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Unfortunately, not all educators are exposed to these guidelines, especially if their collegiate programs do not provide exposure to the use of computers, aspects of web design or technology in education. In some cases, it may be advantageous for the educator to collaborate with an instructional technologist or web designer to ensure 508 guidelines are addressed in the desired learning environment for the CSCL.
== Web 3.0 and Computer-Supported Collaborative Learning (CSCL) ==
The [[World Wide Web]] began as information sharing on [[Static web page|static webpages]] accessible on a computer through the use of a [[web browser]]. As more interactive capabilities were added, it evolved into [[Web 2.0]], which allowed for [[user-generated content]] and participation (e.g. [[Social networking service|social networking]]). This opened up many new possibilities for [[Computer-supported collaborative learning|computer-supported collaborative learning (CSCL)]] using the Internet. The internet is now entering a new phase, [[Web 3.0]] or the [[Semantic Web]], which is characterized by the greater [[interconnectivity]] of [[machine-readable]] data from many different sources. New intelligent technology applications will be able to manage, organize and create meaning from this data <ref name=":0">{{Cite journal|last=|first=|date=2013-02-08|title=Web 3.0 technology: It's the business!|url=http://www.emeraldinsight.com/doi/10.1108/02580541311304571|journal=Strategic Direction|volume=29|issue=3|pages=8–10|doi=10.1108/02580541311304571|issn=0258-0543|via=}}</ref>, which will have a significant impact on CSCL.
The interconnectivity of machine-readable data with semantic tags means that searches will be greatly enhanced. Search results will be more relevant, recommendations of resources will be made based on search terms and results will include [[multimedia]] content.<ref name=":0" /><ref>{{Cite journal|last=Allison|first=Mark|last2=Kendrick|first2=Lynn Marie|date=2015-12-01|title=Toward Education 3.0: Pedagogical Affordances and Implications of Social Software and the Semantic Web|url=http://onlinelibrary.wiley.com/doi/10.1002/tl.20167/abstract|journal=New Directions for Teaching and Learning|language=en|volume=2015|issue=144|pages=109–119|doi=10.1002/tl.20167|issn=1536-0768}}</ref><ref name=":2">{{Cite journal|last=Morris|first=Robin D.|date=2011-01-01|title=Web 3.0: Implications for Online Learning|url=https://link.springer.com/article/10.1007/s11528-011-0469-9|journal=TechTrends|language=en|volume=55|issue=1|pages=42–46|doi=10.1007/s11528-011-0469-9|issn=8756-3894}}</ref><ref>{{Cite journal|last=Halimi|first=Khaled|last2=Seridi-Bouchelaghem|first2=Hassina|date=2015-01-01|title=Semantic web based learning styles identification for social learning environments personalization|url=http://www.medra.org/servlet/aliasResolver?alias=iospress&doi=10.3233/WEB-150307|journal=Web Intelligence|language=en|volume=13|issue=1|pages=3–29|doi=10.3233/web-150307|issn=2405-6456}}</ref>
New Web 3.0 capabilities for learners include enhanced tools for managing learning, allowing them to [[Self-regulated learning|self-regulate]] and [[Co-regulation|co-regulate]] learning without the assistance of an instructor.<ref name=":2" /> Through the use of Web 3.0, groups and communities can be formed according to specific criteria without human input. These communities and groups can provide support to new learners and give experts an opportunity to share their knowledge.<ref name=":2" />
Teachers can benefit from these same capabilities to manage their teaching.<ref name=":5">{{Cite journal|last=Jafari|first=Ali|date=2002|title=Conceptualizing Intelligent Agents for Learning and Teaching|url=https://www.educause.edu/ir/library/pdf/eqm0235.pdf|journal=Educause Quarterly|volume=25 (3)|pages=28-34|via=}}</ref> In addition, the software for Web 3.0 collaboration will include using data from group communications, which then generates how much each individual has collaborated based on how often they communicate and how long their messages are.<ref name=":1">{{Cite journal|last=Jeong|first=Heisawn|last2=Hmelo-Silver|first2=Cindy E.|date=2016-04-02|title=Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?|url=http://dx.doi.org/10.1080/00461520.2016.1158654|journal=Educational Psychologist|volume=51|issue=2|pages=247–265|doi=10.1080/00461520.2016.1158654|issn=0046-1520}}</ref>
=== Examples of new Web 3.0 tools to enhance CSCL ===
'''Virtual Assistants and Intelligent Agents '''
Making data machine-readable is leading to the development of [[Virtual assistant (artificial intelligence)|virtual assistants]] and [[Intelligent agent|intelligent agents]]. These are tools which can access data on a user's behalf and will be able to assist learners and collaborators in several ways. They can provide personalized and customized search results by accessing data on a variety of platforms, recommend resources based on user information and preferences, manage administrative tasks, communicate with other agents and databases, and help organize information and interactions with collaborators.<ref name=":5" /><ref>{{Cite journal|last=Riaan Rudman|last2=Rikus Bruwer|date=2016-01-20|title=Defining Web 3.0: opportunities and challenges|url=http://www.emeraldinsight.com/doi/10.1108/EL-08-2014-0140|journal=The Electronic Library|volume=34|issue=1|pages=132–154|doi=10.1108/el-08-2014-0140|issn=0264-0473}}</ref>
'''Virtual Learning Communities '''
Virtual learning communities are [[Cyberspace|cyberspaces]] that allow for individual and [[collaborative learning]] to take place. While they exist today, with Web 3.0 they will gain enhanced features enabling more collaborative learning to take place. Some describe them as evolving out of existing [[Learning management system|learning management systems]] (LMSs), adding intelligent agents and virtual assistants that can enhance content searches and deal with administrative and communication tasks<ref name=":5" />, or enabling different LMSs around the world to communicate with each other, creating an even larger community to share resources and locate potential collaborators.<ref>{{Cite journal|last=Ribón|first=Julio César Rodríguez|last2=Villalba|first2=Luis Javier García|last3=Kim|first3=Tai-hoon|date=2015-10-01|title=Virtual learning communities: unsolved troubles|url=https://link.springer.com/article/10.1007/s11042-013-1543-4|journal=Multimedia Tools and Applications|language=en|volume=74|issue=19|pages=8505–8519|doi=10.1007/s11042-013-1543-4|issn=1380-7501}}</ref> Virtual learning communities will also enable different types of peer-to-peer interaction and resource sharing to support co-construction of knowledge.<ref>{{Cite journal|last=Yang|first=Stephen J.H.|date=2006|title=Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning|url=http://www.jstor.org/stable/jeductechsoci.9.1.188|journal=Journal of Educational Technology & Society|volume=9|issue=1|pages=188–201|doi=10.2307/jeductechsoci.9.1.188}}</ref> These communities may also include some aspects of 3D gaming and VR.
==== Non-immersive and Immersive 3D Virtual Environments ====
Through the use of [[3D video game|3D gaming]], users can simulate lives of others while providing their knowledge throughout the 3D environment as an [[avatar]]. These 3D environments also foster [[simulation]] and scenario building<ref name=":2" /> for places where users would otherwise not have access. The 3D environments facilitate online knowledge building communities.<ref name=":3">{{Cite journal|title=Web 3.0 in education {{!}} Editură acreditată CNCSIS, Editura Universitară|url=http://www.editurauniversitara.ro/carte/education/web_30_in_education/10419|doi=10.5682/2066-026x-12-073}}</ref> Non-immersive environments are environments in which not all five senses are used but still allows users to interact in virtual worlds.<ref name=":4">{{Cite journal|last=Jackson|first=Randolph L.|last2=Fagan|first2=Eileen|date=2000|title=Collaboration and Learning Within Immersive Virtual Reality|url=http://doi.acm.org/10.1145/351006.351018|journal=Proceedings of the Third International Conference on Collaborative Virtual Environments|series=CVE '00|___location=New York, NY, USA|publisher=ACM|pages=83–92|doi=10.1145/351006.351018|isbn=1581133030}}</ref> [[Virtual reality headset|Virtual Reality (VR) headsets]] are sometimes used to give users a full immersion experience, into these 3D virtual worlds. This allows users to interact with each other in real time and simulate different learning situations with other users. These learning experiences and environments vary between fields and learning goals.<ref name=":3" /> Certain virtual reality headsets allow users to communicate with each other while being in different physical locations.<ref name=":4" />
==See also==
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