Pedagogic encounters with algorithmic system controversies: a toolkit for democratising technology

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning Media and Technology Pub Date : 2023-03-16 DOI:10.1080/17439884.2023.2185255

T. Swist, J. Humphry, K. Gulson

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引用次数: 1

Abstract

ABSTRACT There is a broad impetus across policy and institutional domains to expand public engagement and involvement with emerging technology research and innovation. Yet innovative theory, methods, and practices to critically explore algorithmic system controversies and democratic possibilities are still in nascent form. In this paper, we bring together thinking about public pedagogy, infrastructuring, and democratic design to introduce a novel pedagogic encounters toolkit, where pedagogic encounters are defined as: opportunities for learning together about the emergence, relationality, and uncertainty of algorithmic system controversies. A framework with accompanying practices and examples is outlined for researchers, policymakers, and practitioners to creatively and critically explore these pedagogic encounters within specific contexts. We conclude with implications for future investigations attentive to making democratic designs in a datafied society. In doing so, this paper informs theoretical and methodological innovation to the study of algorithmic system controversies and democratising technology.

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教师遇到算法系统争议:民主化技术的工具包

在政策和制度领域，扩大公众对新兴技术研究和创新的参与是一种广泛的推动力。然而，批判性地探索算法系统争议和民主可能性的创新理论、方法和实践仍处于初级阶段。在本文中，我们汇集了对公共教育学、基础设施和民主设计的思考，以引入一种新的教学遭遇工具包，其中教学遭遇被定义为:共同学习算法系统争议的出现、相关性和不确定性的机会。为研究人员、政策制定者和实践者在特定背景下创造性地、批判性地探索这些教学遭遇，概述了一个带有相关实践和示例的框架。我们总结了对未来调查的启示，即在数据化的社会中进行民主设计。在此过程中，本文为算法系统争议和民主化技术的研究提供了理论和方法上的创新。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Media and Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.40

自引率

14.50%

发文量

期刊介绍： Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: -The ways in which digital media interact with learning environments, educational institutions and educational cultures -The changing nature of knowledge, learning and pedagogy in the digital age -Digital media production, consumption and creativity in educational contexts -How digital media are shaping (and being shaped by) educational practices in local, national and global contexts -The social, cultural, economic and political nature of educational media and technology -The ways in which digital media in education interact with issues of democracy and equity, social justice and public good. Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences.