You are required to produce an essay answering the following brief:
How can digitally enhanced learning environments help promote effective pedagogies and maximise positive social impact? Please address this question by evaluating a real-life case study through the lens of the theoretical approaches discussed in resources below, as well as of your analysis of further background reading.
Examples of relevant case studies (which you should select via desk research) include, among others: a school integrating an emerging digital technology in its teaching activities, a university experimenting with a novel digital innovation strategy, a digital project from the private, public or third sector opening up learning opportunities beyond formal education.
Please notice that your chosen case study does not necessarily need to be a ‘success story’ – you are also welcome to sess the implications of cases in which digital innovation in a learning environment produced negative or ambiguous effects, and to creatively draw from this lessons for the future.
theory in resources below should be better used in the essay as well as resources in the pics I uploaded.
The case you choose and technology being used should not be normal or boring to discuss or has been discussed publicly so much
Structure:
-Intro(which case is choosed, where, what tech, why worth discussing)
-literature review
-analysis, case study and answer the question (How can digitally enhanced learning environments help promote effective pedagogies and maximise positive social impact?)- use theories and examples.
-implications
-conclusions
-reference
Resources:
Essential Reading
Gourlay, L. (2021). There is no ‘virtual learning’: The materiality of digital education. Journal of New Approaches in Educational Research, 2021, 10.1: 57-66. (Attached at the end of this section).
Wajcman, J. (2002). Addressing technological change: The challenge to social theory. Current Sociology, 50(3), 347-363. (Attached at the end of this section).
Woodley, X. M., & Rice, M. F. (Eds.). (2022). Designing Intersectional Online Education: Critical Teaching and Learning Practices. Routledge, Introduction.
UNESCO 2023’s global report on the use of technology in education (“Key Messages”, pp. 3-4; introduction/chapter 1 pp. 7-14).
Recommended Reading
Bayne, S., Gallagher, M. S., & Lamb, J. (2014). Being ‘at’ university: the social topologies of distance students. Higher Education, 67, 569-583.
Carbado, D. W., Crenshaw, K. W., Mays, V. M., & Tomlinson, B. (2013). Intersectionality: Mapping the Movements of a Theory. Du Bois Review: Social Science research On Race, 10(2), 303-312.
Edwards, R., Tracy, F., & Jordan, K. (2011). Mobilities, moorings and boundary marking in developing semantic technologies in educational practices. Research in Learning Technology, 19(3), 219-232.
Orlikowski, W.J. and Gash, D.C., 1991. Changing frames: Understanding technological change in organizations. Academy of Management Best Paper Proceedings.
Essential Reading
Elmer, G., Neville, S. J., Burton, A., & Ward-Kimola, S. (2021).Zoombombing during a global pandemic. Social Media + Society, 7(3), 2056-3051.
Madaio, M., Blodgett, S. L., Mayfield, E., & Dixon-Román, E. (2022). Beyond “fairness”: Structural (in) justice lenses on AI for education. In The ethics of artificial intelligence in education (pp. 203-239). Routledge.
Winters, N., Eynon, R., Geniets, A., Robson, J., & Kahn, K. (2020). Can we avoid digital structural violence in future learning systems?. Learning, Media and Technology, 45(1), 17-30.
Recommended reading
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62.
Borenstein, J., & Howard, A. (2021). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1, 61-65.
Gillborn, D., Warmington, P., & Demack, S. (2018). QuantCrit: Education, policy, ‘Big Data’and principles for a critical race theory of statistics. Race, Ethnicity and Education, 21(2), 158-179.
Selwyn, N., 2009. Faceworking: exploring students’ education‐related use of Facebook. Learning, Media and Technology, 34(2), pp.157-174. (Attached at the end of this section).
Essential Reading
Komljenovic, J. (2021) The rise of education rentiers: digital platforms, digital data and rents. Learning, Media and Technology, 46:3, 320-332.
Selwyn, N. (2023). The critique of digital education. In Gorur, R., Landri, P. and Normand, R. (eds). A new repertoire for critique in contemporary education. Routledge. (Attached below).
Zuboff, S. (2015). Big other: surveillance capitalism and the prospects of an information civilization. Journal of Information Technology, 30(1), 75-89.
Recommended reading
Ahmad, S., & Krzywdzinski, M. (2022). Moderating in obscurity: how Indian content moderators work in global content moderation value chains. In Digital Work in the Planetary Market (pp. 77-95). Cambridge, MA, Ottawa: The MIT Press, International Development Research Centre.
Kozinets, R. V. (2006). Netnography. Handbook of Qualitative Research Methods in Marketing, 129, 142.
Means, A.J. (2021) Hypermodernity, automated uncertainty, and education policy trajectories. Critical Studies in Education, 62:3, 371-386.
Saltman, K. J. (2020). Artificial Intelligence and the Technological Turn of Public Education Privatization: In Defence of Democratic Education. London Review of Education, 18(2), 196-208.
Essential Reading
Atenas, J., Beetham, H., Bell, F., Cronin, C., Vu Henry, J., & Walji, S. (2022). Feminisms, technologies and learning: continuities and contestations. Learning, Media and Technology, 47(1), 1-10.
Ethan Chang (2019) Beyond workforce preparation: contested visions of ‘twenty-first century’ education reform. Discourse: Studies in the Cultural Politics of Education, 40:1, 29-45.
Costanza-Chock, S. (2020). Design justice: Community-led practices to build the worlds we need. The MIT Press, Introduction and Chapter 2.
Recommended reading
Bloom, G. (2013). Towards a community data commons. Beyond Transparency: Open Data and the Future of Civic Innovation, 255-270.
Bourassa, G. N. (2017). Toward an Elaboration of the Pedagogical Common. In Means, A. J., Ford, D. R., and Slater, G. B. (Eds). Educational Commons in Theory and Practice: Global Pedagogy and Politics (pp. 75–94). New York: Palgrave Macmillan.
Mankoff, J., Hayes, G. R., & Kasnitz, D. (2010).Disability studies as a source of critical inquiry for the field of assistive technology. In Proceedings of the 12th international ACM SIGACCESS conference on Computers and accessibility (pp. 3-10).
Peruzzo, F., & Allan, J. (2022). Rethinking inclusive (digital) education: lessons from the pandemic to reconceptualise inclusion through convivial technologies. Learning, Media, and Technology, 1-15.
Essential Reading
Costanza-Chock, S. (2020). Design Pedagogies:“There’s Something Wrong with This System!”. PubPub.
Henderson, M., Selwyn, N. and Aston, R., 2017. What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), pp.1567-1579.
Selwyn, N., 2010. Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), pp.65-73. (Attached at the end of this section).
Recommended reading
Biesta, G., 2015. What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), pp.75-87. (Please click on the ‘Doc’ icon to download the piece).
Kümmel, E., Moskaliuk, J., Cress, U. and Kimmerle, J., 2020. Digital learning environments in higher education: A literature review of the role of individual vs. social settings for measuring learning outcomes. Education Sciences, 10(3), p.78. (Attached below.)
Matthews, A., 2021. Sociotechnical imaginaries in the present and future university: A corpus-assisted discourse analysis of UK higher education texts. Learning, Media and Technology, 46(2), pp.204-217.