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Article in Journal ()

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

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.

Keywords
semantic technologies; spatial theory; mobilities; moorings; boundary marking; higher education

Subject headings
Semantic networks (Information theory); Educational innovations

StatusPublished
AuthorsEdwards Richard, Tracy Frances, Jordan Katy
Publication date11/2011
PublisherCo-Action Publishing / Association for Learning Technology
ISSN 2156-7069
LanguageEnglish

Journal
Research in Learning Technology: Volume 19, Issue 3 (2011)

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