Special issue on “Data Exploration in the Web 3.0 Age”

This article explore how, in the first decade of the twenty-first century, the internet became historicised, meaning that its public existence is now explicitly framed through a narrative that locates the current internet in relation to a past internet. Up until this time, in popular culture, the internet had been understood mainly as the future-in-the-present, as if it had no past. The internet might have had a history, but it had no historicity. That has changed because of Web 2.0, and the effects of Tim O'Reilly's creative marketing of that label. Web 2.0, in this sense not a technology or practice but the marker of a discourse of historical interpretation dependent on versions, created for us a second version of the web, different from (and yet connected to) that of the 1990s. This historicising moment aligned the past and future in ways suitable to those who might control or manage the present. And while Web 3.0, implied or real, suggests the ‘future’, it also marks out a loss of other times, or the possibility of alterity understood through temporality.

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Preface - Special Issue on Misinformation on the Web

Information Systems ◽

10.1016/j.is.2021.101867 ◽

2022 ◽

Vol 103 ◽

pp. 101867

Author(s):

Karl Aberer ◽

Ioannis Katakis ◽

Quoc Viet Hung Nguyen ◽

Hongzhi Yin

Keyword(s):

Special Issue ◽

The Web

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New Trends on RIAs Development

Advances in Web Technologies and Engineering - Frameworks, Methodologies, and Tools for Developing Rich Internet Applications ◽

10.4018/978-1-4666-6437-1.ch015 ◽

2014 ◽

pp. 323-336

Keyword(s):

Web 2.0 ◽

User Interfaces ◽

Mobile Applications ◽

Web Technology ◽

Context Aware ◽

Internet Applications ◽

Web Based ◽

Web 3.0 ◽

Rich Internet Applications ◽

The Web

Rich Internet Applications (RIAs) are considered one kind of Web 2.0 application; however, they have demonstrated to have the potential to transcend throughout the steps in the Web evolution, from Web 2.0 to Web 4.0. In some cases, RIAs can be leveraged to overcome the challenges in developing other kinds of Web-based applications. In other cases, the challenges in the development of RIAs can be overcome by using additional technologies from the Web technology stack. From this perspective, the new trends in the development of RIAs can be identified by analyzing the steps in the Web evolution. This chapter presents these trends, including cloud-based RIAs development and mashups-rich User Interfaces (UIs) development as two easily visible trends related to Web 2.0. Similarly, semantic RIAs, RMAs (Rich Mobile Applications), and context-aware RIAs are some of the academic proposals related to Web 3.0 and Web 4.0 that are discussed in this chapter.

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Web 3.0 and E-Learning

Artificial Intelligence Technologies and the Evolution of Web 3.0 - Advances in Web Technologies and Engineering ◽

10.4018/978-1-4666-8147-7.ch005 ◽

2015 ◽

pp. 101-123 ◽

Cited By ~ 1

Author(s):

Amit Chauhan

Keyword(s):

Artificial Intelligence ◽

Semantic Web ◽

Learning Goals ◽

Learning Behavior ◽

Defining Moment ◽

Web 3.0 ◽

E Learning ◽

Future Of Education ◽

The Web

The annals of the Web have been a defining moment in the evolution of education and e-Learning. The evolution of Web 1.0 almost three decades ago has been a precursor to Web 3.0 that has reshaped education and learning today. The evolution to Web 3.0 has been synonymous with “Semantic Web” or “Artificial Intelligence” (AI). AI makes it possible to deliver custom content to the learners based on their learning behavior and preferences. As a result of these developments, the learners have been empowered and have at their disposal a range of Web tools and technology powered by AI to pursue and accomplish their learning goals. This chapter traces the evolution and impact of Web 3.0 and AI on e-Learning and its role in empowering the learner and transforming the future of education and learning. This chapter will be of interest to educators and learners in exploring techniques that improve the quality of education and learning outcomes.

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eLearning X.0

Mobile Computing and Wireless Networks ◽

10.4018/978-1-4666-8751-6.ch082 ◽

2016 ◽

pp. 1860-1873

Author(s):

Mohamed E. Edrees

Keyword(s):

Management System ◽

Evaluation Model ◽

Learning Management Systems ◽

Management Systems ◽

System Research ◽

Web 3.0 ◽

Institutional Practice ◽

Web Technologies ◽

Learning Management ◽

The Web

Web technologies evolved from Web 1.0 in early 1990s to Web 3.0 nowadays. Alongside Web technologies, eLearning has been evolving from eLearning 1.0 to eLearning 3.0, which integrates the Web X.0 technologies and tools into educational and institutional practice resulting in eLearning X.0. Universities and schools are investing substantial amounts of time and money in implementing Learning Management Systems (LMS). If not designed with eLearning X.0 support in mind, the LMS can pose difficulty for instructors and students to benefit from these technologies through LMS directly. The aim of this study is to evaluate the readiness of learning management systems to support eLearning X.0. This research reviewed the literature for the most common Web X.0 tools or features used in the eLearning process. Then an evaluation model was developed and applied on two respective learning management systems: BlackBoard and MOODLE. The results of readiness evaluation shows that MOODLE is more ready for eLearning X.0 than BlackBoard. The findings of this study provide several important implications for learning management system research and management.

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