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This is a key component of the Semantic Web because IPAs will make the intelligent connections between content, mapping relationships, and alerting users and systems to content that previously would not have been identified, or if recognized, would have been discovered accidentally by searching or user recommendation. The Web will essentially be building correlations between defend types of learning interaction regardless of whether the user is online.

The potential of the Semantic Web could actually revolutionize the learning experience. Roger Schank, who helped found the Learning Center at Carnegie Mellon University, designed a new methodology that eliminates classes, tests, lectures, and even programs themselves.

Schank argues the most effective way to teach new skills is to put learners in the kinds of situations in which they need to use those skills, and to provide mentors who help learners as and when they need it. Effective learners come to understand when, why, and how they should use skills and knowledge. They receive key just-in-time lessons, in such a way that learners will most likely remember the information later when they need it. In a Semantic Web context, learning would be continuously invigorated with the obvious benefits being an increase in the quality of content and the sophistication of student interactions.

The prospect of applying semantic concepts to learning administration as well as direct pedagogy could offer benefits to the institution and the learner.

educational organizations should keep data secure while addressing issues around open access, though in principle the way would be clear to integrate systems across intranets and extranets.

Government agencies and lawmakers need to engender the broad necessity and the vision as well as provide adequate support and development mechanisms for those institutions and innovators wishing to further semantic applications within e-learning. Finally, and perhaps most importantly, the learners and tutors must embrace the new opportunities and pedagogical frontiers that a web of meaning could ultimately deliver.

With the introduction of Friendster the user can now create a digital persona without having any programming knowledge.

First was MySpace, which gave users access to their profiles HTML and CSS.

This feature to the SNS provided the user the ability to personalize their digital persona, and allowed them to express their individuality.

The next step in user control was given by Facebook, when the site allowed users develop and incorporate widgets into their profiles. The SNS Ning goes one step further by combining both the ideas of MySpace and Facebook, Ashlock says, “Giving users the power to construct an authentic identity while providing access to a rich array of Web 2.0 content.”

It is my conclusion that it is this focus on fluidly intertwining the Internet with the daily lives of its users that will progress Web 2.0 to Web 3.0. Just take a look at the latest advancements in mobile technology and you will see that the user’s ability to be connected has progressed away from the desktop computer.