“What do you know about web 2.0 technology?”
What’s so interesting about this video, is the simple fact that none of these so-called digital natives is familiar with the term web 2.0. Although they never had a life without technology, they just don’t know how to describe “it”. So to be sure I’ve rounded up some basics on the evolution of the web. From a historical point of view, 1990/1991 is the official birth of the (commercial) Internet, which was available to the general public. From this date on you see a lot of technical and infrastructural evolution. The graphical site evolution of the internet has nice graphics on this evolution.
Web 0.0 – Developing the internet
Web 1.0 – The shopping carts & static web
Experts call the Internet before 1999 “Read-Only” web. The average internet user’s role was limited to reading the information which was presented to him. The best examples of this 1.0 web era are millions of static websites which mushroomed during the dot-com boom (which eventually has led to the dotcom bubble). There was no active communication or information flow from the consumer (of the information) to the producer (of the information). But the information age was born! According to Tim Berners-Lee the first implementation of the web, representing the Web 1.0, could be considered as the “read-only web.” In other words, the early web allowed users to search for information and read it. There was very little in the way of user interaction or content contribution.
The first shopping cart applications, which most e-commerce website owners use in some shape or form, basically fall under the category of Web 1.0. The overall goal was to present products to potential customers, much as a catalogue or a brochure does — only through website retailers could also provide a method for anyone (anywhere in the world) to purchase (their) products.
Web 2.0 – The writing and participating web
The lack of active interaction of common users with the web led to the birth of Web 2.0. The year 1999 marked the beginning of a Read-Write-Publish era with notable contributions from LiveJournal (Launched in April 1999) and Blogger (Launched in August 1999). Now even a non-technical user can actively interact & contribute to the web using different blog platforms. If we stick to Berners-Lee’s method of describing it, the Web 2.0, or the “read-write” web has the ability to contribute content and interact with other web users. This interaction and contribution have dramatically changed the landscape of the web.
The Web 2.0 appears to be a welcome response to web users demand to be more involved in what information is available to them. This era empowered the common user with a few new concepts like Blogs, Social-Media & Video-Streaming. Publishing your content is only a few clicks away! Few remarkable developments of Web 2.0 are Twitter, YouTube, EzineArticles, Flickr and Facebook.
Web 3.0 is said to have more. Using a word document create some research to what web 3.0 is supposed to be about and have.
Now that you have some understanding of the Web 2.0 you need to create a powerpoint presentation of no more than 10 slides to discuss the area. In your presentation include details of the "Dot Com" bubble and its burst.
Are we there yet??
It seems we had everything we had wished for in Web 2.0, but it is way behind when it comes to intelligence. Perhaps a six-year-old child has/had better analytical abilities than existing search technologies! Keyword-based search of web 2.0 resulted in an information overload. The following attributes are going to be a part of Web 3.0: Contextual Search
The Next Big Thing is Web 3.0. Catch It If You Can from Judy O'Connell
Web 4.0 – “Mobile Web” The next step is not really a new version, but is an alternate version of what we already have. We needed to adapt to its mobile surroundings. Web 4.0 connects all devices in the real and virtual world in real-time. Web 4.0 5.0- Open, Linked and Intelligent Web = Emotional Web
“The next web” Tim Berners-Lee gave an inspired TED talk in 2009 on this new Open en Linked Web.
Although Web 4.0 5.0 still is in developing mode and the true shape is still forming, first signals are in that Web 4.0 5.0 will be about a linked web which communicates with us like we communicate with each other (like a personal assistant). Web 4.0 5.0 is called “symbiotic” web. This Web will be very powerful and fully executing. Web 4.0 5.0 will be the read-write-execution-concurrency web. Web 5.0 will be about the (emotional) interaction between humans and computers. The interaction will become a daily habit for a lot of people based on neurotechnology. For the moment web is “emotionally” neutral, which means web does not perceive the users feel and emotions. This will change with web 5.0 – emotional web. One example of this is www.wefeelfine.org, which maps emotions of people. With headphones on, users will interact with content that interacts with their emotions or changes in facial recognition.
An overview of the web 1,2,3 in one graph and one table:
Sources: •E-zine articles – http://ezinearticles.com/?What-is-the-Semantic-Web?&id=3665455 by Amy Armitage (2010)
•pratical e-commerce – http://www.practicalecommerce.com/articles/464-Basic-Definitions-Web-1-0-Web-2-0-Web-3-0 by Brian Getting (April 2007)
•ECP-EPN – Dutch ICT think tank – http://www.youtube.com/watch?feature=player_embedded&v=bsNcjya56v8 by David from EPN ( September 2008)
•Web 3.0 on Vimeo by Kate Ray (May 2010)
•TED – Tim Berners-Lee – http://www.youtube.com/watch?v=OM6XIICm_qo
•Judi O’Connel – http://www.slideshare.net/heyjudeonline/the-next-big-thing-is-web-30-catch-it-if-you-can
•International Journal of Web and Semantic Technology – EVOLUTION OF THE WORLD WIDE WEB: FROM WEB 1.0 TO WEB 4.0 – http://airccse.org/journal/ijwest/papers/3112ijwest01.pdf (January 2012)
•Daniel Burrus – http://technorati.com/technology/article/wheres-the-web-heading-a-prediction/
•Evolution of the web – http://www.evolutionoftheweb.com
•Web 5.0: The future of emotional competencies in higher education – http://link.springer.com/article/10.1007%2Fs40196-013-0016-5#page-2
Websites can fall into a range of different categories.
| Service | Example Types | Target Audience | Key benefits |
| Commerce |
Amazon JD Sports Online banks (NatWest,Barclays) |
Consumers | Users are able to make purchases, transactions and transfers of cash using PC's, Tablets, Phones. |
| Real Time information | Train time's, flight times, stock market data | Any individual searching for information | Data is current and detailed sufficiently for users to make decisions. Information can be sent by text, alerts and app updates. |
| Download Services |
Music Software (including, updates) Gaming Films Streaming
|
Adult and teenage, Gamers, Entertainment clients, information clients. |
Ability to update systems, install software and games on to PC and mobile devices. Watching videos remotely and locally. |
| Virtual Learning Environments |
Moodle, Blackboard, E-portfolios
|
Teachers and students. Educators and facilitators. Information seekers. |
The ability to teach and educate using a variety of devices that can be PC's and phones. Users can submit work and download tasks. |
| Communications |
Skype, Email, Blogs |
Adults and Teenager. Information seekers, |
Communication across a wide geographical location with an almost instant response. Some costs could be incurred associated with the use of broadband or mobile fees. |
The target audience of a website can have a huge effect on how the websites will be designed and developed.
Websites often follow trends on how they present themselves based on their target audiences, for example, a number of large gaming websites tend to use dark backgrounds with lighter text on them. Social media websites tend to use lighter colours with darker text. Children's websites tend to have vibrant colours that appealed to younger audiences. These considerations must be taken into account when designing any website, taking some understanding/research into the target demographic.
Other factors that should be looked at things like age groupings and gender. These areas can influence and impact users and the success of a website if rushed or ill-considered.
What's a target audience and who are you designing for anyway?
User-friendly - Is the site able to allow users to move around it easily? When a site is user-friendly it makes for a positive experience and could have the potential to make the visitor want to return to it. By making the site clear to the users they will be able to make purchases or find information quickly and efficiently.
Consistent - Websites can be made up of a number of web pages that provide services, information, and potential downloadable products that users may want, however, if a site consists of random designs, layouts, and terminology on each of its pages users may get the impression that they have navigated away from the original site.
Navigational - Consistent navigation on a website is one of the key areas to a successful site if a user is able to move around the website freely and simply. Location of navigation can be customised, however, this should be to one of two places as this has become a non-agreed standard, these being, top of the page or down the left-hand side of the screen (language depending, as some country's read text right to left).
Customisable - With the progress and advances in web development technologies, websites have the ability to manipulated to enable the customisation of the layout and features within it. Sites like Facebook and Twitter have used this feature to keep their users engaged and returning to the site.
Flexible - Or otherwise known as responsive websites are adaptive to your device that you are viewing them through. This is not common on all sites, however for the most major sites it is a key requirement. To enable this responsivity we use a tool within HTML and CSS called Media Queries and Viewports, these are lines of code that will review the size of the window that is being used to look at the website and then presents the stylesheets that add the presentation theme to the information on the site.
Bandwith - Users to a site will be using their internet connection to access it, developers and designers of websites need to consider this as a potential issue. This could be that the site uses a high number of images, these images could be high in quality so therefore large in file size, then in turn will affect the speed in which it is downloaded to the users computer (bandwidth speeds can depend on traffic on a connection and or the contract an individual holds with their supplier).
Create an information booklet that provides examples and explanations to the audience categorisations that are currently classified.
Links to Learning Outcomes |
Links to Assessment criteria |
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A.P1 Compare the principles of website design used in two websites, including their suitability for the intended audience and intended purpose. A.M1 Analyse how the principles of website design are used to produce creative, high-performance websites that meet client requirements. A.D1 Evaluate how the principles of website design are used to produce creative, high-performance websites that meet client requirements |
A.P1 Compare the principles of website design used in two websites, including their suitability for the intended audience and intended purpose. A.M1 Analyse how the principles of website design are used to produce creative, high-performance websites that meet client requirements. A.D1 Evaluate how the principles of website design are used to produce creative, high-performance websites that meet client requirements Learning aim A: Understand the principles of website development |
Phrase: a group of words, smaller than a clause, which forms a grammatical unit
Point of view: a term from literary studies which describes the perspective or source of a piece of writing
Statistic extracting information: Tables, Diagrams, Charts and Graphs
Analysis of information: Interpreting Results, Drawing conclusions from data, Comparing data
Comments to Independent Work - Teachers write feedback on strips of paper. In groups, learners have to work out which feedback is theirs.
Learners will create powerpoint and word documents that discuss web technologies and their developments based on compiled research that they have evaluated.
Peer assessments and verbal feedback