Disrupting the dissertation: Linked data, enhanced publication and algorithmic culture
Disrupting the dissertation: Linked data, enhanced publication and algorithmic culture
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DOI：
10.1177/2042753017731356
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发表时间：
2017-05
影响因子：
1.9
通讯作者：
Frances Tracy;P. Carmichael
中科院分区：
文献类型：
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作者：
Frances Tracy;P. Carmichael
本文探讨了Striphas算法文化概念的三个方面（信息，人群和算法）如何影响和潜在地破坏既定的教育实践。我们借鉴我们的经验，将语义网和链接数据技术引入高等教育环境，专注于扩展学生写作活动，如论文和项目，特别是借鉴我们的经验，本科考古学论文。链接数据被纳入电子文本，包括学术出版物的潜力已经描述过，但这些账户强调了加强研究完整性和互动性的机会，而不是创造性地考虑其破坏现有学术实践的潜力。我们讨论了在这种特定的算法文化中，学科内容和实践，教师，学习者和更广泛的公众之间不断变化的关系如何提供新的机会;但也讨论了人群的不可预测性，数据的可变性质和质量，以及算法通常隐藏的力量，如何引入新的教学挑战和机遇。
This article explores how the three aspects of Striphas’ notion of algorithmic culture (information, crowds and algorithms) might influence and potentially disrupt established educational practices. We draw on our experience of introducing semantic web and linked data technologies into higher education settings, focussing on extended student writing activities such as dissertations and projects, and drawing in particular on our experiences related to undergraduate archaeology dissertations. The potential for linked data to be incorporated into electronic texts, including academic publications, has already been described, but these accounts have highlighted opportunities to enhance research integrity and interactivity, rather than considering their potential creatively to disrupt existing academic practices. We discuss how the changing relationships between subject content and practices, teachers, learners and wider publics both in this particular algorithmic culture, and more generally, offer new opportunities; but also how the unpredictability of crowds, the variable nature and quality of data, and the often hidden power of algorithms, introduce new pedagogical challenges and opportunities.