“The Rise of Interactivity: Web 1.0 to Web 2.0 and Beyond”

The presentation on how Web 1.0 evolved to now Web 2.0 is a fascinating topic.  In the Educational Researcher, 2009 it was stated by Christine Greenhow that “Web2.0 technologies offer unprecedented opportunities for students to create, share and collaborate in ways that were not possible with Web 1.0.”  Imagine now in 2024 what students can do on the web compared to the past.  Web 1.0 was really a place where people could access information, but the interaction and collaboration was lacking for that reason on an educational pedagogical level was really supported a cognitivism learning approach.   The theory in cognitivism is firmly based on the notion that information/knowledge acquisition is an active learning process.  How I see this is that the person in the Web 1.0 era would “actively” seek out information on the web.

Subsequently, Web 2.0 has vastly changed the landscape pertaining to pedagogy in education.  What shifted was the ability for people to now become more interactive and collaborative.  You can see that connectivism and social constructivism learning theories becoming more prominent.  In the history of learning pedagogy connectivism is one of the new kids on the block.  Stephen Downes mentioned that “knowledge has many authors, knowledge has many facets, it looks different to each person, and it changes moment to moment.  A piece of knowledge isn’t a description of something, it is a way of relating to something.”.  This statement for me would present a position that people can learn optimally only when they can bring personal general information, other viewpoints, and perspectives and through an environment of collaboration.  When these components are in place then and only then can make sense of the information and therefor be able to solve or at least make a conclusion on the presenting issue that is before them.  Because of the ever-evolving technological field due to advancements.  You can see a correlational relationship between increased collaboration in sharing of information with other people and the advanced of technology.

Social Constructivism is a little different for the learning theory believes that learning takes part primarily in social and cultural settings, instead of learning in isolation.  This comment is supported by Schreiber and Valle, 2013 comment in the article from Science Direct (2017).  One aspect I find fascinating is when Vygotsky’s theory of social constructivism refers to the zone of proximal development.  This points out that a teacher can have profound influence on a person’s learning.  I remember years ago an article that I read that stated that when working with students with profound challenges actually can be hindered by the proximity of the educational assistant or teacher.  In essence if the student is not permitted to learn and practice the skills taught to them due to an EA or Teacher doing it for them, then you will find a dependency will occur.  What happens is in that sense you can hinder learning.  However, now with technology you can have students now master learning skills and being able to connect with the teacher when needed.  That physical proximity is not present and thus hopefully people will take on a more active learning in their personal development.

In closing with Web 3.0 coming closer every day and the introduction of Generative AI.  You see how connectivism and constructivism learning theory is more important today then ever before.  I would assert that Web 3.0 will bring upon a level of interactivity that back in 2009 anyone would have seen coming.