Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3277
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Mobilities, moorings and boundary marking in developing semantic technologies in educational practices
Authors: Edwards, Richard
Tracy, Frances
Jordan, Katy
Contact Email: r.g.edwards@stir.ac.uk
Keywords: semantic technologies
spatial theory
mobilities
moorings
boundary marking
higher education
Issue Date: Nov-2011
Publisher: Co-Action Publishing / Association for Learning Technology
Citation: Edwards R, Tracy F & Jordan K (2011) Mobilities, moorings and boundary marking in developing semantic technologies in educational practices, Research in Learning Technology, 19 (3), pp. 219-232.
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 semantic technologies provide a 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 moorings 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.
Type: Journal Article
URI: http://hdl.handle.net/1893/3277
DOI Link: http://dx.doi.org/10.1080/21567069.2011.624167
Rights: Research in Learning Technology is published by Co-Action Publishing / Association for Learning Technology (previously published by Routledge Taylor & Francis). Co-Action / Association for Learning Technology hold all archival content of Research in Learning Technology (http://www.researchinlearningtechnology.net/index.php/rlt/issue/archive) and allow authors to retain copyright of their work with all articles made freely available under Creative Commons Attribution 3.0 Unported (CC BY 3.0) Licence http://creativecommons.org/licenses/by-nc/3.0/. Edwards, Richard, Fran Tracy, & Katy Jordan. "Mobilities, moorings and boundary marking in developing semantic technologies in educational practices." Research in Learning Technology [Online], 19.3 (2011): pages 219-232. http://www.researchinlearningtechnology.net/index.php/rlt/article/view/17111
Affiliation: Education
Liverpool John Moores University
University of Cambridge

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