2.50
Hdl Handle:
http://hdl.handle.net/10547/594598
Title:
Secret codes: the hidden curriculum of semantic web technologies
Authors:
Edwards, Richard; Carmichael, Patrick ( 0000-0003-2053-7115 )
Abstract:
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.
Citation:
Edwards, R., Carmichael, P. (2012) 'Secret codes: the hidden curriculum of semantic web technologies' Discourse: Studies in the Cultural Politics of Education 33 (4):575
Publisher:
Taylor & Francis
Journal:
Discourse: Studies in the Cultural Politics of Education
Issue Date:
Oct-2012
URI:
http://hdl.handle.net/10547/594598
DOI:
10.1080/01596306.2012.692963
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/01596306.2012.692963
Type:
Article
Language:
en
ISSN:
0159-6306; 1469-3739
Appears in Collections:
Learning Futures Research Centre

Full metadata record

DC FieldValue Language
dc.contributor.authorEdwards, Richarden
dc.contributor.authorCarmichael, Patricken
dc.date.accessioned2016-01-22T13:17:26Zen
dc.date.available2016-01-22T13:17:26Zen
dc.date.issued2012-10en
dc.identifier.citationEdwards, R., Carmichael, P. (2012) 'Secret codes: the hidden curriculum of semantic web technologies' Discourse: Studies in the Cultural Politics of Education 33 (4):575en
dc.identifier.issn0159-6306en
dc.identifier.issn1469-3739en
dc.identifier.doi10.1080/01596306.2012.692963en
dc.identifier.urihttp://hdl.handle.net/10547/594598en
dc.description.abstractThere 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.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/01596306.2012.692963en
dc.rightsArchived with thanks to Discourse: Studies in the Cultural Politics of Educationen
dc.subjectsemantic technologiesen
dc.subjectsemantic weben
dc.subjecthidden curriculumen
dc.subjecte-learningen
dc.subjectelearningen
dc.subjectmetadataen
dc.subjectknowledge representationen
dc.titleSecret codes: the hidden curriculum of semantic web technologiesen
dc.typeArticleen
dc.identifier.journalDiscourse: Studies in the Cultural Politics of Educationen
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