Web 3.0

 

In this week’s assigned readings and videos, I learned how the internet has evolved from its early beginnings to its potential in the future. The initial phase, known as Web 1.0, was characterized by hyperlinks primarily focused on presenting information rather than enabling user interaction. As Philippe Modard described, it was a time when users consumed content but did not contribute to it.

The transition to Web 2.0 was a huge shift.  It introduced platforms that allowed users to interact, share, and create content, such as blogs, social media, and collaborative websites like Wikipedia. Information became more accessible and participatory, changing how people engaged with the web.

Now, we are entering Web 3.0, that is referred to as the Semantic Web. This version of the internet involves advanced technologies allowing machines to process and understand information in a more human way. Modard gave examples of connected devices, such as smart refrigerators and cars, which can make decisions and perform tasks on their own. He also discussed concerns about overdependence on technology, suggesting that as machines take over more of our thinking tasks, humans may lose skills like memory and problem-solving. I believe we are already seeing this shift, as technology increasingly impacts how we think and operate (when I say we, me included).

When considering Web 3.0 in education, the potential is there.  It can support interactive simulations, personalized learning experiences, and deeper understanding for students. If educators utlize these tools and take precautions needed, Web 3.0 can improve student learning in the classroom.