This research article investigates the potential of utilizing the Interplanetary File System (IPFS) for personalized learning networks in education. Drawing on poststructural theories, the study explores how the IPFS can support the negotiation of knowledge and meaning-making processes in educational settings. The aim is to examine how this decentralized and distributed network protocol can foster personalized learning experiences and empower learners to actively construct knowledge within educational contexts.
The article begins by providing an overview of personalized learning and its significance in contemporary education. It then introduces the IPFS as a promising technological infrastructure that can enable personalized and learner-centered approaches to education. The poststructural lens is applied to analyze the potential of the IPFS in dismantling traditional hierarchies and power structures, allowing for alternative forms of knowledge production and negotiation.
The research methodology employs a mixed-methods approach, combining qualitative data collection through interviews, observations, and document analysis with quantitative data analysis of network interactions and knowledge sharing within the IPFS platform. The study focuses on a specific educational context, exploring how the IPFS can be implemented and utilized to support personalized learning networks. The findings shed light on the affordances and limitations of the IPFS in facilitating poststructural negotiation processes and learner agency.
The implications of this research are twofold. First, it contributes to the emerging field of personalized learning networks, showcasing the potential of the IPFS in transforming educational practices. Second, it highlights the importance of considering poststructural theories when designing and implementing educational technologies, urging educators and policymakers to critically interrogate power dynamics and knowledge construction processes in educational settings.
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