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Postdigital Participation in Education by Andreas Weich,Felicitas Macgilchrist Pdf
This open access book examines the interrelations and correlations of the postdigital condition and its relationship to education, with a particular focus on participation. Contributions reflect on how educational institutions are affected by the recent transformations of media technologies and practices, and how at the same time institutions such as schools and universities are supposed to enable people to participate in media practices in an informed and reflective way. How, and under what conditions, can teachers and students participate in contemporary media constellations? The book will be of interest to academics and researchers involved in teacher education, digital pedagogy, educational technology, instructional design, education philosophy and media education.
Post-Digital, Post-Internet Art and Education by Kevin Tavin,Gila Kolb,Juuso Tervo Pdf
This open access edited volume provides theoretical, practical, and historical perspectives on art and education in a post-digital, post-internet era. Recently, these terms have been attached to artworks, artists, exhibitions, and educational practices that deal with the relationships between online and offline, digital and physical, and material and immaterial. By taking the current socio-technological conditions of the post-digital and the post-internet seriously, contributors challenge fixed narratives and field-specific ownership of these terms, as well as explore their potential and possible shortcomings when discussing art and education. Chapters also recognize historical forebears of digital art and education while critically assessing art, media, and other realms of engagement. This book encourages readers to explore what kind of educational futures might a post-digital, post-internet era engender.
Constructing Postdigital Research by Petar Jandrić,Alison MacKenzie,Jeremy Knox Pdf
This book delves into the various methods of constructing postdigital research, with a particular focus on the postdigital dynamic of inclusion and exclusion, as well as the interplay between method and emancipation. By answering three fundamental questions - the relationship between postdigital theory and research practice, the relationship between method and emancipation, and how to construct emancipatory postdigital research - the book serves as a comprehensive resource for those interested in conducting postdigital research. Constructing Postdigital Research: Method and Emancipation is complemented by Postdigital Research: Genealogies, Challenges, and Future Perspectives, also edited by Petar Jandrić, Alison MacKenzie, and Jeremy Knox, which explores these questions in theory.
Postdigital Research by Petar Jandrić,Alison MacKenzie,Jeremy Knox Pdf
This book explores genealogies and the challenges related to the concept of the postdigital, the ambiguous nature of postdigital knowledges, and the many faces of postdigital sensibilities. The book answers three key questions: What is postdigital knowledge? What does it mean to do postdigital research? What, if anything, is distinct from research conducted in other perspectives? As such, this book is a one-stop publication for those interested in the theory of postdigital research. Postdigital Research: Genealogies, Challenges, and Future Perspectives is complemented by Constructing Postdigital Research: Method and Emancipation, also edited by Petar Jandrić, Alison MacKenzie, and Jeremy Knox, which explores these questions in practice.
Online Postgraduate Education in a Postdigital World by Tim Fawns,Gill Aitken,Derek Jones Pdf
This edited volume builds upon the premise that online learning is not separate from the social and material world, and is made up of embodied, socially-meaningful experiences. It is founded on a "postdigital" perspective in which, much more than interactions with keyboards, computer screens, hardware or software, the learning that happens on online postgraduate programmes spills out into professional and informal settings, making connections with what comes before and after any formally-scheduled tasks. Unlike other books relating to online education, this book combines a theoretical perspective, in which the digital, physical and social are all interconnected within complex educational ecologies, with a focus grounded in postgraduate practice. This focus has important implications for the kinds of students and learning that are explored in the chapters of the book. This book provides an important contribution to the knowledge of what is required to produce quality, online postgraduate programmes at the level of teachers, curriculum designers, faculty developers and policy-makers.
The Manifesto for Teaching Online by Sian Bayne,Peter Evans,Rory Ewins,Jeremy Knox,James Lamb Pdf
An update to a provocative manifesto intended to serve as a platform for debate and as a resource and inspiration for those teaching in online environments. In 2011, a group of scholars associated with the Centre for Research in Digital Education at the University of Edinburgh released “The Manifesto for Teaching Online,” a series of provocative statements intended to articulate their pedagogical philosophy. In the original manifesto and a 2016 update, the authors counter both the “impoverished” vision of education being advanced by corporate and governmental edtech and higher education’s traditional view of online students and teachers as second-class citizens. The two versions of the manifesto were much discussed, shared, and debated. In this book, Siân Bayne, Peter Evans, Rory Ewins, Jeremy Knox, James Lamb, Hamish Macleod, Clara O'Shea, Jen Ross, Philippa Sheail and Christine Sinclair have expanded the text of the 2016 manifesto, revealing the sources and larger arguments behind the abbreviated provocations. The book groups the twenty-one statements (“Openness is neither neutral nor natural: it creates and depends on closures”; “Don’t succumb to campus envy: we are the campus”) into five thematic sections examining place and identity, politics and instrumentality, the primacy of text and the ethics of remixing, the way algorithms and analytics “recode” educational intent, and how surveillance culture can be resisted. Much like the original manifestos, this book is intended as a platform for debate, as a resource and inspiration for those teaching in online environments, and as a challenge to the techno-instrumentalism of current edtech approaches. In a teaching environment shaped by COVID-19, individuals and institutions will need to do some bold thinking in relation to resilience, access, teaching quality, and inclusion.
Author : Marion Mathier Publisher : Taylor & Francis Page : 218 pages File Size : 45,5 Mb Release : 2023-03-22 Category : Language Arts & Disciplines ISBN : 9781000847444
This book employs a critical discourse ethnographic approach to map the production of social meaning in digital media in education, drawing on insights from Switzerland to unpack the disconnects that arise in thinking postdigitally and ways forward for rethinking socio-cultural approaches. Grounded in Foucault-influenced, linguistically-oriented discourse studies, the book calls attention to the ways in which educational discourse has increasingly promoted digital media as a means of justifying curriculum change. Using data from policy documents, participant observation, and interviews, Mathier charts how this rhetoric manifests itself in the combination of top-down policies, on-the-ground implementation, and the lived experiences of students outside the classroom, and, in turn, surfaces broader disconnects. The volume explores how digital education is increasingly shaped by platform capitalism, how young people’s experiences are disregarded in formal knowledge production, and how the prevalence of digital teaching and learning contributes to issues of access and inequality. Through a critical discursive approach, Mathier demonstrates the need for literacy practices in postdigital education to interrogate the ways in which digital media and education are entangled in larger socio-political practices. This book will appeal to students and scholars in critical discourse studies, critical literacy studies, digital communication, education research, and linguistic ethnography.
Video Conferencing by Axel Volmar,Olga Moskatova,Jan Distelmeyer Pdf
The COVID-19 pandemic has reorganized existing methods of exchange, turning comparatively marginal technologies into the new normal. Multipoint videoconferencing in particular has become a favored means for web-based forms of remote communication and collaboration without physical copresence. Taking the recent mainstreaming of videoconferencing as its point of departure, this anthology examines the complex mediality of this new form of social interaction. Connecting theoretical reflection with material case studies, the contributors question practices, politics and aesthetics of videoconferencing and the specific meanings it acquires in different historical, cultural and social contexts.
This book explores approaches to developing and using postdigital humans and the impact they are having on a postdigital world. It presents current research and practices at a time when education is changing rapidly with digital, technological advances. In particular, it outlines the major challenges faced by today’s employers, developers, teachers, researchers, priests and philosophers. The book examines conceptions of postdigital humans and studies the issue in connection with ethics and employment, as well as from perspectives such as philosophy and religion.
This book challenges the notion that static principles of inclusive practice can be embedded and measured in Higher Education. It introduces the original concept of Postdigital Positionality as a dynamic lens through which inclusivity policies in universities might be reimagined.
Handbook of Open, Distance and Digital Education by Olaf Zawacki-Richter,Insung Jung Pdf
This open access handbook offers a one-stop-shop for both new and established researchers, educators, policy makers and administrators in the field of open, distance and digital education (ODDE) to gain a comprehensive overview of the history, theory and practice at all levels of ODDE, and at the same time stimulates in-depth discussions on various themes and issues of ODDE for today and future. Researchers, scholars and students in the field of ODDE can use this handbook as a major reference to conduct their own research and learning agendas. To cover the field comprehensively, the handbook is structured following the 3M framework developed by one of the chief editors Zawacki-Richter. The 3M framework categorizes the major research areas and issues in ODDE on three levels. Accordingly, the handbook is divided into six sections in total, two section at each of the three levels: 1) Macro Level – ODDE Systems and Theories, 2) Meso Level - Institutional Perspectives, Management and Organization, and 3) Micro Level – Learning and Teaching in ODDE. This is an open access book.
Digital and Postdigital Learning for Changing Universities by Maggi Savin-Baden Pdf
This book explores the purpose, role and function of the university and examines the disconnection between students’ approaches to learning and university strategy. It centres on the idea that it is vital to explore what counts as a university in the twenty-first century, what it is for, and for whom, as well as how it can transcend social divisions. The universities of the twenty-first century need to have larger audiences, a broader voice, a shift away from othering and an effective means of progressing such shifts. What is central to such exploration is the idea that learning needs to be seen as postdigital. With a focus on how the growth of technology has and continues to affect university learning, this book: explores the concepts of the digital and the postdigital promotes just and inclusive pedagogies for higher education considers ways to ensure learning is an ethical and political experience studies how to understand community and collective values through higher education suggests ways of promoting personal and collective responsibility for our world and its peoples presents ways in which the university can challenge ideologies based on capitalist modes of consumption, privilege and exploitation Digital and Postdigital Learning for Changing Universities is essential reading for anyone seeking to reimagine the university in a postdigital age, despite institutional structuration and government intervention. It challenges current assumptions and practices, and encourages new ways of thinking about higher education and learning in the twenty-first century.
The Methodology and Philosophy of Collective Writing by Michael A. Peters,Tina Besley,Marek Tesar,Liz Jackson,Petar Jandric,Sonja Arndt,Sean Sturm Pdf
This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors’ Collective (EC), who also edit, review and contribute to Educational Philosophy and Theory (EPAT), as well as to PESA Agora, edited by Tina Besley, and Access, edited by Nina Hood, two PESA ‘journals’ recently developed by EC members. This book develops the philosophy, methodology and pedagogy of collective writing as a new mode of academic writing as an alternative to the normal academic article. The philosophy of collective writing draws on a new mode of academic publishing that emphasises the metaphysics of peer production and open review along with the main characteristics of openness, collaboration, co-creation and co-social innovation, peer review and collegiality that have become a praxis for the self-reflection emphasising the subjectivity of writing, sometimes called self-writing. This collection, under the EPAT series Editor’s Choice, draws on a group of members of the Editors’ Collective,who constitute a network of editors, reviewers and authors who established the organisation to further the aims of innovation in academic writing and publishing. It provides discussion and examples of the philosophy, methodology and pedagogy of collective writing. Split into three sections: Introduction, Openness and Projects, this volume offers an introduction to the philosophy and methodology of collective writing. It will be of interest to scholars in philosophy of education and those interested in the process of collective writing.
