Pub Date : 2023-03-16DOI: 10.1080/17439884.2023.2185255
T. Swist, J. Humphry, K. Gulson
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.
{"title":"Pedagogic encounters with algorithmic system controversies: a toolkit for democratising technology","authors":"T. Swist, J. Humphry, K. Gulson","doi":"10.1080/17439884.2023.2185255","DOIUrl":"https://doi.org/10.1080/17439884.2023.2185255","url":null,"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.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"12 1","pages":"226 - 239"},"PeriodicalIF":6.9,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90842559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1080/17439884.2023.2189734
A. Gilbertson, Joyeeta Dey, Prerana Singh, N. Grills
{"title":"The only option? Distance learning in North India during the COVID-19 pandemic","authors":"A. Gilbertson, Joyeeta Dey, Prerana Singh, N. Grills","doi":"10.1080/17439884.2023.2189734","DOIUrl":"https://doi.org/10.1080/17439884.2023.2189734","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"6 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80460259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/17439884.2023.2190121
M. Stewart, Elizabeth Pier, Daniel Ralyea, Andrew B. Rice
ABSTRACT This paper examines the concept of open-source data interoperability in the United States’ K-12 education domain, specifically addressing the implications of interoperability for data justice. The term ‘data justice’ is a relatively recent coinage; the framing and meaning of this term are still evolving, and it has not yet been applied in the educational domain. Building on the nascent research and theorizing in the fields of both data justice and interoperability in educational contexts, this paper provides an overview of the current state of this intersection. Additionally, the authors draw on their direct experiences implementing interoperability initiatives in several U.S. states in order to build a foundational understanding of the risks and opportunities for data justice in the realm of interoperability and data standards in education. The paper concludes with a call for more research to be completed on this complex sociotechnical topic.
{"title":"Interoperability and data standards in the K-12 education sector: intersections with data justice","authors":"M. Stewart, Elizabeth Pier, Daniel Ralyea, Andrew B. Rice","doi":"10.1080/17439884.2023.2190121","DOIUrl":"https://doi.org/10.1080/17439884.2023.2190121","url":null,"abstract":"ABSTRACT This paper examines the concept of open-source data interoperability in the United States’ K-12 education domain, specifically addressing the implications of interoperability for data justice. The term ‘data justice’ is a relatively recent coinage; the framing and meaning of this term are still evolving, and it has not yet been applied in the educational domain. Building on the nascent research and theorizing in the fields of both data justice and interoperability in educational contexts, this paper provides an overview of the current state of this intersection. Additionally, the authors draw on their direct experiences implementing interoperability initiatives in several U.S. states in order to build a foundational understanding of the risks and opportunities for data justice in the realm of interoperability and data standards in education. The paper concludes with a call for more research to be completed on this complex sociotechnical topic.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"43 1","pages":"324 - 336"},"PeriodicalIF":6.9,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74165866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.1080/17439884.2023.2189735
Shiyan Jiang, Hengtao Tang, Can Tatar, C. Rosé, J. Chao
ABSTRACT It’s critical to foster artificial intelligence (AI) literacy for high school students, the first generation to grow up surrounded by AI, to understand working mechanism of data-driven AI technologies and critically evaluate automated decisions from predictive models. While efforts have been made to engage youth in understanding AI through developing machine learning models, few provided in-depth insights into the nuanced learning processes. In this study, we examined high school students’ data modeling practices and processes. Twenty-eight students developed machine learning models with text data for classifying negative and positive reviews of ice cream stores. We identified nine data modeling practices that describe students’ processes of model exploration, development, and testing and two themes about evaluating automated decisions from data technologies. The results provide implications for designing accessible data modeling experiences for students to understand data justice as well as the role and responsibility of data modelers in creating AI technologies.
{"title":"High school students’ data modeling practices and processes: from modeling unstructured data to evaluating automated decisions","authors":"Shiyan Jiang, Hengtao Tang, Can Tatar, C. Rosé, J. Chao","doi":"10.1080/17439884.2023.2189735","DOIUrl":"https://doi.org/10.1080/17439884.2023.2189735","url":null,"abstract":"ABSTRACT It’s critical to foster artificial intelligence (AI) literacy for high school students, the first generation to grow up surrounded by AI, to understand working mechanism of data-driven AI technologies and critically evaluate automated decisions from predictive models. While efforts have been made to engage youth in understanding AI through developing machine learning models, few provided in-depth insights into the nuanced learning processes. In this study, we examined high school students’ data modeling practices and processes. Twenty-eight students developed machine learning models with text data for classifying negative and positive reviews of ice cream stores. We identified nine data modeling practices that describe students’ processes of model exploration, development, and testing and two themes about evaluating automated decisions from data technologies. The results provide implications for designing accessible data modeling experiences for students to understand data justice as well as the role and responsibility of data modelers in creating AI technologies.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"41 1","pages":"350 - 368"},"PeriodicalIF":6.9,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81778665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.1080/17439884.2023.2185630
R. Farrow
ABSTRACT Explicable AI in education (XAIED) has been proposed as a way to improve trust and ethical practice in algorithmic education. Based on a critical review of the literature, this paper argues that XAI should be understood as part of a wider socio-technical turn in AI. The socio-technical perspective indicates that explicability is a relative term. Consequently, XAIED mediation strategies developed and implemented across education stakeholder communities using language that is not just ‘explicable’ from an expert or technical standpoint, but explainable and interpretable to a range of stakeholders including learners. The discussion considers the impact of XAIED on several educational stakeholder types in light of the transparency of algorithms and the approach taken to explaination. Problematising the propositions of XAIED shows that XAI is not a full solution to the issues raised by AI, but a beginning and necessary precondition for meaningful discourse about possible futures.
{"title":"The possibilities and limits of XAI in education: a socio-technical perspective","authors":"R. Farrow","doi":"10.1080/17439884.2023.2185630","DOIUrl":"https://doi.org/10.1080/17439884.2023.2185630","url":null,"abstract":"ABSTRACT Explicable AI in education (XAIED) has been proposed as a way to improve trust and ethical practice in algorithmic education. Based on a critical review of the literature, this paper argues that XAI should be understood as part of a wider socio-technical turn in AI. The socio-technical perspective indicates that explicability is a relative term. Consequently, XAIED mediation strategies developed and implemented across education stakeholder communities using language that is not just ‘explicable’ from an expert or technical standpoint, but explainable and interpretable to a range of stakeholders including learners. The discussion considers the impact of XAIED on several educational stakeholder types in light of the transparency of algorithms and the approach taken to explaination. Problematising the propositions of XAIED shows that XAI is not a full solution to the issues raised by AI, but a beginning and necessary precondition for meaningful discourse about possible futures.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"5 1","pages":"266 - 279"},"PeriodicalIF":6.9,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75117266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.1080/17439884.2023.2185254
Michael Brown, N. Rodríguez, Amy Updegraff
ABSTRACT The curriculum marketplace Teachers Pay Teachers (TPT) claims that 85% of educators in the United States use the site. Despite substantial evidence that TPT offers low quality materials, little research has explored the impact of TPT on curriculum-making. We analyze 76 TPT seller sites from assignments submitted by teacher candidates in an elementary social studies methods course to understand how teacher education candidates encounter and make sense of TPT. We observe that TPT produces siloed ‘one-stop shops’ that attempt to capture users’ attention, discouraging the kind of legitimate peripheral participation and resource sharing described by the proponents of ‘teacherpreneurship.’ We offer an alternative model of curricular supplementation that builds on the affordances of platform technologies.
{"title":"We need a curricular cooperative: envisioning a future beyond teachers paying teachers","authors":"Michael Brown, N. Rodríguez, Amy Updegraff","doi":"10.1080/17439884.2023.2185254","DOIUrl":"https://doi.org/10.1080/17439884.2023.2185254","url":null,"abstract":"ABSTRACT The curriculum marketplace Teachers Pay Teachers (TPT) claims that 85% of educators in the United States use the site. Despite substantial evidence that TPT offers low quality materials, little research has explored the impact of TPT on curriculum-making. We analyze 76 TPT seller sites from assignments submitted by teacher candidates in an elementary social studies methods course to understand how teacher education candidates encounter and make sense of TPT. We observe that TPT produces siloed ‘one-stop shops’ that attempt to capture users’ attention, discouraging the kind of legitimate peripheral participation and resource sharing described by the proponents of ‘teacherpreneurship.’ We offer an alternative model of curricular supplementation that builds on the affordances of platform technologies.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"1 1","pages":"310 - 323"},"PeriodicalIF":6.9,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80403307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1080/17439884.2023.2169833
Akiva Berger, Oren Golan
{"title":"Online religious learning: digital epistemic authority and self-socialization in religious communities","authors":"Akiva Berger, Oren Golan","doi":"10.1080/17439884.2023.2169833","DOIUrl":"https://doi.org/10.1080/17439884.2023.2169833","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"22 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80999871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-14DOI: 10.1080/17439884.2023.2166528
Camila Sarria-Sanz, A. Alencar, Emma Verhoeven
{"title":"Using participatory video for co-production and collaborative research with refugees: critical reflections from the Digital Place-makers program","authors":"Camila Sarria-Sanz, A. Alencar, Emma Verhoeven","doi":"10.1080/17439884.2023.2166528","DOIUrl":"https://doi.org/10.1080/17439884.2023.2166528","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"72 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76741035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1080/17439884.2023.2166529
N. Kucirkova, Alexis Hiniker
This paper develops a critical perspective on the use of conversational agents (CAs) with children at home. Drawing on interviews with eleven parents of pre-school children living in Norway, we illustrate the ways in which parents resisted the values epitomised by CAs. We problematise CAs’ attributes in light of parents’ ontological perceptions of what it means to be human and outline how their attitudes correspond to Bourdieu’s [1998a. Acts of Resistance. New York: New Press] concept of acts of resistance. For example, parents saw artificial conversation designed for profit as a potential threat to users’ autonomy and the instant gratification of CAs as a threat to children’s development. Parents’ antecedent beliefs map onto the ontological tensions between human and non-human attributes and challenge the neoliberal discourse by demanding freedom and equality for users rather than productivity and economic gain. Parents’ comments reflect the belief that artificial conversation with a machine inappropriately and ineffectively mimics a nuanced and intimate human-to-human experience in service of profit motives. ARTICLE HISTORY Received 21 July 2022 Accepted 20 December 2022
{"title":"Parents’ ontological beliefs regarding the use of conversational agents at home: resisting the neoliberal discourse","authors":"N. Kucirkova, Alexis Hiniker","doi":"10.1080/17439884.2023.2166529","DOIUrl":"https://doi.org/10.1080/17439884.2023.2166529","url":null,"abstract":"This paper develops a critical perspective on the use of conversational agents (CAs) with children at home. Drawing on interviews with eleven parents of pre-school children living in Norway, we illustrate the ways in which parents resisted the values epitomised by CAs. We problematise CAs’ attributes in light of parents’ ontological perceptions of what it means to be human and outline how their attitudes correspond to Bourdieu’s [1998a. Acts of Resistance. New York: New Press] concept of acts of resistance. For example, parents saw artificial conversation designed for profit as a potential threat to users’ autonomy and the instant gratification of CAs as a threat to children’s development. Parents’ antecedent beliefs map onto the ontological tensions between human and non-human attributes and challenge the neoliberal discourse by demanding freedom and equality for users rather than productivity and economic gain. Parents’ comments reflect the belief that artificial conversation with a machine inappropriately and ineffectively mimics a nuanced and intimate human-to-human experience in service of profit motives. ARTICLE HISTORY Received 21 July 2022 Accepted 20 December 2022","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"24 25 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88705531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1080/17439884.2023.2164862
G. Veletsianos, S. Houlden
{"title":"On the ‘university of the future': a critical analysis of cohort-based course platform Maven","authors":"G. Veletsianos, S. Houlden","doi":"10.1080/17439884.2023.2164862","DOIUrl":"https://doi.org/10.1080/17439884.2023.2164862","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"9 39 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84028587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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