Educación a Distancia y TIC

How is Web 3.0 different from Web 1.0 and Web 2.0?

Web 1.0 harks back to the early days of the Internet in the 1990s. At that time, most web pages consisted of static text and basic information, and connecting to the Internet required dialing up through a modem. Connection speeds were slow and Internet access was not ubiquitous. The ‘World Wide Web’ was little more than a collection of unorganized content on individual webpages which contained little or no interactive features. 

Web 2.0 emerged in the 2000s and, unlike Web 1.0, it features user-participation and social networking. Blogs emerged as popular individual publishing spaces and wikis encouraged collaborative writing and editing. Fast internet speeds opened the door for interactive content and platforms like YouTube, Twitter, and Facebook that give users a chance to communicate and share information and content. The participatory nature of “read/write” Web 2.0 has given voice to the masses, but at the same time it has largely been driven by a handful of large corporations, such as Google and Facebook, leading to a centralization of user data and content.

Web 3.0 is largely an attempt to counter the centralization of user data and content in the hands of a relatively small number of organizations. Visions of Web 3.0 are driven by the idea of Web decentralization and incorporate new technical infrastructure that facilitates communication and information exchanges in which no company or government can control the data. In Web 3.0, Internet users would control their own data, and it would follow them to various platforms and applications. 

Via Yashy Tohsaku, juandoming, Canadian Vocational Association / Association canadienne de la formation professionnelle

New research by the mental health organization Sapien Labs shows that half of young people worldwide have experienced mental health decline and a deterioration of their “social self” in the wake of the pandemic. In this article, the author provides concrete actions companies can take to better connect and support young employees, including making onboarding more of a community-building exercise, supporting young talent with coaching, and  trading screen time for connection time.

Via Canadian Vocational Association / Association canadienne de la formation professionnelle

Hype? Hope? Hell? Maybe all three. Experts are split about the likely evolution of a truly immersive ‘metaverse.’ They expect that augmented- and mixed-reality enhancements will become more useful in people’s daily lives. Many worry that current online problems may be magnified if Web3 development is led by those who built today’s dominant web platforms

Via Canadian Vocational Association / Association canadienne de la formation professionnelle

Instead of the teacher doing the lion’s share of the work, these models shift control to students and create more time and space for human connection.

Via Nik Peachey, juandoming, Canadian Vocational Association / Association canadienne de la formation professionnelle

Sur le marché du travail, différents types de compétences sont recherchées. Les compétences techniques, bien sûr, mais aussi celles qui ont trait au comportement et aux relations. Pour s’y retrouver et savoir lesquelles sont prisées des employeurs, suivez le guide!

Via Canadian Vocational Association / Association canadienne de la formation professionnelle, Bruno De Lièvre