---
title: Tentakulær læsning
subtitle: |
 Digitalisering \
 som styrke for indholdsmæssig læring
date: 2024-06-06
metadata-files:
  - _actors.yml
  - ../_report.yml
#  - ../_draft.yml
format:
  html:
    include-in-header:
      - text: <meta name="citation_pdf_url" content="https://thoughtroam.xn--abcdefghijklmnopqrstuvxyz-0fc0a81c.dk/worlding/S2424791-JI.pdf">
    other-links:
      - text: Officiel aflevering
        href: S2424791-JI.pdf
        icon: file-pdf
      - text: Præsentation
        href: talk.html
        icon: file-slides
  pdf:
    output-file: S2424791-JI_rev2.pdf

breaks: false

---

# Abstract

In recent decades, digitalization technologies have changed
the way learning situations unfold across the world.
Meanwhile, technologies like Linked Open Data and online annotation software
present new opportunities for supporting the movements involved in learning.
Despite this, little literature examines the link between these collaboratively
oriented functionalities and their potential role in learning,
and poses at best a hesitant view on the role of digitalization
for the content-related parts of achieving a deeper learning.
This project seeks to develop the area by utilizing and expanding
upon the theory of tentacular learning,
specifically examining
whether a digitalization annotation technique supports deeper learning.

To do this, we propose 5-star reading as a framework for working
with scientific literature using digital annotations to frame
RDF ontologies.
We focus our analysis on the software annotation system Hypothes.is,
examined through the concept of tentacular learning
in a newly introduced theory "Learning as a Worlding Practice"
by Ernst Schraube,
to understand the effect of digital annotation
on the learning movements.
We base this analysis in our own empirical experiences with the tool
by collaboratively annotating the book
"Digitalization and Learning as a Worlding Practice: Why Dialogue Matters"
by Ernst Schraube,
and using the resulting annotations to construct an RDF ontology.
We use this ontology to evaluate the success of the learning process
by interviewing the author of the book and comparing his understanding
with the visualized ontology.

The project concludes that Hypothes.is can contribute to content-related,
tentacular learning through its functionality,
and this conclusion is confirmed by the author of the theory.
The key functionality of Hypothes.is is the context-expanding quality
of digital annotation.

{{< include _intro.qmd >}}

{{< include _method.qmd >}}

{{< include _theory.qmd >}}

{{< include _theory_learning.qmd >}}

{{< include _theory_5star.qmd >}}

{{< include _analysis.qmd >}}

{{< include _analysis_hypothesis.qmd >}}

{{< include _analysis_markdown.qmd >}}

{{< include _synthesis.qmd >}}

{{< include _discussion.qmd >}}

{{< include _conclusion.qmd >}}

{{< include _perspectives.qmd >}}

# Litteraturliste {.appendix}

\begingroup
\raggedright
::: {#refs .foo}
:::
\endgroup

\addtocontents{toc}{\protect\setcounter{tocdepth}{1}}

# Bilag A {.appendix}

{{< include ../interview/expert1/index.qmd >}}

# Bilag B {.appendix}

{{< include ../interview/expert2/index.qmd >}}

# Bilag C {.appendix}

{{< include _diagram.qmd >}}