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...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
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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