Semantic E-Learning: Synthesising Fantasies

Autor/inn/en	Lytras, Miltiadis; Naeve, Ambjorn
Titel	Semantic E-Learning: Synthesising Fantasies
Quelle	In: British Journal of Educational Technology, 37 (2006) 3, S.479-491 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2006.00617.x
Schlagwörter	Semantics; Computer Assisted Instruction; Synthesis; Technology Uses in Education; Technology Integration; Educational Demand; Educational Supply; Criticism + Suchen Sie Ihr Suchwort? Semantik; Computer based training; Computerunterstützter Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsanforderung; Bildungsnachfrage; Bildungsangebot; Kritik
Abstract	When the subject of scientific analysis is learning, the research needs to be anchored in various nonmonolithic pillars. Several disciplines require a common ground of convergence. An objective observer of the domain can easily conclude that semantic e-learning brings together the three different worlds of learners, pedagogues and technologists. In this short concluding paper of the special issue, we criticise the monolithic approaches to technology-enhanced learning. We argue that semantic e-learning presents a critical research challenge to move towards extended openness, meaning exploitation and unforeseen learning opportunities for the global community. The concluding remark is a call for a new learning generation primer. Synthesizing fantasies is in fact an invitation to semantically define our commitment to collaborate and to agree on the technology-enabled services that bring learning to the forefront. The promotion of the knowledge-and-learning-society requires an integration of the demand and supply side of knowledge and learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10