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Students as designers of semantic web applications

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Students as designers of semantic web applications. / Tracy, Fran; Jordan, Katy.
In: Technology, Pedagogy and Education, Vol. 21, No. 2, 31.07.2012, p. 171-188.

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

Harvard

Tracy, F & Jordan, K 2012, 'Students as designers of semantic web applications', Technology, Pedagogy and Education, vol. 21, no. 2, pp. 171-188. https://doi.org/10.1080/1475939X.2012.696789

APA

Tracy, F., & Jordan, K. (2012). Students as designers of semantic web applications. Technology, Pedagogy and Education, 21(2), 171-188. https://doi.org/10.1080/1475939X.2012.696789

Vancouver

Tracy F, Jordan K. Students as designers of semantic web applications. Technology, Pedagogy and Education. 2012 Jul 31;21(2):171-188. doi: 10.1080/1475939X.2012.696789

Author

Tracy, Fran ; Jordan, Katy. / Students as designers of semantic web applications. In: Technology, Pedagogy and Education. 2012 ; Vol. 21, No. 2. pp. 171-188.

Bibtex

@article{176d87f4b5dc4e2d921c45e1a6b6eff4,
title = "Students as designers of semantic web applications",
abstract = "This paper draws upon the experience of an interdisciplinary research group in engaging undergraduate university students in the design and development of semantic web technologies. A flexible approach to participatory design challenged conventional distinctions between {\textquoteleft}designer{\textquoteright} and {\textquoteleft}user{\textquoteright} and allowed students to play a role in developing technological and pedagogical insights as well as their own domain knowledge. The use of semantic web technologies in particular facilitated student engagement with issues around the classification, structuring and representation of knowledge, the relationships between data and concepts, and data quality and standardisation. Through the presentation of two case examples of the development of semantic web tools, it is argued that this is an effective means by which student learning can be aligned with research activity and with models of learning as knowledge construction: not only in the subject domains of their study, but in relation to learning and learning technologies as well.",
author = "Fran Tracy and Katy Jordan",
year = "2012",
month = jul,
day = "31",
doi = "10.1080/1475939X.2012.696789",
language = "English",
volume = "21",
pages = "171--188",
journal = "Technology, Pedagogy and Education",
issn = "1475-939X",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Students as designers of semantic web applications

AU - Tracy, Fran

AU - Jordan, Katy

PY - 2012/7/31

Y1 - 2012/7/31

N2 - This paper draws upon the experience of an interdisciplinary research group in engaging undergraduate university students in the design and development of semantic web technologies. A flexible approach to participatory design challenged conventional distinctions between ‘designer’ and ‘user’ and allowed students to play a role in developing technological and pedagogical insights as well as their own domain knowledge. The use of semantic web technologies in particular facilitated student engagement with issues around the classification, structuring and representation of knowledge, the relationships between data and concepts, and data quality and standardisation. Through the presentation of two case examples of the development of semantic web tools, it is argued that this is an effective means by which student learning can be aligned with research activity and with models of learning as knowledge construction: not only in the subject domains of their study, but in relation to learning and learning technologies as well.

AB - This paper draws upon the experience of an interdisciplinary research group in engaging undergraduate university students in the design and development of semantic web technologies. A flexible approach to participatory design challenged conventional distinctions between ‘designer’ and ‘user’ and allowed students to play a role in developing technological and pedagogical insights as well as their own domain knowledge. The use of semantic web technologies in particular facilitated student engagement with issues around the classification, structuring and representation of knowledge, the relationships between data and concepts, and data quality and standardisation. Through the presentation of two case examples of the development of semantic web tools, it is argued that this is an effective means by which student learning can be aligned with research activity and with models of learning as knowledge construction: not only in the subject domains of their study, but in relation to learning and learning technologies as well.

U2 - 10.1080/1475939X.2012.696789

DO - 10.1080/1475939X.2012.696789

M3 - Journal article

VL - 21

SP - 171

EP - 188

JO - Technology, Pedagogy and Education

JF - Technology, Pedagogy and Education

SN - 1475-939X

IS - 2

ER -