Editorial
A system of knowledge representation, especially when used in educational settings, both configures the understanding of the phenomenon being represented and designs the communicative setting, in terms of patterns of interaction and assessment practices. The “fixedness” of materialised representatio...
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| Format: | Article |
| Language: | English |
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Stockholm University Press
2011-09-01
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| Series: | Designs for Learning |
| Online Access: | http://www.designsforlearning.nu/articles/32 |
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doaj-8e655c066356437db09215542e093bb9 |
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Article |
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doaj-8e655c066356437db09215542e093bb92020-11-24T23:13:09ZengStockholm University PressDesigns for Learning2001-74802011-09-01416710.16993/dfl.3232EditorialAnna-Lena Kempe0Staffan Selander1Stockholm University, SwedenStockholm University, SwedenA system of knowledge representation, especially when used in educational settings, both configures the understanding of the phenomenon being represented and designs the communicative setting, in terms of patterns of interaction and assessment practices. The “fixedness” of materialised representations imposes a particular recognised reading path, and a voice of authority defines and delimits the characteristics of the phenomena.http://www.designsforlearning.nu/articles/32 |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Anna-Lena Kempe Staffan Selander |
| spellingShingle |
Anna-Lena Kempe Staffan Selander Editorial Designs for Learning |
| author_facet |
Anna-Lena Kempe Staffan Selander |
| author_sort |
Anna-Lena Kempe |
| title |
Editorial |
| title_short |
Editorial |
| title_full |
Editorial |
| title_fullStr |
Editorial |
| title_full_unstemmed |
Editorial |
| title_sort |
editorial |
| publisher |
Stockholm University Press |
| series |
Designs for Learning |
| issn |
2001-7480 |
| publishDate |
2011-09-01 |
| description |
A system of knowledge representation, especially when used in educational settings, both configures the understanding of the phenomenon being represented and designs the communicative setting, in terms of patterns of interaction and assessment practices. The “fixedness” of materialised representations imposes a particular recognised reading path, and a voice of authority defines and delimits the characteristics of the phenomena. |
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http://www.designsforlearning.nu/articles/32 |
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AT annalenakempe editorial AT staffanselander editorial |
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