The authors analyze issues and ideas regarding the next generation of e-Learning, which is already known as e-Learning 2.0 or social e-Learning. They will look at the new learning tools that have emerged from the evolution of the Web, to the Web 2. 0 paradigm, discussing their potential for supporting modern and independent lifelong learners. Even more important, the authors will justify the modeling of a new concept for the .future of teaching and learning in the knowledge-based society in which we live. The conclusion will present a scenario for the evolution of the Web, the Semantic Web or 3. 0 generation Web, which is emerging as a higher environment that will advance the design and development of e-Learning systems in promising new directions: machine-understandable educational material will be the basis for machines that automatically use and interpret information for the benefit of authors and educators, making e-Learning platforms more adaptable and responsive to each indi­vidual learner.

Textnachweis: Abstract

Merging Web 2.0 technologies with e-learning gets e-learning 2.0 term, which focus on people’s ability to interact and collaborate with each other; this presents drivers and barriers to e-learning 2.0. Web 3.0 would be more connected, more open, and more intelligent, this will transform the Web from a network of separately applications and content repositories to a more seamless and interoperable whole. Web 3.0 technologies emphasize machine-facilitated understanding of information in order to provide a more productive and intuitive user experience. It can be successfully used for educational projects. This paper presents a general overview of e-learning evolution vs web evolution, why e-learning 2.0 is not enough, how web 3.0 technologies could affect e-learning, what are the opportunities that we can benefit, and what are the challenges that we could face.

Die aufgrund ihres Prezi-Formates leicht schwindelerregende Präsentation führt in die Genese des World Wide Web sowie des eLearning ein. Nach dem statischen Web 1.0 brachte das dynamische Web 2.0 die Nutzerinteraktion. Als Web 3.0 wird schließlich das ubiquitäre, mobile und intelligente Netz erachtet, wobei hierfür der Begriff Web 4.0 geläufiger ist. Als Web 3.0 wird vielmehr das semantische und somit verbundene Netz gesehen. Desweiteren werden die vier Generationen des eLearning vorgestellt und hierbei neben Technologie und institutionellem Rahmen auch die sich ändernden Rollen von Lehrer und Lerner betrachtet.¹

¹Vgl. hierzu auch Wissenschaftskommunikation 3.0 — eine Synthese von eLearning 3.0 und Web 3.0 zur Einbindung Stu­die­render in den Wissenschaftsbetrieb, in: pedocs. Dokumentenserver des Deutschen Instituts für Internationale Pädagogische Forschung [14.04.2015], http://www.pedocs.de/volltexte/2015/10584

The concept of e-Learning 2.0 has become well established and widely accepted. Just like how e-Learning 2.0 replaced its predecessor, we are again on the verge of a transformation. Both previous generations of e-Learning (1.0 and 2.0) closely parody the prevalent technologies available in their kin Web versions (1.0 and 2.0, respectively). In order to acquire a better perspective to assess what technologies will be available in the Web 3.0 and therefore e-Learning 3.0, we take a historical glance at the previous generations of e-Learning and theWeb. We then survey some existing predictions for e-Learning 3.0 and finally provide our own. Previous surveys tend to identify educational needs for e-Learning, and then discuss what technologies are required to satisfy these needs. Educational needs are an important factor, but the required technologies may not reach fruition. Gauging past trends we take the reverse approach by first identifying technologies that are likely to be brought forth by the Web 3.0, and only then looking at how these technologies could be utilized in the learning domain. In particular, we pin-point Artificial Intelligence (more specifically Machine Learning and Data Mining) as a major driving force behind the Web 3.0. We therefore examine the influence that AI might exert on the development of e-Learning 3.0.

© Abstract: http://link.springer.com/chapter/10.1007/978-3-662-43454-3_18

® Citation Preprint: N. Rubens, D. Kaplan, and T. Okamoto. E-Learning 3.0: anyone, anywhere, anytime, and AI. In International Workshop on Social and Personal  Computing for Web- Supported Learning Communities (SPeL 2011), Dec 2011.

Web 3.0, termed as the semantic web or the web of data is the transformed version of Web 2.0 with technologies and functionalities such as intelligent collaborative filtering, cloud computing, big data, linked data, openness, interoperability and smart mobility. If web 2.0 is about social networking and mass collaboration between creator and user, then the Web 3.0 is referring to intelligent applications using natural language processing, machine-based learning and reasoning. From the perspective of advancement in e-Learning, the web 2.0 technologies have transformed the classroom and converted a passive learner into an active participant in the learning process. This paper posits that the way both previous generations of e-Learning (1.0 and 2.0) have emerged with the prevalent technologies in their kin Web versions (1.0 and 2.0, respectively), it can be argued that e-Learning 3.0 will provide all earlier generations’ capabilities enhanced with the web 3.0 technologies. Furthermore in this paper, reviewing all the theories of learning and examining closely the theory of connectivism (considered to be the theory of learning for the digital age), it is argued that since most of the technologies that are to be a part of e-Learning 3.0 are addressed by these principles, a call for a new learning theory for e-Learning 3.0 is maybe not justified. Finally, a review of the secondary literature shows that there will be various challenges and issues related to prevalence and adoption of e-Learning 3.0 technologies, for example increased privacy and security risks, web accessibility, readiness of the users, be is the learner or the tutor, requirement for further standardization of e-Learning technologies issues, social issues in term of increase of the digital divide.

© Abstract:  Fehmida Hussain @ IOSR/JRJME

Welche Rolle spielen die technischen Mittel in der historisch-politischen Bildungsarbeit? Das Lernen hat sich durch die Entwicklung digitaler Medien in den letzten Jahrzehnten stark verändert, dies hat auch Auswirkungen auf die Auseinandersetzung mit Geschichte. Diesen und anderen Aspekten widmet sich der Blogger von brennpunkt-geschichte.de Alexander König, der hierbei auch die verschiedenen Entwicklungsstufen des E-Learnings in den Blick nimmt.