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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: other-links: - text: Officiel udgave href: https://rucforsk.ruc.dk/ws/files/104505237/S2424791_JI.pdf icon: file-pdf - text: Officiel udgave (lokal kopi) href: S2424791-JI.pdf icon: file-pdf - text: Kildetekst href: https://source.xn--abcdefghijklmnopqrstuvxyz-0fc0a81c.dk/thoughtroam/ icon: git - text: Præsentation href: talk.html icon: file-slides pdf: output-file: S2424791-JI_rev2.pdf

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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.

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Litteraturliste {.appendix}

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Bilag A {.appendix}

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Bilag B {.appendix}

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Bilag C {.appendix}

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