched a computer before and automatically becomes panicked and emmbarassed when he doesnt know how to switch it on. Great he thinks, these people are never going to befriend me now!

Once everyone's got over their initial shock that Jack doesnt do technology, people start to swap mobile numbers etc so they can all arrange a night out through the week. Jack doesnt have a mobile number, or any other way to find out about the night out other than meeting up with someone so they can tell him direct the plans, no-one offers to do this and he doesnt want to be rude and ask.

Feeling left out he goes home and then makes a 20 minute trek to the nearest phone box to ring his parents to make himself feel better, mid-conversation the phone goes dead and he hasnt got anymore money on him to put in the slot.

Week 9 - Should education stretch a person?

I think that education should stretch a person, but only in terms of ‘stretching’ them to learn more academic things, i.e. information, not stretch them to learn how to use computers all the time etc. I think that if people prefer to learn using pen and paper instead of computers, then that is their choice.

I do think that students should be taught (at a younger age to ourselves) an hour or so of I.T. lessons a week, like most schools do, so that you do have the ability to use computers when you wish too, but I don’t think you should be pushed into using technology to learn as it might not be what works for you.

I think that you need to stretch yourself so that you can learn various amounts of information for different topics, and you should undoubtedly be stretched because if you just learn without being pushed further and further, you’re never going to get very far. You should be stretched to learn the basic’s of everything which can help you seek more knowledge, but if you want to learn anymore, people can teach themselves or seek further guidance.

You should always push yourself and be stretched to learn more and more. You should be stretched to reach a certain standard of learning, but the rest is usually left for you to do yourself, and I think that sometimes this can be when you learn the most - i.e. frantic revision for exams etc!

Article References

Not all are articles, but they're the best nearlly academic sources I could find on the topic.

Article 2: Lievrouw, A. & Livingstone. S. (2002) The handbook of new media. Google book search. http://books.google.co.uk/books?hl=en&lr=&id=Ed9peCDCakcC&oi=fnd&pg=PA77&dq=convergence+of+media+and+young+people&ots=PQPIJlm-fZ&sig=gjXsWYl9EA6VLZLBFhFj1j5XLsQ#PPA78,M1 [26/03/08]

Article 3: Ito, M. (2003) "Mobiles and the appropriation of place". Reciever#08 mobile enviornment. http://academic.evergreen.edu/curricular/evs/readings/itoShort.pdf [28/03/08]

Article 4: Bhuiyan, S. (2006) “Impact of new media technology on society”. Asia Media, Media News Daily. http://www.asiamedia.ucla.edu/article.asp?parentid=52164 [29/03/08]

Article 5: Prensky, M. (2004) “The emerging online life of the digital native: what they do differently because of technology and how they do it”. Marc Prensky. http://www.marcprensky.com/writing/Prensky-The_Emerging_Online_Life_of_the_Digital_Native-03.pdf [28/03/08]

Abstract for Article 2

I looked at the pages from 77-79 within this book.

The pages look at the positive and negative aspects of computers and the internet for children in terms of education as well as entertainment. It states that the internet has postivie aspects as it allows ‘escapism’ for children and allows them to create their own culture and communities. It includes scholar’s quotes saying that children can now finally escape the social boundaries of adults through the internet! It also looks at the negative aspects, i.e. school massacres in America which people believed where influenced by violent computer games.

It states towards the end of the pages I looked at that, the computer has become seen as a sort of ‘bad’ thing, just like TV has been! (I.e. created many a moral panics!) and that because it has become seen as a bad thing which people blame for things, i.e. American school shootings, it means that children can be restricted and blocked by people who fear the worst.

The pages I looked at give a brief, but accurate view on the positive/negative aspects of computers and the internet. It demonstrates just what is available for children which was not for older generations.

Abstract for article 3

I think that this article demonstrates how the younger generation has adapted to converged media more so than perhaps the usual generalized older generation. “The older generation is often baffled by the sight of teens gathered at a fast-food
restaurant, gazing at their mobile phones rather than their friends.”
However it also demonstrates why it is a success that the older generations do not understand, “Teens use mobile phones to bring in the presence of other friends who were not able to make it to the physical gathering, or of accessing information that is relevant to that particular time and place. The boundaries of a particular physical gathering, or flesh meet, are becoming extended through the use of mobile technologies, before, during, and after the actual encounter.”

The article talks about how people arrange meetings through phones, and have aftermath conversations such as “thanks for the lift” etc, through phones (not necessarily phone calls or text messages, it talks about e-mails from mobiles too – definitely a sample of converged media!)

Abstract for Article 4

The article explains firstly what is meant by converged media, “The idea of digital convergence specifically referees to the movement of telecommunications, print, broadcast and computing into new domains for the purpose of creating products that tie together all of these elements to bring about new forms of communication and information storage”.

The article talks about how the consumers call the shots in the new world of converged media, i.e. we decide what music we listen to on our ipods by producing play lists etc, “No longer a captive, mass media audience; today's media consumer is unique, demanding, and engaged.” It talks about how blogs have already converged into the likes of Vlogs, etc.

This quote from the article demonstrates the involvement of young people within converged media, “The Pew Internet & American Life Project found that 57% of American teenagers create content for the internet -- from text to pictures, music and video. In this new-media culture, people no longer passively consume media”. This demonstrates how media has converged as before they would just consume the website, now they can have input within it and become a produser.

Abstract for Article 5

This article deals with the notion of young people’s facility with the new world of converged media as it talks about and demonstrates all of the ‘new’ ways that young people use it. “On the Internet you can play games, you can check your mail, you can talk to your friends, you can buy things, and you can look up things that you really like.” This quote demonstrates just how much young people have become accustomed to the new types of converged media.

It gives examples of ways that young people have transformed previous methods of how you do things, into new forms to make things easier. i.e. instead of standard face to face conversation we now send text messages with abbreviations.

The article discusses the likes of blogging being a phenomenon, “where once kids kept their feelings locked up in a book, today they (or at least many of them) prefer to post them online for all to see and share” and the fact that now camera phone photo’s are what young people use to transfer photos between them, “Cell phone cameras are now the primary means of sharing images among young people in many places, either sending the pictures, or even often, passing the cell phone around, as I often see school girls doing on the subway. Photo albums appear to be a thing of the past.”

This article gave many more examples, and is a very interesting read. I would recommend it to anyone who wants to see clearly (it’s an easy read) just how much new technology has helped converge media forms.

The 5 Websites on Digital Immigration

The 5 websites I looked at which I posted about in week 8 where:

1.http://blogs.computerworld.com/digital_natives_digital_immigrants_what_about_digital_pilgrims

2. http://www.ascd.org/authors/ed_lead/el200512_prensky.html

3.http://www.henryjenkins.org/2007/12/reconsidering_digital_immigran.html

4. http://digitalnativesct.blogspot.com/

5.http://connectivism.ca/blog/2007/10/digital_natives_and_immigrants.html

What is digital immigration?

Digital Immigration is a term that was defined by Marc Prensky. Marc Prensky defined two terms, Digital Immigration and Digital Natives. These terms oppose each other.
To be a Digital Native, Marc Prensky would define you as a student whom has been “surrounded by digital media to such an extent that their very brain structures may be different from those of previous generations” (http://www.wisc.edu/depd/html/TSarticles/Digital%20Natives.htm.)

When he says “those of previous generations”, he is referring to digital immigrants.
Digital Natives are used to receiving information really fast, when they need to know something, the first place they look is on the internet. However, Digital Immigrants are different from Digital Natives as the last place they would look to find out information is online.

The two terms basically is explaining the difference between two types of generations, one of which whereby people have been born into a technology mad world and have been bought up with technology at their fingertips, to those of the digital immigrants who still use the older methods.

Prensky’s main argument with the whole digital native/digital immigration is that teachers can no longer educate their students to their best ability as the students do not learn in the way that the teachers are teaching them, i.e. older methods rather than computer games! “According to Prensky, Digital Immigrants are attempting to teach the Digital Natives with methods that are no longer valid”. (http://www.wisc.edu/depd/html/TSarticles/Digital%20Natives.htm.)

Prensky believed that students should be taught through computer games, even for serious topics that they where being taught. He had strong opinions to the fact that teachers where not using these new methods to teach their students, “just dumb (and lazy) of educators—not to mention ineffective—to presume that (despite their traditions) the Digital Immigrant way is the only way to teach, and that the Digital Natives' "language" is not as capable as their own of encompassing any and every idea”. (http://www.wisc.edu/depd/html/TSarticles/Digital%20Natives.htm)