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.
How to Cite:
Kempe, A.-L., & Selander, S. (2011). Editorial. Designs for Learning, 4(1), 6–7.