Networked Knowledge Architectures : Tools versus Standards of Learning Design

Benedek, András, G. (2016) Networked Knowledge Architectures : Tools versus Standards of Learning Design. In: New methods and technologies in education and practice: XXIX. DIDMATTECH 2016. ELTE Informatikai Kar, Budapest, pp. 257-264. ISBN 978-963-284-799-3

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Abstract

There is little doubt that the key term of Networked Learning is “connections”: connections between people, information and their context dependent knowledge productive activities. The need of being able to create new information by structuring information and the emergence of new tools for dynamic knowledge organization challenged the earlier educational notations and technological standards already in the beginning of the Semantic Web. Today we face another challenge: the confrontation of tools and standards in the forefront of competing e-didactic conceptions of knowledge, and learning design. Different approaches to Learning Design (the Larnaca Declaration or Diana Laurillard’s “Teaching as a Design Science”) concentrate on pedagogical patterns while the new Training and Learning Architecture (TLA) of Advanced Distributed Learning, e.g., is centered upon the flow of student activities. After reviewing the needs of Experience Design and xAPI Activity Tracking from the point of view of dynamic knowledge organization, the paper points out that networked learning calls for tools capable of creating Dynamic Knowledge Architectures. Giving examples of dynamic concept formation, it argues that Linked Open Data visualization of meta level concept formation is capable to represent activities as well as semantic content. The analysis of interoperability issues of semantic knowledge structures and learning activities supports the conclusion that problem centered activity design demands effective App integration.

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