David Carter-Tod hits on a problem that has occupied my mind for some time now: the difficulties inherent in building on what is already known in a field, in this case, instructional technology. The issue came out during my recent discussions with David Wiley, in which it transpired that I had only read about half of his work and he had read none of mine. We are, of course, each heavily involved in the field, so how could such a situation come about? Here is part of it: "too much academic thinking and conversation is locked away behind subscription firewalls - perhaps not in all disciplines, but certainly in instructional technology." The other part - and the part I was trying to tweak David into recognizing - is that a significant number of researchers look only at this subscription based material; if something is not there, it doesn't exist. Carter-Tod also points to this interesting commentary by the Invisible Adjunct that makes much the same point.
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