Katy Jordan

Semantic web technologies for education – time for a ‘turn to practice’?

In this synoptic paper, the authors describe how the transformative potential of semantic web and linked web of data technologies for educational systems has been identified, but highlight the fact that there are few accounts of the pedagogical applications of these same technologies. The papers in this special issue provide accounts of these technologies in use in teaching, learning and curriculum development in higher education. Several of the papers suggest that these new web technologies have important roles to play in changing pedagogical practices in higher education settings in which teachers and students are seen as designers of their own learning technologies and as producers of new knowledge. The authors argue that the theorisation, development and adoption of Semantic Web and linked data technologies would be well served by a ‘turn to practice’ and a focus not on learning technologies in higher education but on the meaning-making practices, discourses and controversies around technologies in higher education.

Students as designers of semantic web applications

This paper draws upon the experience of an interdisciplinary research group in engaging undergraduate university students in the design and development of semantic web technologies. A flexible approach to participatory design challenged conventional distinctions between ‘designer’ and ‘user’ and allowed students to play a role in developing technological and pedagogical insights as well as their own domain knowledge. The use of semantic web technologies in particular facilitated student engagement with issues around the classification, structuring and representation of knowledge, the relationships between data and concepts, and data quality and standardisation. Through the presentation of two case examples of the development of semantic web tools, it is argued that this is an effective means by which student learning can be aligned with research activity and with models of learning as knowledge construction: not only in the subject domains of their study, but in relation to learning and learning technologies as well.

Threshold Concepts as Focal Points for Supporting Student Learning

Abstract The Plant Sciences Pedagogy Project conducted research into undergraduate teaching and learning in the Department of Plant Sciences at the University of Cambridge and has translated the research findings into interventions to improve support for student learning. A key research objective for the project was to investigate how teachers within the Department support student learning in small group tutorials. This was undertaken using questionnaires, focus groups and interviews. During focus groups students reported that they valued tutors who were able to anticipate topics that they found difficult to master. The threshold concepts framework provided a medium for discussion about these troublesome areas in this discipline area and a number of threshold concepts were identified by interviewing teaching staff. The topics that emerged from this were used as focal points for development of new online resources for students. As threshold concepts are typically difficult to teach, they are challenging to one’s own practice as a teacher. Threshold concepts may provide a good focus for continuing professional development of teaching staff.

The Perceived Benefits and Problems Associated with Teaching Activities Undertaken by Doctoral Students.

ABSTRACT Postgraduate students involved in delivering undergraduate teaching while working toward a research degree are known as graduate teaching assistants (GTAs). This study focused upon the problems and benefits arising from this dual role as researchers and teachers, as perceived by GTAs at the University of Cambridge. To this end, GTAs at Cambridge were invited to participate in an online survey (n = 153). Teaching is seen to offer a wide range of benefits to GTAs, including benefits to the GTAs’ own research, transferable skills development, career development and teaching skills. Time pressures emerged as the principal problem associated with the role. The data are consistent with findings from previous studies, while also providing further detail about the nature of the benefits and problems. In particular, additional insights are offered relating to benefits and problems associated with different teaching activities, and disciplinary differences.

Validity, Reliability, and the Case for Participant-Centered Research: Reflections on a Multi-Platform Social Media Study

ABSTRACT Validity and reliability are long established as central tenets of ensuring good quality research. However, safeguarding validity and reliability can be challenging within the context of multi-platform social media research, as considerations such as access to data or self-selection place caveats upon the generalizability of any study and are exacerbated when multiple platforms are involved. In this article, examples are drawn from a recent empirical study and others to illustrate how these issues can become amplified within the context of multi-platform social media studies. These include reconsidering the concept of a representative sample across multiple platforms; issues balancing ethical considerations and terms of service in accessing data; and the effect of data repackaging strategies and extent to which similar data from different platforms can be comparable. The article will conclude by arguing that drawing upon qualitative approaches, particularly a complimentary reframing of the unit of analysis with a focus on particular users as case studies, can ameliorate these issues and strengthen the insight of multi-platform social media studies.

From crowdsourcing data to network building: Reflections on conducting research in the open

This commentary presents an account of a recent project as an example of engaged research. The project focused upon collecting and analysing the completion rates of Massive Open Online Courses (MOOCs). It began informally, through blogging, and developed into a funded research project and formal academic outputs. In addition to its formal outputs, the project is also cited as an example of the benefits of conducting an ‘open’ research project. This reflective piece will tell the story of the project, and lessons learned about the value of openness and the interplay of different social media tools in the research process.