EDUCATION

Emergence of Web 3.0 with E-learning

Abstract

Since the beginning of the web, and in their evolutionary process, the web has developing been important changes in education to the degree that has become possible to integrate web 1.0 and web 2.0 e-learning tools, in a big part, has benefited in its development because of the huge momentum achieved with the emergence of internet, and the world wide web, possibilities of great opening, facilitating the methods and strategies that allow the emergence of e-learning, and therefore, access to knowledge. Before the emergence of a new paradigm such as web or the semantic web 3.0, it is necessary to study the possibilities that this area offers for the educational environment, particularly for distance education. This research document is about the possibilities opening up in education by developing this environment, which according to its characteristics, is transforming the web into a whole environment for true knowledge management, and may well be completely utilized by the area of education strategies and make the semantic web a facilitator in the educational process. This study presents an overview of the new paradigm of web 3.0 or semantic web from the point of view of their applicability in educational virtual environments, emphasizing the potential of this and the possibilities in could provide education in the new functionality for the management tools used of educational content in web environments. On this issue, Arroyo and others (2008) point out that achieving this goal involves the creation of entire technology architecture, which contemplate the battery technology. Moreover, these authors also highlight the fact that it requires solving various technical and theoretical problems that have prevented the goal, mainly with regard to the creation of ontologies for each domain of knowledge, and the expressive power of these, plus everything about the logical layer and inference engines that enable to extract knowledge content on the web.

Emergence of Web 3.0 with E-learning

Introduction

Educational visionaries and reformers have held high hopes for the use of technology to improve the quality of education. Distinct from technology education, which emphasizes technology skill development as a content area, educational technology is used to enhance or augment instruction in other subjects. With each innovation, in communications technology during the 20th century, claims have been made that their use in classrooms would revolutionize the educational process, improving effectiveness, resource efficiency, and/or pedagogical approach. Advocates promoted the adoption of educational motion pictures in the 1920s, educational radio in the 1930s, educational television in the 1950s, personal computer use for education in the 1980s, and classroom use of the Internet in the 1990s. The general consensus of those who have studied technology's influence, however, is that these innovations have failed to engender either significant learning benefits or reform in mainstream schooling.

Assessments of educational technology's value and effectiveness are in part influenced by the definition of the term that is used. Current, idiomatic usage tends to assume that technology refers to devices, especially digital innovations, such as software, laptop computers, and PDAs, that are used in ...