Semantic e-learning: synthesising fantasies

Authors: Lytras, Miltiadis¹; Naeve, Ambjörn²

Source: British Journal of Educational Technology, Volume 37, Number 3, May 2006 , pp. 479-491(13)

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Abstract:

When the subject of scientific analysis is learning, the research needs to be anchored in various nonmonolithic pillars. Several disciplines require a common ground of convergence. An objective observer of the domain can easily conclude that semantic e-learning brings together the three different worlds of learners, pedagogues and technologists.

In this short concluding paper of the special issue, we criticise the monolithic approaches to technology-enhanced learning. We argue that semantic e-learning presents a critical research challenge to move towards extended openness, meaning exploitation and unforeseen learning opportunities for the global community.

The concluding remark is a call for a new learning generation primer. Synthesizing fantasies is in fact an invitation to semantically define our commitment to collaborate and to agree on the technology-enabled services that bring learning to the forefront. The promotion of the knowledge-and-learning-society requires an integration of the demand and supply side of knowledge and learning.

Document Type: Research article

DOI: http://dx.doi.org/10.1111/j.1467-8535.2006.00617.x

Affiliations: 1: Association for Information Systems Special Interest Group on Semantic Web and Information Systems 2: Royal Institute of Technology in Stockholm, Sweden

Publication date: 2006-05-01