Potential Abstract:
Open science initiatives have provided opportunities for educators to engage with vast amounts of information and resources in virtual hypermedia environments. This paper presents a critical analysis of how the mode of address in these environments impacts educational practices and outcomes. Drawing on insights from both artificial intelligence and education research, we examine the ways in which the design and implementation of virtual hypermedia platforms influence the accessibility and inclusivity of open science in education. By analyzing the affordances and constraints of different modes of address, including visual, auditory, and tactile interfaces, we explore how educators can utilize these technologies to promote equitable access to knowledge and resources. Furthermore, we investigate the implications of data privacy, algorithmic biases, and digital literacy on the ethical dimensions of open science in education.
Potential References:
- The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge
- Hypermedia in the virtual project room-toward open 3D spatial hypermedia
- Audiovisual hypermedia in the semantic Web
- Integrating open hypermedia systems with the World Wide Web
- Adaptation in open corpus hypermedia
