...and the Web was good. Things could be looked up, e-mail could be sent. But Web 1.0, as it is now called, was static.
Here is a good visualization of the differences between Web 1.0 and the emerging Web 2.0, with nods to Tim O'Reilly, Dale Doughtery, John Battelle, and their Web 2.0 Conferences:
| Web 1.0 | Web 2.0 | |
|---|---|---|
| DoubleClick | → | Google AdSense |
| Ofoto | → | Flickr |
| Akamai | → | BitTorrent |
| mp3.com | → | Napster |
| Britannica Online | → | Wikipedia |
| personal websites | → | blogging |
| evite | → | upcoming.org and EVDB |
| domain name speculation | → | search engine optimization |
| page views | → | cost per click |
| screen scraping | → | web services |
| publishing | → | participation |
| content management systems | → | wikis |
| directories (taxonomy) | → | tagging ("folksonomy") |
| stickiness | → | syndication |
Web 2.0 is based on these: crowd sourcing (think Wikipedia), sharing, collaboration, lack of control, decentralization, uncontrolled vocabularies, participation, collective intelligence, and peer to peer creation.
Using Web 2.0 technologies simply and effectively can enhance how you engage with your students, how you assess the work they do in class, and how you can reach them at a distance with minimal work on your part.
If you have a student who can't manage Canvas, download TechSmith Capture to your desktop, take a few screenshots, throw in a few comments and big red arrows, and e-mail the screenshots to your student.
If you need to create an online collaborative space quickly, use Tiny Chat or Big Marker.
If you're tired of the same old reflection papers, substitute an animation for one of them. You'll get a kick out of what your students prepare, and they may enjoy the change (I highly recommend Museum Box or Animoto!).
Play, experiment, challenge yourself. But don't get too comfy—Web 3.0 is not far away!
