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Open access
Vitenskapelig publikasjon
(side 72-85)
av Neil Selwyn
This short position paper reconsiders the exaggerated expectations that currently surround the social web and education within many sections of the education technology community. In particular four popular assumptions of ...
Engelsk sammendrag

This short position paper reconsiders the exaggerated expectations that currently surround the social web and education within many sections of the education technology community. In particular four popular assumptions of the social web are challenged, namely: (i) expectations of enhanced participatory learning; (ii) expectations of enhanced equality of opportunity; (iii) expectations of learner affinity and interest; and (iv) expectations of freedom from proprietary constraints. The paper contends that many of these expectations stem from a tendency for education technology researchers and writers to over-value seemingly ‘new’ informal uses of the social web, whilst downplaying unequal power relations between individual learners and formal processes of education. The paper concludes that educationalists and technologists alike should strive to look beyond the rhetoric of the social web, and develop realistic and critical understandings of the ‘messy’ realities of social web technologies and education.
Open access
Vitenskapelig publikasjon
(side 86-103)
av Erik Knain
Wiki tools for text development, production and dissemination by internet enable text development to be studied by the editing history in addition to the hypertext structure. Category systems drawing on ...
Engelsk sammendrag

Wiki tools for text development, production and dissemination by internet enable text development to be studied by the editing history in addition to the hypertext structure. Category systems drawing on Halliday’s theory of cohesion between sentences are offered as tools for describing and assessing text development made by 16-year old students. Inspection of patterns in the editing history and hypertext structure indicates that students seemed to be primarily engaged in knowledge telling rather than knowledge transformation as approaches to text production.
Open access
(side 104-115)
av Christina Keller og Stefan Hrastinski
It is challenging for university teachers to adopt constructivist pedagogical practices and to make e-learning interactive. Drawing on this challenge, one possible definition of digital literacy of university teachers ...
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