Some of the early platform based on web 2.0 are YouTube, Facebook, Amazon and so on. Emphasis was given to user-generated content, ease of use, participatory culture and interoperability. Web 2.0 from 2004 till now, is the second stage of the World Wide Web revolution, usually referred to as read-write web.

from 1991 to 2004, users on the internet were consumers of content created by content creators. The websites were built using Server Side Includes or Common Gateway Interface (CGI) instead of a web application written in a dynamic programming language such as Perl, PHP, Python or Ruby. Websites were informational and contained only static content that was hyperlinked together or in simple words there was no CSS, dynamic links, interactivity like logging in the users, comments on the blog posts etc. Web 1.0 was the first stage of the World Wide Web revolution, usually referred to as read-only web. You can check the first worldwideweb browser: WorldWideWeb was more than just a file-browsing application. So in December 1990, he coded an app with Objective-C for his next computer system and named it world wide web. Tim Berners-Lee wished to develop a system that could work across networks, allowing individuals to link from one file on one machine to another file on another. However, almost all hypertext systems relied on local files. The concept of hypertext predates the World Wide Web by several decades. The purpose of this blog post is to explore the past of the web, as well as discuss the potential future of the web, i.e. Thanks to advancements in the web, producing attractive websites and applications has never been easier. While further research is necessary, this pilot study suggests that YouTube may be a viable, innovative teaching resource for use by university faculty in health education and other disciplines.We can all agree that the web has changed dramatically over the years, both as a consumer and as a developer. In addition, the non-user faculty expressed interest in learning more about the potential application of YouTube as an instructional tool for their classes.

The results indicated that, overall, the faculty who use YouTube in their courses consider it to be an effective teaching resource for enhancing their health education course material. Using an online survey instrument developed by the researchers and provided via a secured website, data were collected from a non-randomized convenience sample of 24 faculty members, obtained from a population of 59 full-time tenure-track and fixed-term health and human performance faculty teaching at a mid-size university in the southeastern U.S. The purpose of this pilot study was to 1) determine faculty’s current and potential utilization of YouTube in their classes 2) identify faculty perceptions of the benefits of YouTube as a health education resource for in-class and online courses and 3) identify potential limitations and challenges of this online resource. Currently, there are no published studies on the quantitative assessment of faculty utilization of YouTube in the health education classroom.

YouTube® is a popular online video-sharing web site for both scholarly and non-scholarly communication. Preparing future health educators in today’s technology-driven society requires faculty to adopt new teaching strategies which motivate and engage the new tech-savvy Web 2.0 generation. Creative classroom techniques incorporating technology promote a more productive and enriched learning environment.

Web 2.0 youtube