Cognitive Interfund Transfer

What about Web 3.0? So, that’s a very brief description of the shift to Web 2.0, but what about Web 3.0? Does there have to be one? Is it already here? I’ve heard quite a few people speculating about Web 3.0. At one point, when virtual worlds such as Second Life were all the rage, it was being described as Web 3.D and many were predicting that the web would become a 3 dimensional space that we would fly around using our virtual avatars. Others have described Web 3.0 as the ‘semantic web’. The development of semantic web standards was designed to help computers ‘understand’ and read web pages and make connections between them. This would dramatically improve the effectiveness of search engines and help people to access web based information more effectively. One of the most recent predictions is that with the drastic growth of internet able hand-held devices such as phones, gaming consoles and tablet devices Web 3.0 will be all about ‘the mobile web’.

Augmented reality is a kind of fusion between our existing physical reality and the internet.

What it means in reality is that mobile devices, will help us to access information from the internet which is specific to our physical location and proximity to real world objects places and even people. Check out mobile apps from Gowalla and Foursquare for examples of this.

Project-based learning: Games are interactive, "lean-forward," and participatory. They enable players to step into different roles (e.g. scientist, explorer, inventor, political leader), confront a problem, make meaningful choices and explore the consequences of these choices. Games can help make learning more engaging, relevant and give students real agency in ways that static textbooks simply cannot.

Personalized learning: Games are designed to enable players to advance at their own pace, fail in a safe and supportive environment, acquire critical knowledge just-in-time (vs. just-in-case), iterate based on feedback and use this knowledge to develop mastery. Games can help teachers manage large classes with widely divergent student capabilities and learning styles through embedded assessment and individualized, adaptive feedback.

24/7 learning: Games offer a delicate mix of challenges, rewards and goals that drive motivation, time-on-task and a level of engagement that can seamlessly cross from formal to informal learning environments. Given that kids spend more time engaged with digital media than any other activity (other than sleep), games can enable an increasing portion of this out-of-school digital media time to effectively reinforce in-school learning (and vice-versa).