Mobilities, Moorings and Boundary Marking in Developing Semantic Technologies in Educational Practices

Autor/inn/en	Edwards, Richard; Tracy, Fran; Jordan, Katy
Titel	Mobilities, Moorings and Boundary Marking in Developing Semantic Technologies in Educational Practices
Quelle	In: Research in Learning Technology, 19 (2011) 3, S.219-232 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.1080/21567069.2011.624167
Schlagwörter	Foreign Countries; Educational Technology; Instructional Design; Multimedia Instruction; Educational Practices; Case Method (Teaching Technique); Research Projects; Botany; International Education; Science Instruction; Technology Integration; Theories; Program Descriptions; Dance Education; College Instruction; Web Based Instruction; Videoconferencing; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen; Bildungspraxis; Case method; Fallmethode; Forschungsvorhaben; Botanik; Internationale Erziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Theory; Theorie; Dance; Education; Tanzerziehung; Hochschullehre; Web Based Training; Großbritannien; USA
Abstract	While much attention has been given to the changing spaces of education introduced by new technologies, the impact of spatial theory on the discussion of such education is less well developed. Drawing upon empirical evidence from the Ensemble research project, this article examines spatially some of the possibilities and constraints that arise in the introduction of semantic technologies into case-based learning in higher education. While the affordances of the semantic web provide a technological basis for the development of flexible tools and associated pedagogies in ways that could enhance case-based learning, there are many tensions in this process. In this article, we draw upon certain aspects of spatial theory to examine the ways in which the mobilities and openings made possible by the introduction of semantic technologies also entail mooring and boundary marking in order to give the technologies specifically educational purposes. We suggest how educational practices can be considered theoretically as spatial orderings and some of the implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10