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alwaysaddglitter

The space for social media in structured online learning | Salmon | Research in Learnin... - 3 views

journal.alt.ac.uk/...html_23

2.0 MOOC social web Twitter Facebook learning education

shared by alwaysaddglitter on 20 Jul 18 - No Cached
  • digital social tools and environments located outside of the provision of a formal university-provided Learning Management System.
  • We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time.
  • Social media sites are increasingly being used for educational purposes and a range of benefits and drawbacks have been documented in the research. We examine how the usage of social media in the MOOC enhanced participants’ overall learning experience and how it led to increased networking and knowledge sharing with peers.
  • ...35 more annotations...
  • When deployed for learning, social media can facilitate the development of online communities, allowing for collaborative and participatory engagement by placing emphasis on collective knowledge and social interaction
  • Social media can help strengthen the social relationships among students, heighten students’ self-esteem, and boost their learning performance
  • social media platforms tend to be more popular with students for peer-to-peer interactions (Davies et al. 2010; Veletsianos and Navarrete 2012) due to their familiarity and flexibility.
  • In MOOCs, where engagement and motivation tend to be low (de Freitas, Morgan, and Gibson 2015; Yang et al. 2013), social media may be beneficial in fostering online learning communities, which, in the context of a MOOC, are necessarily located online, enabled by an LMS (also referred to as Virtual Learning Environment) or social networking site.
  • The participants have a shared goal, support one another, produce material collaboratively, show a sense of belonging to the community, and are interested in the welfare of its members.
  • Online learning communities have been found to engage students in collaborative learning and reflective practice (Oliver et al. 2007).
  • Other studies show that students feel that social media reduces student collaboration because students work separately on different parts of a project, which minimises opportunities for collaborative learning
  • Students may feel that using social media in education distorts the boundaries between their online social and educational worlds, between social and informal and formal spaces, and between public and private spaces
  • Both students and academics may feel that social media for educational purposes interferes with their private lives, which raises concerns about representing identities in the online enviro
  • How and to what extent does social media enhance or complement participants’ overall learning processes and outcomes?’ is the key question that drives us to be particularly interested in investigating two outcomes
  • In addition to the structured LMS, more informal social media elements were offered. The CD MOOC designers selected Facebook and Twitter as social media platforms for participants to use, based on the studies that social media contributes to collaborative learning experiences
  • The Facebook group and the Twitter hashtag (#CDMOOC) were created in February 2014 to coincide with the beginning of the CD MOOC.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      The use of hashtags to organize thoughts and connect virtual users seems to be a best practice with online instruction related to social media.
  • On the Facebook group, moderators guided participants to ask questions about the CD MOOC, seek practical help, communicate and discuss issues around work tasks, and share links to online group work and resources. Twitter was used by both the CD MOOC team and participants to share practical information and resources, while also encouraging participants to share their thoughts and experiences.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      #EME6414 is structured relatively the same way minus the Facebook group but rather numerous other groups on various Web 2.0 tools
  • The social media postings data revealed that Facebook was most frequently used by the CD MOOC participants, compared to the microblogging site Twitter.
  • with some participants ‘signing off’ by displaying their certificate of completion.
  • The Twitter hashtag attracted 664 tweets over a 9-month period. Initially, Twitter was used by participants to announce their intention to participate in the CD MOOC, and then during the MOOC to gather, provide and exchange resources and information.
  • approximately half of all interviewees used at least one of the social media platforms in the CD MOOC. The most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilised both Facebook and Twitter.
  • The Facebook group was used for discussions, while Twitter was used for gathering and providing information.
  • The first theme revealed that the online collaboration through social media assisted participants by enhancing their learning. The second theme showcased that many participants enjoyed and benefitted from using social media to engage with a diverse range of people with whom to network and exchange knowledge.
  • the third theme illuminated the reasons behind participants’ objections or reluctance to use social media within their structured online learning experience.
  • These participants reported various positive social aspects of their learning process enhanced by using Facebook, confirming other studies
  • Participants who used the CD MOOC Facebook group, but did not use Twitter, thought that social media was useful for posting and gathering information, and that Facebook improved their learning outcomes by facilitating discussion with peers and moderators. Facebook was also seen as an easy aid to increase learning and encourage discussions with peers as it facilitated the sharing of videos and images, and hence allowed participants to directly see others’ work. Facebook also served as a spark for a discussion, which could then be built upon within the more structured MOOC environment.
  • Both survey and interview participants spoke of the benefits of networking with people from different backgrounds, locations and professional affiliations when using social media platforms to connect and further their learning outcomes in the CD MOOC.
  • ‘collaborating with participants worldwide made it a great cultural experience, particularly in seeing how social media is taking on the world’.
  • The main objections to using social media can be divided into three categories: a belief that social media might be a waste of time; the perception of social media platforms as confusing or intimidating; and concerns about blurring social and professional identities.
  • these participants believed that social media would ‘take time away’ from what could otherwise have been spent on the structured parts of the CD MOOC,
  • Meanwhile, a number of participants wanted to use the social media with which they were familiar and comfortable. Some of these participants were notably less enthusiastic about the use of CourseSites LMS of the CD MOOC, instead preferring to spend time on social media.
  • learners often prefer to use the social media to which they are already accustomed
  • Another objection by participants related to their lack of knowledge about social media platforms and their resulting confusion.
  • A third key objection of participants to engaging with the social media elements of the CD MOOC dealt with reluctance about what was perceived as a potential merging of professional and social identities
  • The reluctance to blur social and professional identities is a common theme emerging from the literature on online learners and MOOC participants
  • Based on their findings, Jones et al. (2010) recommend that learning design address individual student preferences to either combine or separate their online identities.
  • The benefits included enhancing learning through the social and informal interaction with their peers, and from the online communities that formed around the CD MOOC. Connecting with peers using social media also strengthened participants’ sense of belonging to the CD MOOC cohort.
  • The challenges of online learning include becoming skillful in and comfortable with new technology, developing ways to relate to and communicate with other learners online, and becoming comfortable about having an online presence and digital identity.
  • The space for social media in structured online learning
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • alwaysaddglitter on 20 Jul 18
     
    In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • neus6414 on 21 Jul 18
     
    Were you able to share your annotations because it was a web version of the article rather than the .PDF? I tried to do that with mine but couldn't get it to work.
Gale Allbritton

Online Whiteboard and Collaboration - Scribblar.com - 0 views

www.scribblar.com

chat collaborate learning onlineteaching

shared by Gale Allbritton on 30 Jun 13 - Cached
  • Gale Allbritton on 30 Jun 13
     
    Scribblar is a collaboration tool that is perfect for online tutoring and real-time collaboration.
Vanessa

Take Social Collaboration To Next Level - Global Cio - Executive - 2 views

www.informationweek.com/...240157567

Internet 2.0 social collaboration

shared by Vanessa on 05 Jul 13 - No Cached
  • Vanessa on 05 Jul 13
     
    Interesting article -- introduces idea of "creation spaces" Some of you might find some inspiration here for Produsage 1.
Michele Gardner Hale

Eric Whitacre: A virtual choir 2,000 voices strong | Video on TED.com - 0 views

www.ted.com/...choir_2_000_voices_strong.html

TED choir whitacre youtube 2.0 Internet collaboration

shared by Michele Gardner Hale on 19 Aug 13 - No Cached
  • Michele Gardner Hale on 19 Aug 13
     
    a beautiful example of collaboration...
hopeandpeace

20 Tips for Creating a Professional Learning Network - Getting Smart by Miriam Clifford... - 1 views

gettingsmart.com/...-professional-learning-network

PLN Creating a Professional collaboration learning technology tech tools network

shared by hopeandpeace on 10 Jul 15 - No Cached
  • hopeandpeace on 10 Jul 15
     
    Networking is a prime form of 21st century learning. The world is much smaller thanks to technology. Learning is transforming into a globally collaborative enterprise. Take for example scientists; professional networks allow the scientific community to share discoveries much faster.
hajeen

Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis - 1 views

www.tandfonline.com/...09588221.2014.960942

CMC ESL EFL writing peerreview peerfeedback

shared by hajeen on 19 Jul 18 - No Cached
  • hajeen on 19 Jul 18
     
    Many recent studies show the effectiveness of Web 2.0 technologies on collaborative writing for L2(ESL/EFL) students. Web 2.0 tools such as Wiki, Facebook, and Forum have been adopted in an L2 class to enhance students' motivation and achievement. Peer review and collaborative writing are drawing more attention and support from L2 instructors because of the collaborative potential of the latest CMC tools such as Wikis. With this latest technology, students can work more easily and simultaneously in groups of three or more than with previous technology. Check this article for the recent studies about using technologies in ESL/EFL writing classes for peer feedback projects.
lorireading

Edutopia - 1 views

www.edutopia.org/...udent-collaboration-mary-burns

teaching Web collaboration

shared by lorireading on 20 Jun 20 - No Cached
  • lorireading on 20 Jun 20
     
    Tips for creating assignments/activities that result in true online collaboration for K12 students.
Dana Bauries

Online Diagram Software and Flowchart Software - Gliffy - 0 views

www.gliffy.com

shared by Dana Bauries on 17 Jul 12 - Cached
  • Dana Bauries on 17 Jul 12
     
    Easily create professional-quality flowcharts, diagrams, floor plans, technical drawings, and more! Save Thousands Compared to Visio Gliffy's intuitive drag-and-drop interface combines the power of traditional desktop software with the lightweight, low learning curve and flexible features of today's most popular browser-based applications. No Compatibility or Access Issues Gliffy works through your web browser, it's Mac and PC friendly.
  • ...2 more comments...
  • Dana Bauries on 17 Jul 12
     
    I love this tool. It does have a collaboration and sharing feature, but I'm not quite sure if it web 2.0. What are your thoughts?
  • Fran Marsh on 19 Jul 12
     
    Gliffy is great! I'm a TA in a web design class and the students use it to diagram their web pages before they start on their project. Really simple to use.
  • Jennifer Schmutz on 19 Jul 12
     
    Gliffy looks awesome! Wish I had known about it in the beginning of the summer. I would have used in it my trends and issues class. There's still a couple more weeks of class, so I may get my chance. If not, I'm sure it will come in handy for a future class.
  • Alyn Minnerly on 19 Jul 12
     
    This is really cool. I stumbled on Webspriation PRO and used that for this weeks assignment which is similar to this. Does this have collaboration tools and chatting like Webs. Pro?
Shuang Hao

Edmodo | Secure Social Learning Network for Teachers and Students - 2 views

www.edmodo.com/home

learning teaching social Collaboration

shared by Shuang Hao on 15 Jul 12 - Cached
  • Shuang Hao on 15 Jul 12
     
    Here is the description from Edmodo: "Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. Our goal is to help educators harness the power of social media to customize the classroom for each and every learner." Is it another Blackboard? Or not? A feature for this tool is that you can choose to get mobile notifications of updates from the teacher.
  • ...2 more comments...
  • Alyn Minnerly on 15 Jul 12
     
    I like the tools and layout of the site. Seems very simple and easy to use. I will have to remember this if I ever teach. thanks for posting this site. :)
  • Henry Xu on 15 Jul 12
     
    Looks interesting. Let me check it out a little bit.
  • Dana Bauries on 16 Jul 12
     
    I have a user profile on Edmodo, and I am now being asked to use it by my administration team at my school. It kind of reminds me of Facebook in a professional sense.
  • Fran Marsh on 16 Jul 12
     
    This looks really promising. I'm going to look into this more and perhaps use this as my portal for the produsage assignment. Thanks for sharing Shuang!
Shuang Hao

Piazza - The New, Free Way to Q&A for Classrooms - 0 views

piazza.com

Web 2.0 learning Teaching

shared by Shuang Hao on 02 Jul 13 - No Cached
  • Shuang Hao on 02 Jul 13
     
    Piazza is a free online gathering place where students can ask, answer, and explore 24/7, under the guidance of their instructors. Students as well as instructors can answer questions, fueling a healthy, collaborative discussion.
Gale Allbritton

Edmodo | Where Learning Happens | Sign up, Sign In - 0 views

www.edmodo.com

social learning teachers Web 2.0

shared by Gale Allbritton on 30 Jun 13 - No Cached
  • Gale Allbritton on 30 Jun 13
     
    Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. The goal is to help educators harness the power of social media to customize the classroom for each and every learner. Seems like it may be a better alternative than using Facebook in the classroom to make sure privacy issues are not a problem.
Vanessa

The Daily Dot - What's a Facebook shadow profile, and should you be worried about it? - 0 views

www.dailydot.com/...ok-shadow-profiles-privacy-faq

Facebook Privacy

shared by Vanessa on 25 Jun 13 - No Cached
  • Vanessa on 25 Jun 13
     
    Makes you wonder if we really should be using Facebook in education. I've no problem with folks choosing to use it, but if classes pressure students into using it? That can be a real problem.
  • Loreli Smyth on 29 Jun 13
     
    This does pose a problem because even if you were to use it in education (but not forcing everyone to use it) Facebook could still collect data from non-users by other students in the class who are connected to Facebook, use the find friends feature, and have non-Facebook using student's information in their smart phones. I would like to know more about why Facebook collects this data of non-users, what purpose does it serve them? It also made me realize how Facebook can get my personal information when I post my new address to a friends wall, or share a new cell phone number. I may not have manually uploaded the information on the Facebook account, but writing it on my friends wall may be all the information Facebook needs from me.
  • Sheryl summer 6414 on 30 Jun 13
     
    This does pose a problem, especially for users like me that are infrequent with posts. I feel like I should be in there everyday "watching" for some weird activity. But I just don't have that kind of time. I am a smart phone user of all of 2 months now and already I have deleted my facebook app from my phone. I am certain I never opted to remain signed in, yet somehow I was. Then, while searching for a phone number in my contacts, I realized that the FB app had attached itself to all of my phone contacts. Too invasive. I like the idea of sharing information over platforms like Collaborate. There is a little more oversight and transparency.
Vanessa

Pokemon Go Syllabus - 1 views

docs.google.com/...edit

Internet gaming teaching syllabus Pokemon

shared by Vanessa on 15 Jul 16 - No Cached
  • Vanessa on 15 Jul 16
     
    Collaborative document being created by group of academics who teach about augmented reality and who hope to integrate Pokemon Go.
  • Ernest Koh on 15 Jul 16
     
    Wow! This is nice!!!!
Vanessa

Twitter - collective storytelling - 2 views

www.convergenceculture.org/...ributed_collectivity_story.php

twitter storytelling narrative

shared by Vanessa on 15 Jul 12 - Cached
  • Vanessa on 15 Jul 12
     
    Use of twitter to share or re-enact great novels
  • Shuang Hao on 15 Jul 12
     
    I think web 2.0 storytelling is a great way to keep the students motivated, to help their knowledge construction through collaboration, and to enable the teacher to formative evaluate and monitor the learning process.
  • Alyn Minnerly on 15 Jul 12
     
    Cool article. I love storytelling, both telling and listening. This would take it to the next level of not just telling/listening but actively involving yourself in a story with others. Its like the produsage of storytelling where people, while not changing the outline of the original story, get to create, organically, all the inbetweens. Thanks V.
Alyn Minnerly

Second Life idea great for Produsage? Game-Based Learning? - 1 views

secondlife.com

2.0 Internet teaching learning Web social collaboration game-based produsage

shared by Alyn Minnerly on 15 Jul 12 - Cached
  • Alyn Minnerly on 15 Jul 12
     
    I don't know much about Second Life, and while it might have some elements that I could do without, I was thinking that this could tie nicely into a formal or informal Web 2.0 learning platform, game based learning, and Produsage. What do you think?
  • ...2 more comments...
  • Fran Marsh on 15 Jul 12
     
    I took a multimedia class last semester with Dr. Ke and got to explore Second Life and Opensim. It's a great example of Produsage as the members are constantly producing (sharing)and using (making use of what's shared) in their communities. You'd be surprised at the research currently being done with Second Life/Opensim and learning disabilities here at FSU's Instructional Systems. My daughter is part of that research and loves the interaction that's involved in second life. You'll find that it's difficult to take a back seat in this virtual community as things are constantly and dynamically changing. BUT I got" creeped" out as the environment resembled too close to real life. I can see how people can really be sucked in to this environment and "live" a second life.
  • Dana Bauries on 16 Jul 12
     
    I remember writing a couple of paper's on Second Life in some of my ISD courses. Along with informal instruction, professor's are developing courses within Second Life's virtual platform. They are holding class meetings Second Life's synchronous communication tools. Second Life's features are interesting because they can easily blend formal and informal learning.
  • Denise Basler on 16 Jul 12
     
    Second Life creeps me out too. I've tried exploring what it is, but I think it just boils down to me thinking that I would have to be dissatisfied with my first life to indulge in a second one. There was a season of The Office devoted to this, I think. It also doesn't help that the only Second Life example I have ever seen was the one that shares the thoughts and visuals of a schizophrenic and that the graphics look like the Grand Theft Auto video game (one that my little brother played WAY too much). I know all of what I just typed is silly (although true for me) because some really great things are coming out of Second Life. I have a friend who is working on her doctorate in ISD at the University of Southern Alabama, and she put a lot of work into a research on using Second Life to rehabilitate long-term prison inmates, prior to their release. She ultimately chose another topic for her thesis, but her work showed astounding results. Before learning about her work, I assumed Second Life was nothing more than a glorified Sims game.
  • Alyn Minnerly on 16 Jul 12
     
    To some degree, I agree Denise that its a little creepy. Especially since there are a lot of undesireable elements (at least to me) that seem to permeate the S.L. landscape. However, I am fascinated with using a virtual world setting to encourage learning because people tend to "get in to it" better when its in an environment that they can relate too.
Alyn Minnerly

Free Technology for Teachers: 100 Ways to Use VoiceThread in Education - 5 views

www.freetech4teachers.com/...ays-to-use-voicethread-in.html

2.0 teaching teachers Internet Voice thread

shared by Alyn Minnerly on 11 Jul 12 - No Cached
Henry Xu liked it
  • Alyn Minnerly on 11 Jul 12
     
    100 Ways to Use VoiceThread in EDU is the title of a collaborative effort to gather educators' ideas for using VoiceThread in the classroom. This site has a live Voice Thread where you can listen to educators as well as leave your own VT comment. It looks interesting. I just liked the idea of leaving a comment for others to listen to if they're interested.
  • ...3 more comments...
  • Vanessa on 11 Jul 12
     
    You're on a real VT kick, Alyn! :)
  • Alyn Minnerly on 11 Jul 12
     
    Its like discovering Peanut Butter and Jelly for the first time...lol...I am excited only because I think it could be, or already is, used to aid in learning. And its fun.
  • Fran Marsh on 11 Jul 12
     
    Thanks for posting-great place to find ideas or inspiratons-maybe for one of the projects :)
  • Jennifer Schmutz on 12 Jul 12
     
    So I guess its time for me to jump on the VoiceThread bandwagon. This is officially my next "exploration" project.
  • Alyn Minnerly on 12 Jul 12
     
    Jennifer, Warning! Once you get on the bandwagon, you'll never want to get off....lol. :)
Vanessa

"Who Do You Think You Are?": When Marginality Meets Academic Microcelebrity - Ada: A Jo... - 0 views

adanewmedia.org/...issue7-mcmillancottom

academe public scholar social media microcelebrity

shared by Vanessa on 12 Jul 15 - No Cached
    • Vanessa
      Vanessa on 12 Jul 15
       
      I find this concept of academic microcelebrity fascinating. It makes me question why we do the things we do. Are we trying to become microcelebs? Or to have a meaningful impact on our fields -- which may involve finding new ways of doing things, collaborating with others, etc. 
  • A systematic analysis of my public writing makes the case that as academics are increasingly called to “publicly engage,” we have not fully conceptualized or counted the costs of public writing from various social locations.
    • Vanessa
      Vanessa on 12 Jul 15
       
      This statement really resonates with me -- I feel like the notion of being a public scholar has been tossed around and is valued in name, but few people are taking the time to really explore what it might mean. Further, the systems in which we operate as academics (tenure and promotion systems, hiring, evaluation) are such that publicly engaging may be just as likely to backfire on the individual as it is to support the individual.
darceyliang

"Friending" Vygotsky: A Social Constructivist Pedagogy of Knowledge Building Through Cl... - 0 views

files.eric.ed.gov/...EJ1060440.pdf

2.0 learning teaching

shared by darceyliang on 21 Jul 18 - No Cached
  • darceyliang on 21 Jul 18
     
    This article offers a rethinking of Lev Vygotsky' s social constructivism theory Applied in the classroom use of social media. Presenting two case studies, one with media literacy course using Facebook page and the other with communication in justice course using Wiki for collaboration, the article provided both professors' and students' perspectives on advantages and challenges of using social media for learning.
brettfeller

The Apple Vision Pro - the future? - 0 views

youtu.be/nLSq30xjw2M

Web internet software social 2.0 3.0

shared by brettfeller on 11 Jun 23 - No Cached
  • brettfeller on 11 Jun 23
     
    A screen that you "see through" instead of "look at". When we think about Web 2.0 promoting connectivity, groups, and collaboration, these are all confined to the screen and to the internet. This device wants to turn that upside down. It all seems pretty wild and crazy now, but I believe this is the future. Could Web 3.0 be about breaking the web out of devices and into our reality?
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