Secret codes: the hidden curriculum of semantic web technologies.
There is a long tradition in education of examination of the hidden curriculum, those elements which are implicit or tacit to the formal goals of education. This article draws upon that tradition to open up for investigation the hidden curriculum and assumptions about students and knowledge that are...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 33; no. 4; pp. 575 - 591 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Oct2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=80231712&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 80231712 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Oct2012 vid: 33 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 80231712 10.1080/01596306.2012.692963 ppf: 575 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 186KB tig: atl: Secret codes: the hidden curriculum of semantic web technologies. aug: au: Edwards, Richard Carmichael, Patrick affil: School of Education, University of Stirling, Stirling, UK su: Semantic Web Hidden curriculum Educational objectives Higher education administration Reasoning sug: subj: Semantic Web Hidden curriculum Educational objectives Higher education administration Reasoning keyword: e-learning hidden curriculum knowledge representation metadata semantic technologies ab: There is a long tradition in education of examination of the hidden curriculum, those elements which are implicit or tacit to the formal goals of education. This article draws upon that tradition to open up for investigation the hidden curriculum and assumptions about students and knowledge that are embedded in the coding undertaken to facilitate learning through information technologies, and emerging ‘semantic technologies’ in particular. Drawing upon an empirical study of case-based pedagogy in higher education, we examine the ways in which code becomes an actor in both enabling and constraining knowledge, reasoning, representation and students. The article argues that how this occurs, and to what effect, is largely left unexamined and becomes part of the hidden curriculum of electronically mediated learning that can be more explicitly examined by positioning technologies in general, and code in particular, as actors rather than tools. This points to a significant research agenda in technology enhanced learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2012 holdings: @attributes: islocal: N |
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