Running head: UNIT EIGHT, THE FUTURE OF THE INTERNET Hassaan 1

The Future of the Internet in Education Mohamed Hassaan University of Houston-Clear Lake INST 5035 Creating Digital Resources Dr. Richard Smith April, 2014

Running head: UNIT EIGHT, THE FUTURE OF THE INTERNET Hassaan 2 My Area of Research My name is Mohamed Hassaan and I will earn my Master of Science this semester the spring of 2014. I am majoring in Instructional Design and Technology. At UHCL I had meet with great professors who stretched my abilities in doing researches and proposals using technology and many tool. For me, my personal and professional area of research and interest is including: Training Developing (as trainer and instructional designer I do the best to update my abilities and the tools I use to deliver a face to face training session or online ones for individuals or groups) Creating Tutorials Resources (including handy printouts, digital files, and video tutorials)

A delineation of the parallel rise of the Information Age to the Webs growth: Web 1.0 When the Internet gained momentum, one of the primary benefits was the ability of people and organizations to share information. As the Web grew, tools were developed to help people using the Web find information with ease and accuracy. Tools and technology were developed to facilitate searching, and utilizing the Web in mainstream, everyday fashion. People figured out how to help people use the Web to serve customers, play games, advertise products and services, and share just about every type of information. Some of the technologies developed during this stage of the Web include: File and Web Servers Content and Enterprise Portals Search Engines (AltaVista, Yahoo!) E-mail (Yahoo!, Hotmail) P2P File Sharing (Napster, BitTorrent) Publish and Subscribe Technologies Web 2.0 It didnt take long for companies and individuals to figure out the power of community. As Web participation grew, people realized that they could leverage and utilize communities to create and share content in ways previously unharnessed. Web 2.0 or the Social Web was an effort to

Running head: UNIT EIGHT, THE FUTURE OF THE INTERNET Hassaan 3 enable individuals from all around the world to participate in content creation and sharing, and to enhance individual Web users experience. Many of the mega .com companies grew out of the Web 2.0 era, including Facebook, MySpace, YouTube, eBay, and Flickr. Some of the key technologies developed during this stage of the Web include: Blogs (Blogger) Wikis (Wikipedia) Social Bookmarking (del.icio.us) Social Networks (Facebook, MySpace) Instant Messaging (Yahoo!, Google Talk, AIM) Mash-ups Auction Web sites (eBay) Professional Networking (Linked-in, Plaxo) Web 3.0 Web technologies have traditionally focused on connecting content and allowing people to interact and collaborate. However, the systems that were connecting the content had no knowledge about relationships between the information that they were connecting. Web 3.0 endeavors to connect the information of the Web together in new ways.

Searching in the Web 2.0 world is keyword based. In other words, you search for a word or phrase, such as basketball, and the search engine returns all content with basketball in it. Web 3.0 takes this searching to the next step. In the Web 3.0 world, searching for basketball would find documents with the word basketball in it. It would also find related results, such as NBA Teams, Utah Jazz, professional sports, etc.

Web 1.0 and 2.0 were designed to share data that the user can understand but that was transparent to the computer. HTML, for example, describes how content should look but does not tell the user (or the computer) anything about what the content is. Web 3.0 will utilize semantic technologies that describe what an item is, not just how it should look. Basketball, for example, is a sport, has players that make up a team, involves a ball, is played on a court, etc.

Running head: UNIT EIGHT, THE FUTURE OF THE INTERNET Hassaan 4 This semantic information will allow computers to look up other matches based on similar properties.

Some of the key technologies that are being developed during this stage of the Web include: Ontologies (YAGO, DBPedia) Semantic Searching Thesauri and Taxonomies Personal Intelligent Digital Assistants Knowledge Bases Web 4.0 Once Web 3.0 technologies are firmly entrenched in the World Wide Web, the next step will be to develop technologies that have the ability to learn and reason. Developing intelligent systems will require all of the building blocks of Web 1.0, Web 2.0, and Web 3.0. Technologies will not just be able to connect information or connect knowledge through semantic techniques, but they will be able to apply the knowledge shared between data items and define context to do basic reasoning. For example, if Im doing research on Apple Computers, I would not want my research to include recipes of apple pies or how to prune an apple tree.

Running head: UNIT EIGHT, THE FUTURE OF THE INTERNET Hassaan 5 Issues As an educator with a huge interest in technology; Copyright including plagiarism is considered the most current World Wide Web issues that directly impact my professional area of expertise. In the third world countries generally and in Africa and the Middle East, where I am going to start my second huge wave of instructional design and technology, particularly copyright and plagiarism issues are taking a lot of spaces. For me as an academic man; I do see the best solution is to have a clear strong guide for students and for faculty/staff as well at any campus. Clear, which means easy to understand and follow; and strong which means to be applied for ALL. A list of current theories and analyses that suggest the future of the World Wide Web, as delineated by leaders in your professional area of expertise Connectivism is a learning theory promoted by Stephen Downes and George Siemens. Called a learning theory for a digital age, it seeks to explain complex learning in a rapidly changing social digital world. In our technological and networked world, educators should consider the work of thinkers like Siemens and Downes. In the theory, learning occurs through connections within networks. The model uses the concept of a network with nodes and connections to define learning. Learners recognize and interpret patterns and are influenced by the diversity of networks, strength of ties and their context. Transfer occurs by connecting to and adding nodes and growing personal networks. According to George Siemens, "Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical." Criticisms: Connectivism is not a full new theory of learning regard to some philosophies. Technology only provides learners increased access to information. No new theory is needed to explain how technology helps in learning.

Running head: UNIT EIGHT, THE FUTURE OF THE INTERNET Hassaan 6 For me I do love networking; and I wished if I had a degree or certificate on it as computers technology. It explore for me how thing around me are all connected in the academic environment. Also the human brain has many complicated networking process in order to learn which involve personal networking. The most important networking for me is the personal one with my teacher and advisors to move forward toward my academic and professional goals. A list of potential future World Wide Web innovations that would be appropriate within your professional area of expertise My current existing list is including laptops, smart phones, tablets, and e-textbooks About the future, all in my mind now is to find a way to make the World Wide Web improving the education quality and standards. The most appropriate innovations Google and Facebook are now competing to own companies that produce solar-powered drones and planes. These aircraft can travel in around the globe, relying on the sun for power to stay aloft for years at a time and can carry a heave payload. Why does a social network like Facebook and Google Inc. need a high-tech satellite? Reportedly, Facebook and Google wants to bring internet access to parts of the developing world that havent built out the infrastructure for web access on the ground. This noble mission for me will be most potential future World Wide Web innovation for me for many reasons.

Running head: UNIT EIGHT, THE FUTURE OF THE INTERNET Hassaan 7 I was born and raised in North Africa and the Middle East. As shown in the above statically picture, these areas really need an immediate more access to the web. I want to go back with my professional and academic experience to help them; but without the basics tools, such as internet access everywhere, I might fail and cannot do anything. This is why I do wait and support Google and Facebook efforts to provide this great service over these smart planes. Extension Credit Since I talked about Zentation during this unit and I produced it as a times safer and solutions provider tool; my extension credit will be an additional separate PDF file about Zentation. It is well developed with some screenshots tutorials for new users.