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Web 3.0 in Education & Research


Abstract and Figures

The continuous evolution of the Internet has opened unimaginable opportunities and challenges in web based education and learning. The traditional version of web i.e. Web 1.0 started as a Read only medium; the next version Web 2.0 established itself as Read/Write medium. Now the currently evolving version of web, viz., Web 3.0 is said to be a technologically advanced medium which allows the users to Read/Write/Execute and also allows the machines to carry out some of the thinking so far expected only from the human beings. In a short time, Web 2.0 and now Web 3.0 have created new tools and technologies for facilitating web based education & learning. To begin with, this paper discusses some definitions of the Web 3.0, its evolution and characteristics. Next, we have discussed about the possible future Web 3.0 technologies, trends, tools and services that will assist in the areas of online learning, personalization and knowledge construction powered by the Semantic Web.
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BIJIT - BVICAM’s International Journal of Information Technology
Bharati Vidyapeeth’s Institute of Computer Applications and Management (BVICAM), New Delhi
Copy Right © BIJIT – 2011; July – December, 2011; Vol. 3 No. 2; ISSN 0973 – 5658 335
Web 3.0 in Education & Research
Rajiv1 and Manohar Lal2
Submitted in May 2011; Accepted in July 2011
Abstract - The continuous evolution of the Internet has
opened unimaginable opportunities and challenges in web
based education and learning. The traditional version of web
i.e. Web 1.0 started as a Read only medium; the next version
Web 2.0 established itself as Read/Write medium. Now the
currently evolving version of web, viz., Web 3.0 is said to be a
technologically advanced medium which allows the users to
Read/Write/Execute and also allows the machines to carry
out some of the thinking so far expected only from the human
beings. In a short time, Web 2.0 and now Web 3.0 have
created new tools and technologies for facilitating web based
education & learning. To begin with, this paper discusses
some definitions of the Web 3.0, its evolution and
characteristics. Next, we have discussed about the possible
future Web 3.0 technologies, trends, tools and services that
will assist in the areas of online learning, personalization and
knowledge construction powered by the Semantic Web.
Index Terms - Web 3.0, Semantic Web, Educational
Technology, Online Learning, 3D learning environments, e-
For about last two decades, the World Wide Web(WWW) is
being used to improve communication, collaboration, sharing
of resources, promoting active learning, and delivering of
education in distance learning mode. The WWW helps teachers
in planning suitable online delivery structure, sharing goals of
learning, and activities for their courses.
In recent years, many of the universities and educational
institutions world wide offer online services such as for
admissions, virtual (online) learning environments in order to
facilitate the lifelong learning and to make this compatible with
other educational management activities. For example, a
teacher may create a purely Web-based delivery system
including online handouts in respect of student’s activities,
projects and lists of resources for reference. The students and
other learners may access web based material anytime from
any where in the world, being connected through Internet.
Since the 1990s when the World Wide Web was established, it
1RTA, School of Computer and Information Science
2Director & Professor, School of Computer and Information
Science, Indira Gandhi National Open University, New Delhi-
Email: and rajivsix@gmail.com2
has evolved from the earlier versions, viz. Web l.0 to Web 2.0,
and finally is evolving into the newest version, viz., Web 3.0.
In respect of different versions of web, the Wikipedia states:
“Web 1.0 is Read Only, static data with simple markup for
reading. Web 2.0 is Read/Write dynamic data through web
services customize websites and manage items. Web 3.0 is
Read/Write/Execute." In Web2.0, user not only reads
information from the internet, but also provides information
through internet to share with others. Currently we have many
popular Web 2.0 interactive applications like Blog, Podcast,
Mashup, Tag, RSS/Atom, Wiki, P2P, Moblog, Adsense and so
on. Compared with Web 2.0, there is not a very clear definition
available for Web 3.0 till now. Web 3.0, to be discussed in
detail below, is a term used to describe the future of the World
Wide Web. Views of different pioneers on the evolution of
Web 3.0 vary greatly. Some believe that emerging technologies
such as the Semantic Web will transform the way the Web is
used, and lead to new possibilities in artificial intelligence
based applications. Other visionaries suggest that increase in
Internet connection speeds, modular web applications, or
advances in computer graphics will play the key role in the
evolution of the new version of World Wide Web [1].
The term ‘Web 3.0’ was first coined by John Markoff of the
New York Times in 2006 [6], and first appeared significantly
in early 2006 in a Blog article “Critical of Web 2.0 and
associated technologies such as Ajax” written by Jeffrey
Zeldman. Major IT experts and researchers support different
approaches to the future Web. There is complete agreement
among the experts about how Web 3.0 will evolve. Below we
discuss the opinions of pioneers in the field in this respect.
Tim Berners-Lee, coined the term Semantic Web, and promotes
the concept of conversion of Web into a big collection of
databases [2].
About Web 3.0, Tim Berner Lee [3] says:
“People keep asking what Web 3.0 is. I think maybe when
you've got an overlay of scalable vector graphics - everything
rippling and folding and looking misty-on Web 2.0 and access
to a semantic Web integrated across a huge space of data, you'll
have access to an unbelievable data resource.”
Netflix founder, Reed Hastings [4] thinks that Web 3.0 would
be a full video Web as stated below:
“Web 1.0 was dial-up, 50K average bandwidth; Web 2.0 is an
average 1 megabit of bandwidth and Web 3.0 will be 10
megabits of bandwidth all the time, which will be the full video
Web, and that will feel like Web 3.0”
Web 3.0 in Education & Research
Copy Right © BIJIT – 2011; July – December, 2011; Vol. 3 No. 2; ISSN 0973 – 5658 336
Yahoo founder, Jerry Yang thinks that the new era of tools &
techniques for creating programs, data, content and online
applications will blur the distinction between professional,
semi-professional and consumers. At the TechNet Summit in
November 2006, Yang stated [4]:
“Web 2.0 is well documented and talked about. The power of
the Net reached a critical mass, with capabilities that can be
done on a network level. We are also seeing richer devices over
last four years and richer ways of interacting with the network,
not only in hardware like game consoles and mobile devices,
but also in the software layer. You don't have to be a computer
scientist to create a program. We are seeing that manifest in
Web 2.0 and Web 3.0 will be a great extension of that, a true
communal medium…the distinction between professional,
semi-professional and consumers will get blurred, creating a
network effect of business and applications. ” Finally, we
consider what Google’s CEO, Eric Schmidt [5] stated:
“Web3.0 as a series of combined applications. The core
software technology of Web3.0 is artificial intelligence, which
can intelligently learn and understand semantics. Therefore, the
application of Web3.0 technology enables the Internet to be
more personalized, accurate and intelligent.”
These are some of views about Web 3.0 of the different experts
of IT industry. Next, we discuss some of characteristics of Web
Four characteristics of Web 3.0, as given below, can be
summarized from the above definitions and descriptions.
3.1 Intelligence:
Experts believe that one of the most promising features of Web
3.0 will be Web with intelligence, i.e., an intelligent web.
Applications will work intelligently with the use of Human-
Computer interaction and intelligence. Different Artificial
Intelligence (AI) based tools & techniques (such as, rough sets,
fuzzy sets, neural networks, machine learning etc) will be
incorporated with the applications to work intelligently. This
means, an application based on Web 3.0 can directly do
intelligent analysis, and then optimal output would be possible,
even without much intervention of the user. Documents in
different languages can be intelligently translated into other
languages in Web3.0 era. Web 3.0 should enable us to work
through natural language. Therefore, users can use their native
language for communication with the others around the world
3.2 Personalization:
Another characteristic of Web 3.0 era is Personalisation.
Personal or individual preferences would be considered during
different activities such as information processing, search,
formation of personalized portal on the web. Semantic Web
would be the core technology for Personalisation in Web 3.0
[7] [8].
3.3 Interoperability:
In the context of Web 3.0, the terms Interoperability,
collaboration and reusability are basically interrelated.
Interoperability implies reuse, which is again a form of
collaboration. Web 3.0 will provide a communicative medium
for knowledge and information exchange. When a person or a
software program produces information on the Web and this
information is used by another, then the creation of new form
of information or knowledge takes place [24]. Web 3.0
applications would be easy to customize & they can
independently work on different kinds of devices. An
application based on Web 3.0 would be able to run on many
types of Computers, Microwave devices, Hand-held devices,
Mobiles, TVs, Automobiles and many others. Pervasive Web is
the term used to describe this phenomenon where web is
operable to a wide range of electronic devices.
3.4 Virtualization:
Web 3.0 would be a web with high speed internet bandwidths
and High end 3D Graphics, which can better be utilised for
virtualisation. The trend for future web refers to the creation of
virtual 3-Dimensional environments. An example of the most
popular 3-D web application of Web 3.0 is Second Life [7].
Based upon the above definitions, it is likely that the new
generation of web applications will have some specific core
technologies to support them. In this section, we present some
of the major trends in terms of technologies that might become
the building blocks of the next generation of the Web. Figure 1
depicts the evolution of the web in terms of the core
technologies, the content and services available to end users.
Figure 1: Evolution of the Web
4.1 Semantic Web:
The extension of the World Wide Web that provides an
efficient & easier way to share, find and combine data &
information from distinct sources is called Semantic Web. In
the simplest terms, we can define Semantic Web as a
relationship between things, described in a manner which
makes people and machines able to understand. We may say,
BIJIT - BVICAM’s International Journal of Information Technology
Copy Right © BIJIT – 2011; July – December, 2011; Vol. 3 No. 2; ISSN 0973 – 5658 337
Traditional World Wide Web = Web of Documents with
Limited Interoperability,
Semantic Web = Web of Integrated, Linked meaningful Data.
Semantic Web is all about data integration. The Semantic Web
converts “display only” data to meaningful information by
using metadata. Ontologies, which contain the vocabulary,
semantic relationships, and simple rules of inference and logic
for a specific domain, are accessed by software agents. These
agents locate and combine data from many sources to deliver
relevant information to the user [23].
One of the objectives of Semantic Web is to identify and
provide the exact required data that matches the keywords
provided by the user. For example, if we search keyword
datamining through Google, yahoo or any of search engines,
millions of web pages appear as search results out of which a
few may have some relevant information and all other pages
may be useless. Web 3.0 in terms of Semantic Web is the third
generation of World Wide Web in which machines will have
the ability to read Web contents like Human beings and also
the ability to follow our directions. For example, if you order to
check the schedules of all the show timings of a film in
theaters, for your preferred timings, within a 20 km radius, then
it follows and provides the appropriate information in respect
of your preferences.
4.2 The 3D Web:
This trend of the future World Wide Web refers to the
formation of virtual 3-dimensional worlds on the Web. The use
of 3D graphics will be extensively utilized in the development
of Web 3.0 tools or applications. High speed Internet, quicker
processing speeds, higher screen resolutions, 3D gaming
technology and augmented reality will transform the Web
browsing into a 3D experience, where you actually move
through the virtual corridors of the Web, as a virtual avatar of
your real self [2]. Recently several Internet-based elementary
virtual worlds, such as Radar Networks [9], Second Life [11],
IMVU [12], Active Worlds [13], and Red Light Center [10],
have gained huge attention by the public worldwide. Users of
these virtual worlds are growing in a big way everyday. For
instance, at the end of March 2008, Second Life had more than
13 million accounts with around 38,000 users logged on at any
particular moment [14]. These types of environments allow
users to experience new things which they may never be able to
have in their real life. Users create avatars on the Web and
allow them to reside in the virtual worlds. The residents or
avatars of these virtual worlds can explore, interact with other
residents, socialize, participate in different activities, create and
serve different types of services. The possible interactions in
these virtual worlds occur through text, chat messaging, audio
chat, and/or with video.
4.3 The Social Web:
The Social Web explains the interaction of people with one
another using the underlying technologies of World Wide Web.
Technology advancements in Web 3.0 will take the current
social computing to a new level called Semantic Social
Computing or Socio-Semantic Web which will develop and
utilize knowledge in all forms, e.g., content, models, services,
& software behaviors [15]. Semantic Web and, in general,
Artificial Intelligence technologies will add underlying
knowledge representations to information, tags, processes,
services, software functionalities and behaviors. The wisdom of
crowds will come not from the consensus decision of the
group, but from the semantic and logical aggregation of the
ideas, thoughts, and decisions of each individual in the group.
Instead of linking documents only, the future Social Web will
link people, organizations, and concepts automatically.
4.4 The Media Centric Web:
The most of traditional search engines provide search results on
the basis of text inputs. Web 3.0 searches will not restrict them
only to the text based searches. Web 3.0 searches will be able
to find out the related similar media objects based on its
features. The search engines would be able to take input(s) as a
media or a multi-media object and will be able to search out
related media objects based on its features [2]. For example, to
search images about cars, we need to provide an input as an
image of a car and the search engine should be able to retrieve
images of cars with similar features. The same kind of search
possibilities should be applied with other media objects such as
audio and video. The work in this direction is already going on.
Some good examples of this kind of technology can be found
on software like Ojos Riya [16] photo sharing tool that allows
to automatically tag images using face recognition, similarly
the site [17] enables the user to search for products
based on similar images.
4.5 The Pervasive and Ubiquitous Web:
Remarkable developments in technologies such as wireless
communications, wireless networking, mobile computing
devices, artificial intelligence, software agents, Enabling
technologies (e.g., Bluetooth, BANs, PANs, 802.11 wireless
LANs), embedded systems, wearable computers have led to the
evolution of Pervasive & Ubiquitous computing platforms.
According to Peter Robinson [25], Ubiquitous and pervasive
computing may be defined as the task of embedding small and
mobile devices into existing IT and computing infrastructures,
so that it allows users to access and manipulate information
where and when it matters, even while on the move. The scope
and use of web services will not limit us only to computers and
mobiles but web services will be equally available in clothing,
appliances, and in automobiles and much more. We need not
evoke these services every time; they will work and perform
their task themselves cooperatively and automatically. The
involvement of user to devices to access and work would be
almost nothing. For example, using the future web services we
Web 3.0 in Education & Research
Copy Right © BIJIT – 2011; July – December, 2011; Vol. 3 No. 2; ISSN 0973 – 5658 338
can find windows and curtains that check the weather and
automatically open and close accordingly; home appliances
that know our daily routines and preferences and communicate
to each other to provide us with a more comfortable living [2].
As stated above, Web services would play an important role in
this direction and device embeddable form of light weight web
services will be required. The communication between
different types of devices and the Web would be possible with
the help of Service Oriented Architectures (SOA) and related
technologies for ensuring cross-platform interoperability. Some
leading software companies are working in this direction.
Microsoft has released a development API [19] also, it has
released exceptional innovations featured product called Life
Ware [19], which is an excellent example of what this
technology can bring in the future [20].
The learning in Web 2.0 emphasizes the active participation of
internet users and interaction among social communities,
through social network tools or social software such with Blog,
wiki, social book marking and social networking. The tools &
services of Web 3.0 technologies would foster a more open
approach to learning. Web 3.0 has been proposed as a possible
future web consisting of the integration of high-powered
graphics (Scalable Vector Graphics or SVG) and semantic data.
There have also been discussions around 3-D social networking
systems and immersive 3-D internet environments that will
take the best of virtual worlds (such as Second Life) and
gaming environments and merge them with the Web.
About Web 3.0 in learning, the Tony Bingham, ASTD
President and CEO says:
“In the Semantic Web, content will find you—rather than
(you) actively seeking it, your activities and interests will
determine what finds you, and it will be delivered how you
want it and to your preferred channel. The Semantic Web
provides tremendous potential for learning.”
We are in the beginning of a new revolution in information
management and sharing that will make more and more content
available to any combination of human and computer
processing, allowing new means of collaboration between and
across disciplines.
Web 3.0 offers many tools and services for different kind of
web applications on Internet, as shown in figure below.
Figure 2: Web 3.0 Tools & Services
Next, we describe briefly some of the Web 3.0 tools and
services which are useful for the education and research:
5.1 Learning with 3D-Wikis / Virtual 3D Encyclopedia:
A Wiki is a system that allows one or more people to build up a
collection of knowledge in a set of interlinked web pages, using
a process of creating and editing pages. Wikis are playing
significant role in content creation, publishing, editing,
revising, and collaborating for knowledge creation. Wikis are
being used for maintaining and building a repository of content
and material. Students are able to work collaboratively and post
large items. Ease of use of the wiki software makes it a simple
matter for an editor (faculty) to delete/revert or modify the
content. With the evolution of 3D web, researchers &
technocrats have been working on new projects to bring a new
dimension to the world of Wikis & encyclopedia. Some
examples of this kind of technology can be found on software
like Copernicus-3D Wikipedia (see
[18]. Suppose a Learner had performed the search and chose
one of the results related to information about a specific
geographical region, the camera will move to the particular
place on the spinning globe to send relevant audio/video
information. For instance, the camera will “fly” towards the
island of Ireland as a result of searching for irish heritage park;
eventually, the article about the Irish Heritage Park in
Williamsburg will be presented to the user alongwith the video
on irish heritage park [18]. 3D Wikis would be able to provide
rich & effective environment involving all media and
animation, for learners, so that they can have better impact on
learning & knowledge.
5.2 Learning with 3D Virtual worlds & Avatars:
As mentioned earlier, a 3D virtual world is a mix of 3D gaming
technology, augmented reality, simulated environment powered
with Internet technology where users interact through movable
avatars. Users create avatars on the Web and allow them to
reside in the virtual worlds. Learners can create their own
avatars on the web & reside in these worlds. Virtual worlds can
be seen as the beginning of new era of e-learning as they allow
BIJIT - BVICAM’s International Journal of Information Technology
Copy Right © BIJIT – 2011; July – December, 2011; Vol. 3 No. 2; ISSN 0973 – 5658 339
learners to do role-play, 3D modeling, simulations, creativity
and their active involvements. There is a huge space for
conducting research relating to the pedagogical benefits of
teaching and learning in 3D virtual worlds. Recently several
web based 3D virtual worlds, such as Second Life [11], IMVU
[12], Active Worlds [13], and Red Light Center [10], have
gained attention by the students and teachers for education &
learning worldwide. Educators may conduct classes in a variety
of different settings within a 3D virtual world where they can
interact in real like environment of a class. Educators &
learners may collaboratively conduct sessions from
geographically dispersed locations in a shared virtual 3D space.
They can allow educators & learners in conducting meetings,
seminars, presentations, digital exhibitions where learners can
come and interact like the same way we do in our real life. 3D
virtual worlds available today and in coming future will be very
helpful across a diverse range of disciplines including
education, medicine, business, commerce, science,
communication, media, art, architecture and design, law,
computer science, language learning, history and geography to
mention but a few.
5.3 Intelligent Search Engines:
In the last few years, learning processes have benefited from
the technological evolution of the web. The dispersion of the
web has permitted the introduction of new educational
processes, which are more flexible for accessing the resources
for learning. Now a days Internet has become the most useful
and powerful source of information. In order to effectively deal
with the huge amount of information on the web, advanced
web search engines have been developed for the task of
retrieving useful and relevant information in multimedia form
for its users [21].When you use a traditional Web search
engine, the engine isn’t able to really understand your search. It
looks for Web pages that contain the keywords found in your
search terms. The search engine can’t tell if the Web page is
actually relevant for your search. It can only tell that the
keyword appears on the Web page. A Web 3.0 era of Agents
based-search engine could find not only the keywords in your
search, but also interpret the context of your request. It would
return relevant results and suggest other content related to your
search terms. Experts believe that Web 3.0 will provide users
with richer and more relevant experiences. Experts also believe
that with Web 3.0, every user will have a unique internet
profile based on that user’s browsing history. Web 3.0 will use
this profile to tailor the browsing experience to each individual.
That means that if two different learners, each performed an
internet search with the same keywords using the same service,
they would receive different results determined by their
individual profiles [22]. Students will also benefit from
knowledge construction powered by the Semantic Web. A
Semantic Web Agent based search engine will return a
multimedia report rather than just a list of hits. A smart agent
can return local lectures, relevant blogs, books and television
programs about the topic to the learner. Ontologies will link the
learner’s needs and characteristics so that personalized agents
can search for learning material based on the learners’ needs
[23]. Learners can apply the same kind of search possibilities
with other media objects such as image, audio, and video.
Some examples of this kind of technology can be found on
software like Ojos Riya photo sharing tool that allows to
automatically tag images using face recognition [16], or which enables the user to search for products based
on similar images [16].
5.4 Online 3-D Virtual Labs / Educational labs /
Simulations or 3D Web:
3D rich graphical user interfaces will act as a powerful
platform for the users to participate and perform collaborative
activities, sharing results and exchanging media information
among participants in a more natural way [26]. The following
are some of the examples of 3-D Virtual Labs/Educational
labs/Simulations or 3D Web based applications that will shape
future education:
1. To visit places those are not accessible: Visiting different
places in virtual worlds would benefit learners in many
ways. Ancient places where students can reach there in a
small span of time virtually. For example, to take a look at
ancient places like Tajmahel, Red fort or Rome, Students
can interact & experience with the environment of the
places, other students and can have their teacher as guide
through the web. Similarly, they can see the Egyptian
pyramids or visit an Egyptian village in the same way.
There is so much scope where we can teach the students
and give them a safe and economic way of experiencing
such things.
2. To promote student collaboration: Students can come
together & meet virtually in diverse and attractive manner.
They can collaborate & work on common projects.
Students & Educators may have discussions, talk, connect,
and chat on the common projects. Additionally, they can
fly over and move things around in a 3D world. They can
even use & work in multiple 3D worlds instantaneously.
3. To promote assessment through Project Based
Learning: For instance, students can do research and
create a (virtual) village in, say, the Roman Empire.
Additionally, a whole group of students around the world
could create this environment while attending a distance
learning course. This way they can work together on a
project & able to experience the interesting ways of
learning at a distance.
4. To develop scenarios and simulations: High end graphics
and rich 3D internet applications can be utilized to make
simulation based environments or Labs where learners can
learn or even do experiments. These Labs are so-called dry
labs. These Web based Labs can prove to be quite
Web 3.0 in Education & Research
Copy Right © BIJIT – 2011; July – December, 2011; Vol. 3 No. 2; ISSN 0973 – 5658 340
beneficial for online learners. They could go to an
immersive virtual science lab to do experiments. After the
simulation, students could go offline into a real science lab
to perform the correct experiment and see how it works
[27]. High level scientific experiments could be conducted,
and expert technical training could be obtained, in ways
that a university or school could not afford. For example,
imagine splitting atoms, conducting surgery, flying a plane
or exploring inhospitable environments.
Web 3.0 is more than a set of useful and new technologies and
services. Web 3.0 technologies offer an array of services to
make a true online classroom a reality. Because of its very
nature Web 3.0 services will be having positive impact on
teaching and learning. Web 3.0 technologies offer benefits of
3D-wikis, 3D Labs; Intelligent Agent based search engines,
Virtual environments like Avatar and Semantic Digital
Libraries etc. In our vision of the Web 3.0, we foresee a
scenario where such ubiquitous technologies will create a
convergence of real and virtual environments, where the user
will seamlessly interact with humans and machines either
through virtual means or in the real world. These benefits can
be directly aligned to the existing best practices in online
education, and make further authenticated and effective
educational environment.
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... New technologies have changed the way the web is used and user roles and opened up new possibilities with artificial intelligence-based applications. This situation has enabled the concept of Web 3.0 to settle today and has become open to using in every field (Lal, 2011). ...
... The term Web 3.0 was first mentioned by John Markoff in a blog post in 2006 (Lal, 2011). The main purpose of web 3.0, which was initially described as the semantic web, is to facilitate access, search, sharing, and management of information through the combination of technologies and information management structures (Mora et al., 2019). ...
The current study aims to investigate the literature on the use of web tools in language teaching with an in-depth analysis by obtaining the opinions of the trainees of the certificate program in different periods. Literature on the use of web tools was analyzed according to certain criteria and summarized to gain a broad perspective. The research was carried out with 45 trainees within the scope of the case study. The online certificate program, in which the study is conducted, is a certificate program that is organized periodically within the scope of Teaching Turkish as a Foreign Language, and its target is teachers or pre-service teachers. A different subject is covered in each course in the certificate program. One of the topics covered in "The Use of Web Tools in Language Teaching". In the context of this subject, theoretical and practical training is given on the use of web tools in online language teaching. Within the scope of this course, the learners were given training on the use of web tools in language teaching, and applications were made. The same training was given for each group and data collection was carried out immediately after the training. The data was obtained online from the participants in three different certificate programs held in different periods. The data were analyzed with NVivo 12 software and content analysis was performed. The results of the research were interpreted in line with the working groups and suggestions were made.
... Web 3.0 and AI can facilitate collaboration and communication in Life Sciences Education (Lal, 2011;Miranda et al., 2014;Pattnayak & Pattnaik, 2016). These technologies can connect students and educators, regardless of their geographic location. ...
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Life Sciences Education has become increasingly important in today's rapidly changing world, as it equips students with the knowledge and skills needed to tackle complex global challenges in various biology fields. With the emergence of Web 3.0 and Artificial Intelligence (AI), numerous opportunities exist to revolutionize Life Sciences Education and enhance student learning. However, integrating these technologies into traditional teaching methods poses significant challenges. This paper aims to explore the opportunities and challenges of Web 3.0 and AI in Life Sciences Education and provide recommendations for successful integration. The opportunities of Web 3.0 and AI in Life Sciences Education include enhanced personalized learning, increased engagement, access to vast amounts of data, and innovative assessment strategies. However, ethical concerns related to AI, integration with traditional teaching methods, training and professional development for educators, and cost and accessibility issues are among the challenges. The paper also provides case studies of successful implementation and recommendations for addressing ethical concerns, professional development, funding and accessibility, and collaboration between educators and technology experts. The paper concludes with implications for future research and practice in Life Sciences Education.
... Artificial Intelligence: Web 3.0 leverages artificial intelligence, which enables intelligent processing and analysis of data, enabling more advanced applications and services. Overall, Web 3.0 represents a significant shift in the way that the internet is designed and used, enabling a more decentralized, secure, and intelligent web that has the potential to transform various industries and sectors [3]. ...
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Artificial Intelligence (AI) has emerged as a key driver of innovation in the digital era, offering new possibilities for the development of Web 3.0. Web 3.0 represents the next evolution of the internet, characterized by decentralized systems, peer-to-peer networks, and advanced technologies such as blockchain and smart contracts. In this paper, we provide an overview of the role of AI in the development of Web 3.0, its opportunities, and challenges. AI can be used to process and analyze large amounts of data more effectively, enabling more intelligent decision-making and insights. We review the key concepts and technologies of Web 3.0, including the Semantic Web, and ontologies, and highlight the potential of AI to transform various industries, including healthcare, finance, and education. We also analyze the challenges of AI in Web 3.0, including data privacy, bias, trust, and ethics, and discuss the potential implications of AI in Web 3.0 for society as a whole. Finally, we outline the future directions and implications of AI in Web 3.0, and recommend areas for future research. Our paper contributes to a better understanding of the potential impact of AI on the development of the web and its implications for society as a whole.
The concept of Decentralized Internet or Web3.0 has gained the audience’s attention and has shown exponential growth. The researcher’s community believes that Web3.0 is the next big step in the progression of the web we know now. Bitcoin whitepaper made Blockchain famous among researchers and developers. Blockchain is the technology that provides Decentralization, Auditabilty, Consistency, and Anonymity. The introduction of blockchain protocols compatible with smart contracts such as Ethereum, Near, Polygon, Solana, etc., makes it easier for the developer to quickly build Decentralized Applications, i.e., Dapps. These Decentralized Applications create Decentralized Internet and an alternative to web2.0. In this research paper, We have extensively discussed the core Blockchain technology inspired by the Bitcoin whitepaper and four Blockchain protocols: Ethereum, Near, Solana, and Polygon. We have distinguished these protocols based on the Consensus mechanism, Level of Blockchain, Speed of Transactions, Smart Contracts, etc.
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The advent of modernization in the last century has led to major changes in Islamic countries in terms of special organization and structure. This kind of process has especially affected urban development and heritage buildings. The Bazaars, as heritage building that is the root of the urban formation in traditional Iranian architecture, have faced these changes and challenges. The Bazaar is a fundamental concept known worldwide; its typologies, from the past till nowadays, have shaped people's identity and played a political, cultural, social, and economic role in society. Tabriz's Bazaar is a symbol of urban life and liveliness within the Iranian ecosystem. Tabriz's indoor Bazaar has played a critical role in social and cultural development with its artistic architectural design. Consequently, the Bazaar, with its architectural construction and planning, draws the attention of its local and foreign visitors. However, the modernization process has affected the breadth and distribution of the Bazaar's essential functions and reduced its values and social roles. And the development and increase of new trade centers have caused the Bazaar to lose self-value and emphasis in the lives of new generations. As a result, new trade centers have gained a valuable place in people's lives in the new generation. The present study focuses on the effects of modernization on specific cultural heritages, especially on commercial areas in the case study Tabriz region. In the present study, two significant objectives have been considered. First, the type of Tabriz indoor Bazaar architecture has been analyzed by a chronological study to identify the difference between the new commercial centers and the role of the Bazaar (Bazaar, Mall, and CBD) in contemporary Iranian cities, then to criticize the impact of modernization on the commercial typologies. The quantitative method of this study is analytically based on a field study using questionnaire data collection tools. And based on the qualitative research method, Tabriz Ground Bazaar was selected as the case study in order to be evaluated the urban development and chronological comparative studies by using architectural and historical documents. Keywords: Modernization, Commercial center, Bazaar, CBD & Malls, Tabriz city, Identity
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Since the birth of the internet, its fast development and the introduction of a new technological era with Metaverse recently, transferred many things done by the individuals, to digital world from the real one. All necessities of humans, in this digital world, as shopping to education are done in a 3D virtual setting where payments are done with crypto money instead of real money. Even the artwork is now available to buyers in the digital environment. With Metaverse, new professions have emerged and various money-making means shifted the economy to different dimensions. Metaverse brings conveniences to human lives but there are also some difficulties appearing on the way presented as disadvantages and uncertainties. As a new thing for human life, its positive sides catch more attention. Through the augmented reality and virtual reality technologies, real-life objects can be carried into virtual environments where its users experience a real life feeling. In this study, the historical development of the internet and its current version are discussed. The history of the Internet, which started with Web 1.0 with a non-interactive and static structure, continued with Web 2.0 with an interactive and dynamic structure, has developed to the present day as Web 3.0 which can be interpreted by computers and machines. Moreover, in this study, the positive and negative effects of Metaverse that may have on human lives and games in the future is discussed and specified. In addition, financially important Blockchain technology that is widely used nowadays is also analyzed.
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Information and Communications Technologies (ICTs) continue to ex-pand the borders of higher education into an anytime and anywhere experience. Mobile technology presents new means for students to access classroom infor-mation and communicate with peers and lecturers. Today, mobile phones have become popular devices for accessing and sharing information. Such mobile de-vices include personal smart phones, tablets, Personal Digital Assistants (PDA), iPod touches, iPad, and numerous other devices. There is no doubt that the usage of mobile devices for academic purposes is becoming increasingly popular. Uni-versities now consists students who are easily connected to technology and smart mobile devices. Despite the growth of mobile usage, some lecturers do not allow mobile usage during lectures. A mixed method was applied to determine mobile ownership and usage during lectures. Quantitative and qualitative approaches were incorporated in data analysis. Results show that students are increasingly utilising their mobile phones during lectures. The results helped in formulating the recommendations discussed in the paper.
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As the Internet grows, so are advertising possibilities and challenges. Web 3.0 will boost the emerging economy as Internet access grows. The extent to which web 3.0 customer acquisition practises impact developing country marketplaces is debatable, although comparable tactics have been effective in wealthier countries. The report examines Web 3.0 e-business commerce's environment and strategy. This research, grounded on the theory of wants and needs, examines the tactics used by these regional businesses in an effort to clarify the factors that set them apart when it comes to e-commerce and to answer the question of how Web 3.0 firms can thrive in the new economic landscape. Lastly, we talk about some potential restrictions and implications.
In web-based marketing, the constant growth of the Internet has thrown up inconceivable opportunities and problems. Web 3.0, the most recent version of the web, is believed to be a technologically sophisticated medium that allows users to Read/Write/Execute and also allows robots to perform some of the thinking formerly reserved for human beings, but also as a game changer on the existing business models on which digital marketing is conducting nowadays. Online marketing with web 3.0 is also known as intuitive Web, which is a Semantic Web that allows web services to communicate with one another whilst web users are engaged and rewarded. Individualized and behavioral Web 3.0 will be the norm. Web 3.0 has generated new tools and technology for aiding web-based marketing in a short amount of time and in full transparency. To begin, this article addresses certain Web 3.0 concepts, development, and features. We explored the influence of web 3.0 on marketing in this study, as well as the many aspects that contribute to marketing uplift. Web 3.0 is a word used to describe the interaction that occurs as a result of the evolution of Web use and the transformation of the Web into a decentralized database. Smart web with intelligence analysis, personalization, interoperable web, virtualization (virtual 3D environments), blockchain technologies supporting smart contracts and multimedia are some of the most significant elements of these technologies. The broad adoption of Web 3.0 technologies in marketing settings has resulted in the creation of e-marketing 3.0. Web 3.0 is defined by facilitating cooperation and is powered by co-creation tools.
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Version numbering of the Web has become a common practice in recent years. The latest version is the Web 3.0. However, this term is still somehow ambiguous and IT experts do not seem to agree on a specific definition. We present a review of such different trends for the next generation of the Web, while providing our own view for a next generation Web version that makes a convergence between the real world and the virtual means of communication and information access, enabling an ambient intelligence scenario of pervasive and ubiquitous computing.
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The World Wide Web allows users to create and publish a variety of resources, including multimedia ones. Most of the contemporary best practices for designing web interfaces, however, do not take into account the 3D techniques. In this paper we present a novel approach for designing interactive web applications - 2-Layer Interface Paradigm (2LIP). The background layer of the 2LIP-type user interface is a 3D scene, which a user cannot directly interact with. The foreground layer is HTML content. Only taking an action on this content (e.g. pressing a hyperlink, scrolling a page) can affect the 3D scene. We introduce a reference implementation of 2LIP: Copernicus - The Virtual 3D Encyclopedia, which shows one of the potential paths of the evolution of Wikipedia towards Web 3.0. Based on the evaluation of Copernicus we prove that designing web interfaces according to 2LIP provides users a better browsing experience, without harming the interaction.
The development of network has brought subject information construction unprecedented challenges and opportunities in higher education institutions. Web3.0 is a recently proposed concept of Internet-based service. This paper introduces the ideas of Web3.0 to subject information integration. By analyzing the current subject information resources and subject information integration approaches in higher education institutions, a design of subject information integration system is brought forward in this paper. This design can give an efficient reference to subject information integration in the context of Web3.0.
Conference Paper
Current IM or SNS system provides a way for users to send message, talk, and share pictures and so on among buddies. However, it's not easy to share an application or other resources among the buddies. A user cannot use the resources in other devices which are lacked locally in run time, but sometimes that is what users want. This paper describes a new and potential Web 3.0 or Web 2.0 plus application to share the capability of different computers or devices among buddies in IM or SNS system. It provides an easy way for each buddy device to advertise their capability, automatically discover other buddy devices' capability and share the capabilities.
The impact of Web 3.0, also known as the Semantic Web, on online learning is yet to be determined as the Semantic Web and its technologies continue to develop. Online instructors must have a rudimentary understanding of Web 3.0 to prepare for the next phase of online learning. This paper provides an understandable definition of the Semantic Web and its terminology, and then explores possible implications of Web 3.0 on online learning. The foundation of the Semantic Web is data integration. By using metadata, “display only” data is converted to meaningful information which can be located, evaluated, and delivered by software agents. Web 3.0 technologies will assist online instructors in the areas of course development, learner support, assessment, and record keeping. Online students will benefit from learning personalization and knowledge construction powered by the Semantic Web.
In the context of the semantic Web, notions of collaboration, interoperability, and reuse are intrinsically interrelated: interoperability implies reuse, which in turn is a form of collaboration. If we adopt this viewpoint, the semantic Web becomes essentially a medium for knowledge exchange, in which the knowledge produced by one agent is consumed by another agent, possibly to create new knowledge. A collaboration-centric perspective on the semantic Web introduces both challenges and interesting research directions. Clearly, it's no longer desirable that the process of authoring semantic content necessarily take place in a room full of experts and ontologists. Indeed, as we move from classic Web 2.0 technologies to scenarios in which semantic content is created, our technologies need to change so that it becomes possible to create and exchange knowledge transparently, in accordance with the medium's openness and the knowledge producers' various goals and skill levels. In this article, we examine three modalities for collaborative semantic authoring based on selecting and reusing external, open semantic resources. These three ways of creating semantic content correspond to three levels of interaction between the user and the created resources. We illustrate each level by describing a tool we designed in the context of our research on semantic Web applications at the Knowledge Media Institute.
Conference Paper
The increasing use of computers to manage everyday business poses problems for workers when they are away from their home environment. There are two key problems: . How can a mobile worker share a limited part of their home environment with colleagues in a foreign environment while maintaining its security? . How can a mobile worker identify and interact with local services available in a foreign environment? This paper describes a scheme for controlling access to pervasive Web services together with a tangible user interface for their presentation.
  • Prof Rajiv
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Intelligence Based Search Engine System For Web Mining, Research, Reflections and Innovations in Integrating ICT in Education
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S. A. Inamdar and G. N. Shinde, "Intelligence Based Search Engine System For Web Mining, Research, Reflections and Innovations in Integrating ICT in Education", 2009
A 'more revolutionary' Web". International Herald Tribune Published: Wednesday
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Victoria Shannon,"A 'more revolutionary' Web". International Herald Tribune. Published: Wednesday, May 24, 2006. business/Web.php (visited on 2/04/11)