Potential Abstract: This paper explores the intersection of pragmatist philosophy, polytextuality, and educational portals in the context of online learning environments. Drawing on the insights from the pragmatist tradition, which emphasizes the importance of context and social interaction, this study examines how educational portals can facilitate polytextual conversations, where learners engage with multiple sources of information and perspectives. The aim is to understand how the design and implementation of educational portals can support productive and meaningful polytextual conversations, ultimately enhancing learning experiences.
The proliferation of educational portals in recent years has opened up new possibilities for learners to access a wide variety of resources, rich in diverse perspectives. However, the potential of these portals to foster polytextual conversations, where learners actively engage with and critically analyze multiple sources, remains largely unexplored. By adopting a pragmatist lens, this study recognizes the importance of social interaction and the role of context in shaping learning experiences.
Through a mixed-methods approach, including qualitative analysis and network analysis, this research investigates how learners engage with and make sense of polytextual conversations within educational portals. It explores the affordances and constraints of these portals in facilitating meaningful interactions among learners and between learners and resources. Special attention is given to the design features that enable learners to navigate through diverse sources and construct their own knowledge.
The findings of this study have implications for educational practitioners, designers, and policymakers involved in the development and implementation of educational portals. By understanding the factors that contribute to effective polytextual conversations, educational portal designers can better align their platforms with the needs and preferences of learners. Furthermore, educators can gain insights into pedagogical strategies that encourage critical engagement with multiple sources. Ultimately, this research contributes to our understanding of how online learning environments can be leveraged to promote deeper learning and enhance educational experiences.
Potential References:
- The Museum: textworks, cultural economy, and polytextual dispersion
- Polytextual (Re) Writing: Diachronic Creativity, Polycultural Performance and Problematic Translation
- The dialogue between narrative and dramaturgical tools in transformative contexts
- Learning analytics from research to practice: a content analysis to assess information quality on product websites
- Gilles Deleuze and the Space of Education: Poststructuralism, Critical Psychology, and Schooled Bodies1
