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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: pdf: output-file: S2424791-JI.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 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 and 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 interview. 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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