title: Tentakulær læsning
subtitle: |
Digitalisering
som styrke for indholdsmæssig læring
date: 2024-06-06
metadata-files:
- _actors.yml
- ../_report.yml
- ../_draft.yml
format:
html:
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pdf:
output-file: S2424791-JI.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 litterature examines the link between these collaboratively
oriented functionalities and their potential role in learning.
This project seeks to develop the area by utilising and expanding
upon the theory of tentacular learning.
To do this, we propose 5-star reading as a framework for working
with scientific litterature using digital annotations to frame
RDF ontologies.
We focus our analysis on Hypothes.is,
using tentacular learning 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 @Schraube2024
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 visualised 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}
\begingroup
\raggedright
::: {#refs .foo}
:::
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Bilag A {.appendix}
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Bilag B {.appendix}
{{< include ../interview/expert2/index.qmd >}}
Bilag C {.appendix}
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