Semantic e-learning: synthesising fantasies
2006 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 37, no 3, 479-491 p.Article in journal (Refereed) Published
When the subject of scientific analysis is learning, the research needs to be anchored in various nonmonolithic pillars. Several disciplines require a common ground of convergence. An objective observer of the domain can easily conclude that semantic e-learning brings together the three different worlds of learners, pedagogues and technologists. In this short concluding paper of the special issue, we criticise the monolithic approaches to technology-enhanced learning. We argue that semantic e-learning presents a critical research challenge to move towards extended openness, meaning exploitation and unforeseen learning opportunities for the global community. The concluding remark is a call for a new learning generation primer. Synthesizing fantasies is in fact an invitation to semantically define our commitment to collaborate and to agree on the technology-enabled services that bring learning to the forefront. The promotion of the knowledge-and-learning-society requires an integration of the demand and supply side of knowledge and learning.
Place, publisher, year, edition, pages
Oxford, England: Blackwell Publishing, 2006. Vol. 37, no 3, 479-491 p.
Computer and Information Science
IdentifiersURN: urn:nbn:se:kth:diva-15594DOI: 10.1111/j.1467-8535.2006.00617.xISI: 000236717200010ScopusID: 2-s2.0-33645964328OAI: oai:DiVA.org:kth-15594DiVA: diva2:333636
QC 201005252010-08-052010-08-052012-01-19Bibliographically approved