在社会物质世界中重新思考学习。对Fischer等人贡献的回应

IF 2.4 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS
Teresa Cerratto Pargman
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引用次数: 1

摘要

目的本评论的目的是对Fischer等人的评论。(2022)设计/方法论/方法本评论回应了Fischer等人。(2022)呼吁设想数字时代学习的替代概念。在这样做的过程中,作者主张重新考虑学习的社会物质条件,它位于社会和技术关系的网络中。在这种背景下,作者从学习的关系视角出发,质疑了以下被视为理所当然的观点:(1)越来越多地用于学生学习的个性化数据,(2)新兴的高等教育基础设施,以及(3)由数据和算法介导的师生关系。发现在这篇评论中,作者建议解开关于学习的假设,这些假设反映在关于社会技术安排和教育变革的设计和论述中。以个性化学习为例,作者阐述了一种关系思维模式,这种思维模式使作者认为,必须对学习的新定义进行多维讨论,最重要的是,必须将其置于学习已经是其一部分的物质世界中。研究局限性/含义遵循Fischer等人。(2022,本期),作者同意,重点应该是找到“通过探索全新概念和实践的机会来组织学习的新方法”。为了做到这一点,最重要的是要解决积极配置今天学习和明天学习基础设施的社会和物质条件。希望这些观察结果能吸引其他人进一步讨论数据化和算法决策时代的教育变革。原创性/价值观作者主张在社会物质条件下重新考虑学习,因为社会物质条件是由社会和技术关系网构成的。在这种背景下,作者认为,在21世纪,任何从转型视角重新定义学习的尝试,正如Fischer等人。(2022),需要询问研究人员、从业者和教育工作者通过他们的实践和话语所促成的社会技术关系的观点和假设。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reconsidering learning in a socio-material world. A response to Fischer et al.'s contribution
PurposeThe purpose of this commentary is to comment on Fischer's et al. (2022)Design/methodology/approachThis commentary responds to Fischer's et al. (2022) call on envisioning alternate conceptualizations of learning for the digital era. In doing so, the author argues for reconsidering learning in its socio-material condition, situated and made of a web of social and technological relations. In this context, the author takes a relational lens on learning to interrogate taken-for-granted views of (1) personalizing data increasingly used for student learning, (2) emerging educational infrastructures for higher education and (3) the student–teacher relationship mediated by data and algorithms.FindingsIn this commentary, the author suggested unpacking assumptions about learning that get reflected in the design and discourses about socio-technical arrangements and transformations in education. Taking the example of personalized learning, the author has illustrated a relational mode of thinking that leads the author to argue that, renewed definitions of learning must be discussed multidimensionally and, most importantly, situated in the material world that learning is already part of.Research limitations/implicationsFollowing Fischer et al. (2022, this issue), the author agrees that the focus should be on finding “new ways of organizing learning by exploring opportunities for radically new conceptualizations and practices.” In order to do that it is of utmost importance to problematize the social and material conditions that actively configure learning today and infrastructure tomorrow's learning. Hopefully, these observations will entice others to discuss further the educational transformations at stake in the age of datafication and algorithmic decision-making.Originality/valueThe author argues for reconsidering learning in its socio-material condition, which is situated and made of a web of social and technological relations. In this context, the author argues that any attempt to reconceptualize learning from a transformational perspective in the 21st century, as mentioned by Fischer et al. (2022), needs to interrogate views and assumptions about the socio-technical relationships researchers, practitioners and educators are contributing to via their practices and discourses.
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来源期刊
International Journal of Information and Learning Technology
International Journal of Information and Learning Technology COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
6.10
自引率
3.30%
发文量
33
期刊介绍: International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.
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