A Typology for Web 2.0

Web 2.0 is a term used to describe recent developments on the World Wide Web. The term is often used to describe the increased use of the web for user-generated content, collaboration, and social networking. However, Web 2.0 is a weakly defined concept, and it is unclear exactly what kind of technologies it covers. The objective of the paper is to develop a typology that can be used to categorize Web 2.0 technologies. Further, the paper will discuss which of these technologies are unique to Web 2.0. Often, Web 2.0 is described by way of different kinds of software; for instance, blogs, wikis, podcasts, RSS, and social networking sites. The problem with this type of description is that it fails to distinguish between different types or categories of technologies. As an alternative, the typology developed in the paper distinguishes between technologies on basis of, how - and in which contexts - they are used. In a given use context, it is not the technological characteristics themselves that are interesting. Rather, it is the function of the technology in a given learner empowered use context, which calls for specific characteristics that appear significant in the coupling of action to process. The typology suggested by this paper relates to four functions or use contexts, which are believed to be central to the potentials of Web 2.0: dialoging, networking and awareness-making, creating and sharing.

Based on the typology, the paper identifies unique potentials of Web 2.0 in relation to design of a learning environment: 1) organizing communicative processes and 2) organizing resources. Organizing communicative processes is supported by Web 2.0’s ability to provide a range of communicative tools that can be organized flexibly by students. Web 2.0 provides opportunities for communities and groups to organize their own communicative processes. Further, Web 2.0 supports organization of resources by empowering students to create, construct, manage and share content themselves. However, the main potential lies within collaborative creation and sharing in networks. Potentially, networking tools such as weblogs and social networking sites can empower students to move beyond their communities and groups by participating in broader networks with other students and other groups.