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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Secret Codes: The Hidden Curriculum of Semantic Web Technologies
Author(s): Edwards, Richard
Carmichael, Patrick
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Keywords: semantic technologies
hidden curriculum
case-based learning
higher education
Educational innovations
Semantic networks (Information theory)
Issue Date: Oct-2012
Date Deposited: 11-Aug-2011
Citation: Edwards R & Carmichael P (2012) Secret Codes: The Hidden Curriculum of Semantic Web Technologies. Discourse, 33 (4), pp. 575-590.
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.
DOI Link: 10.1080/01596306.2012.692963
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Author's Accepted Manuscript of an article published in Discourse: Studies in the Cultural Politics of Education, Volume 33, Issue 4, 10/2012, pp.575-590, copyright Taylor & Francis, available online at:

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