Secret codes: the hidden curriculum of semantic web technologies
Secret codes: the hidden curriculum of semantic web technologies
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DOI：
10.1080/01596306.2012.692963
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发表时间：
2012-09
期刊：
影响因子：
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通讯作者：
R. Edwards;P. Carmichael
中科院分区：
文献类型：
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作者：
R. Edwards;P. Carmichael
隐藏课程的考试有着悠久的传统，这些课程是隐含的或默示的教育正式目标的元素。本文借鉴这一传统，对隐藏的课程以及关于学生和知识的假设进行调查，这些课程和假设嵌入在编码中，以促进通过信息技术，特别是新兴的“语义技术”的学习。基于高等教育中基于案例的教学法的实证研究，我们研究了代码在启用和限制知识、推理、表示和学生方面发挥作用的方式。文章认为，这种情况是如何发生的，以及会产生什么效果，在很大程度上没有得到检验，并成为电子介导学习的隐藏课程的一部分，可以通过将一般技术（特别是代码）定位为参与者而不是工具来更明确地检验这些课程。这指出了技术增强学习方面的重要研究议程。
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.