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Mobilities, moorings and boundary marking in developing semantic technologies in educational practices

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Mobilities, moorings and boundary marking in developing semantic technologies in educational practices. / Edwards, Richard; Tracy, Fran; Jordan, Katy.
In: ALT-J: Research in Learning Technology, Vol. 19, No. 3, 01.11.2011, p. 219-232.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Edwards, R, Tracy, F & Jordan, K 2011, 'Mobilities, moorings and boundary marking in developing semantic technologies in educational practices', ALT-J: Research in Learning Technology, vol. 19, no. 3, pp. 219-232. https://doi.org/10.1080/21567069.2011.624167

APA

Edwards, R., Tracy, F., & Jordan, K. (2011). Mobilities, moorings and boundary marking in developing semantic technologies in educational practices. ALT-J: Research in Learning Technology, 19(3), 219-232. https://doi.org/10.1080/21567069.2011.624167

Vancouver

Edwards R, Tracy F, Jordan K. Mobilities, moorings and boundary marking in developing semantic technologies in educational practices. ALT-J: Research in Learning Technology. 2011 Nov 1;19(3):219-232. doi: 10.1080/21567069.2011.624167

Author

Edwards, Richard ; Tracy, Fran ; Jordan, Katy. / Mobilities, moorings and boundary marking in developing semantic technologies in educational practices. In: ALT-J: Research in Learning Technology. 2011 ; Vol. 19, No. 3. pp. 219-232.

Bibtex

@article{91951378fc194b00a56dd2488874907c,
title = "Mobilities, moorings and boundary marking in developing semantic technologies in educational practices",
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.",
keywords = "Boundary marking, Higher education, Mobilities, Moorings, Semantic technologies, Spatial theory",
author = "Richard Edwards and Fran Tracy and Katy Jordan",
year = "2011",
month = nov,
day = "1",
doi = "10.1080/21567069.2011.624167",
language = "English",
volume = "19",
pages = "219--232",
journal = "ALT-J: Research in Learning Technology",
issn = "0968-7769",
publisher = "University of Wales Press",
number = "3",

}

RIS

TY - JOUR

T1 - Mobilities, moorings and boundary marking in developing semantic technologies in educational practices

AU - Edwards, Richard

AU - Tracy, Fran

AU - Jordan, Katy

PY - 2011/11/1

Y1 - 2011/11/1

N2 - 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.

AB - 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.

KW - Boundary marking

KW - Higher education

KW - Mobilities

KW - Moorings

KW - Semantic technologies

KW - Spatial theory

U2 - 10.1080/21567069.2011.624167

DO - 10.1080/21567069.2011.624167

M3 - Journal article

AN - SCOPUS:84863935917

VL - 19

SP - 219

EP - 232

JO - ALT-J: Research in Learning Technology

JF - ALT-J: Research in Learning Technology

SN - 0968-7769

IS - 3

ER -