Pub Date : 2023-09-23DOI: 10.1007/s42438-023-00432-6
Eli Morey
{"title":"Review of John Holloway (2022). Hope in Hopeless Times","authors":"Eli Morey","doi":"10.1007/s42438-023-00432-6","DOIUrl":"https://doi.org/10.1007/s42438-023-00432-6","url":null,"abstract":"","PeriodicalId":489236,"journal":{"name":"Postdigital Science and Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1007/s42438-023-00420-w
Daniela Gachago, Maha Bali, Nicola Pallitt
Abstract There is growing interest in the literature towards a more distributed, collaborative view of learning design that focuses on relationships and connection. In this paper, we propose a vision of learning design that is entangled and crosses boundaries, framed by an equity-oriented mindset that blurs and resists boundaries, and merges learning design with facilitation, external with internal communities, and academia with activism. Based on interviews with learning design practitioners across the world, and framed by theories of posthumanism and postdigital education, we share eight orientations that form a future and equity-oriented learning design pattern: awareness of context, matter matters, co-creating with humans and non-humans, relationality and connection, modelling vulnerability, the entanglement of the personal and political, and creating transformative spaces. We then use one of our responses to the advent of ChatGPT to show how these orientations have helped us in times of uncertainty and disruption, an agential cut that highlights the value of acknowledging the material-discursive relationships emerging in and through our work. As such, rather than focusing on conventional, static definitions and models, we are interested in knowledge-making processes that come into existence when we practise learning design and engage with each other and the world around us, and who we become in our relationships with others, both human and non-human, and the patterns that we form in this entanglement.
{"title":"Equity-Oriented Learning Design: An Entangled Future","authors":"Daniela Gachago, Maha Bali, Nicola Pallitt","doi":"10.1007/s42438-023-00420-w","DOIUrl":"https://doi.org/10.1007/s42438-023-00420-w","url":null,"abstract":"Abstract There is growing interest in the literature towards a more distributed, collaborative view of learning design that focuses on relationships and connection. In this paper, we propose a vision of learning design that is entangled and crosses boundaries, framed by an equity-oriented mindset that blurs and resists boundaries, and merges learning design with facilitation, external with internal communities, and academia with activism. Based on interviews with learning design practitioners across the world, and framed by theories of posthumanism and postdigital education, we share eight orientations that form a future and equity-oriented learning design pattern: awareness of context, matter matters, co-creating with humans and non-humans, relationality and connection, modelling vulnerability, the entanglement of the personal and political, and creating transformative spaces. We then use one of our responses to the advent of ChatGPT to show how these orientations have helped us in times of uncertainty and disruption, an agential cut that highlights the value of acknowledging the material-discursive relationships emerging in and through our work. As such, rather than focusing on conventional, static definitions and models, we are interested in knowledge-making processes that come into existence when we practise learning design and engage with each other and the world around us, and who we become in our relationships with others, both human and non-human, and the patterns that we form in this entanglement.","PeriodicalId":489236,"journal":{"name":"Postdigital Science and Education","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135155320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1007/s42438-023-00424-6
Sungjin Park
{"title":"Theodor W. Adorno, Artificial Intelligence, and Democracy in the Postdigital Era","authors":"Sungjin Park","doi":"10.1007/s42438-023-00424-6","DOIUrl":"https://doi.org/10.1007/s42438-023-00424-6","url":null,"abstract":"","PeriodicalId":489236,"journal":{"name":"Postdigital Science and Education","volume":"2021 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1007/s42438-023-00425-5
Dewa Wardak, Stephanie Wilson, Sandris Zeivots
Abstract Design is a contested term, and this has implications for designing educational futures. Described through five senses to elucidate its complexity, design can be conceptualised as domain, as process, as plan, as the resulting product, and as the intentional creation of new possibilities. In this paper, we use the five design senses to illustrate how they could be useful for making sense of a large, complex, and multifaceted educational project. We define the design senses as a network of socio-material entanglements and illustrate how actor-network theory can be useful in unpacking this network. Taking a postdigital perspective, we illustrate that in designing for learning in higher education, the relationships between the five senses are fluid, constantly shifting, and emergent in a network of human and non-human actants. We argue that design research needs to move beyond cognitive approaches to the study of collaborative approaches that empower participants. In doing so, our study proposes a co-design approach to designing educational futures where multidisciplinary teams connect their knowledge, skills, and resources to carry out a design task. We present three mini-cases from our co-design project to illustrate how the five senses of design can be used to unpack and untangle the web of complex relationships in co-design. Furthermore, we reflect on the shifting role of educational developers as they lead and participate in co-design teams. We conclude by problematising educational design for designing educational futures in a postdigital world.
{"title":"Co-design as a Networked Approach to Designing Educational Futures","authors":"Dewa Wardak, Stephanie Wilson, Sandris Zeivots","doi":"10.1007/s42438-023-00425-5","DOIUrl":"https://doi.org/10.1007/s42438-023-00425-5","url":null,"abstract":"Abstract Design is a contested term, and this has implications for designing educational futures. Described through five senses to elucidate its complexity, design can be conceptualised as domain, as process, as plan, as the resulting product, and as the intentional creation of new possibilities. In this paper, we use the five design senses to illustrate how they could be useful for making sense of a large, complex, and multifaceted educational project. We define the design senses as a network of socio-material entanglements and illustrate how actor-network theory can be useful in unpacking this network. Taking a postdigital perspective, we illustrate that in designing for learning in higher education, the relationships between the five senses are fluid, constantly shifting, and emergent in a network of human and non-human actants. We argue that design research needs to move beyond cognitive approaches to the study of collaborative approaches that empower participants. In doing so, our study proposes a co-design approach to designing educational futures where multidisciplinary teams connect their knowledge, skills, and resources to carry out a design task. We present three mini-cases from our co-design project to illustrate how the five senses of design can be used to unpack and untangle the web of complex relationships in co-design. Furthermore, we reflect on the shifting role of educational developers as they lead and participate in co-design teams. We conclude by problematising educational design for designing educational futures in a postdigital world.","PeriodicalId":489236,"journal":{"name":"Postdigital Science and Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1007/s42438-023-00422-8
Dag-Erik Berg
Abstract Digital tools, such as video conference technology, are currently transforming people’s behaviour, social relations, and learning processes in higher education. But the digital tools used in teaching and learning are also part of a dynamic capitalism. This article focuses on democracy and subjectivity in higher education and outlines a critical approach in this context. I revisit John Dewey’s philosophy to reflect on digital tools and the goals of education in a democratic society. Published more than a century ago, Dewey’s seminal book Democracy and Education is relevant as a constructive approach to combining learning, experience, habits, and tools. Dewey argued that dualisms between mind and matter, knowledge and nature, undermine a democratic society. For Dewey, a society would require communication and the sharing of experiences whilst education would require democratic aims beyond the individual. Yet the contemporary challenges include a ‘digital gaze’ where the technology makes subjects more visible and observed. Foucault’s analytics of power thus becomes a constructive supplement to Dewey’s focus on participation and modes of inquiry to fully examine subjectivity and democracy in postdigital higher education.
{"title":"Zooming in on Dewey, Democracy, and Subjectivity in Postdigital Education","authors":"Dag-Erik Berg","doi":"10.1007/s42438-023-00422-8","DOIUrl":"https://doi.org/10.1007/s42438-023-00422-8","url":null,"abstract":"Abstract Digital tools, such as video conference technology, are currently transforming people’s behaviour, social relations, and learning processes in higher education. But the digital tools used in teaching and learning are also part of a dynamic capitalism. This article focuses on democracy and subjectivity in higher education and outlines a critical approach in this context. I revisit John Dewey’s philosophy to reflect on digital tools and the goals of education in a democratic society. Published more than a century ago, Dewey’s seminal book Democracy and Education is relevant as a constructive approach to combining learning, experience, habits, and tools. Dewey argued that dualisms between mind and matter, knowledge and nature, undermine a democratic society. For Dewey, a society would require communication and the sharing of experiences whilst education would require democratic aims beyond the individual. Yet the contemporary challenges include a ‘digital gaze’ where the technology makes subjects more visible and observed. Foucault’s analytics of power thus becomes a constructive supplement to Dewey’s focus on participation and modes of inquiry to fully examine subjectivity and democracy in postdigital higher education.","PeriodicalId":489236,"journal":{"name":"Postdigital Science and Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1007/s42438-023-00412-w
Hannes Krämer, Ronja Trischler
Abstract Used in the context of innovation-driven economies and civil society, hackathons are a good example of collaborative postdigital design processes and their focus on futures and the realization of new ideas. Hackathons are a widespread organizational form of designing the future in which digital solutions (such as apps, websites) are preferred. What becomes questionable in the process of designing, however, is the social form of the future. In our case study, we ask which futures are being designed and by whom . While empirically, these questions are often answered together, we disentangle them in our analysis of online announcements of hackathons. We show how a feasible, designable, and achievable future is imagined through practices of problematization and scaling. We demonstrate corresponding models of subjects that are preferred for designing the future. With our praxeological analysis, we aim to contribute to an understanding of the micropowers of designing postdigital futures. While in principle, ‘everyone’ is invited to participate in the design process at hackathons, the announcements already show that only certain participants are desired, and only certain kinds of futures are imaginable through hackathons.
{"title":"Designing Postdigital Futures—The Case of Hackathons","authors":"Hannes Krämer, Ronja Trischler","doi":"10.1007/s42438-023-00412-w","DOIUrl":"https://doi.org/10.1007/s42438-023-00412-w","url":null,"abstract":"Abstract Used in the context of innovation-driven economies and civil society, hackathons are a good example of collaborative postdigital design processes and their focus on futures and the realization of new ideas. Hackathons are a widespread organizational form of designing the future in which digital solutions (such as apps, websites) are preferred. What becomes questionable in the process of designing, however, is the social form of the future. In our case study, we ask which futures are being designed and by whom . While empirically, these questions are often answered together, we disentangle them in our analysis of online announcements of hackathons. We show how a feasible, designable, and achievable future is imagined through practices of problematization and scaling. We demonstrate corresponding models of subjects that are preferred for designing the future. With our praxeological analysis, we aim to contribute to an understanding of the micropowers of designing postdigital futures. While in principle, ‘everyone’ is invited to participate in the design process at hackathons, the announcements already show that only certain participants are desired, and only certain kinds of futures are imaginable through hackathons.","PeriodicalId":489236,"journal":{"name":"Postdigital Science and Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.1007/s42438-023-00413-9
Ryan Haecker
Abstract The way beyond the digital can be discovered, not outside, but rather in and through the digital at its highest point. Since its introduction, the postdigital has neither been adequately defined nor scientifically demonstrated to be indefinable. If, on the contrary, the postdigital can be defined by a conceptual and genealogical analysis as a circuit of reflections upon the essential rupture of the digital, then the way that, in the digital, we calculate in writing can, in the postdigital, be assumed into a hyperbolic reflection in and from its more originary creative source. In this theological critique of Maggi Savin-Baden and John Reader’s volume Postdigital Theologies , I prosecute three theses: first, the postdigital has failed; second, postdigital theology is incompatible with Christian theology; and third, for mystical theology, the hyperdigital is the truth of the postdigital. The postdigital is not ‘ineffable’ but rather only appears indefinable because of a prior and contestable refusal to analyse the digital, as it predicates the ‘postdigital’ of the plural ‘theologies’, and as it speaks past theology. Once, however, it has been analysed into a circuit of reflections upon the rupture of the digital, the truth of the postdigital can be discovered in the hyper-negative or apophatic judgements of mystical theology. This theological critique of the postdigital has thus been written to prepare the mystical way of the digital or ‘via digitalis’ to read the digital and the postdigital on a spiritual ascent towards a hyperbolic cybernetic grammar, which, following Pseudo-Dionysius the Areopagite, should be named the ‘hyperdigital’.
{"title":"Via Digitalis: From the Postdigital to the Hyperdigital","authors":"Ryan Haecker","doi":"10.1007/s42438-023-00413-9","DOIUrl":"https://doi.org/10.1007/s42438-023-00413-9","url":null,"abstract":"Abstract The way beyond the digital can be discovered, not outside, but rather in and through the digital at its highest point. Since its introduction, the postdigital has neither been adequately defined nor scientifically demonstrated to be indefinable. If, on the contrary, the postdigital can be defined by a conceptual and genealogical analysis as a circuit of reflections upon the essential rupture of the digital, then the way that, in the digital, we calculate in writing can, in the postdigital, be assumed into a hyperbolic reflection in and from its more originary creative source. In this theological critique of Maggi Savin-Baden and John Reader’s volume Postdigital Theologies , I prosecute three theses: first, the postdigital has failed; second, postdigital theology is incompatible with Christian theology; and third, for mystical theology, the hyperdigital is the truth of the postdigital. The postdigital is not ‘ineffable’ but rather only appears indefinable because of a prior and contestable refusal to analyse the digital, as it predicates the ‘postdigital’ of the plural ‘theologies’, and as it speaks past theology. Once, however, it has been analysed into a circuit of reflections upon the rupture of the digital, the truth of the postdigital can be discovered in the hyper-negative or apophatic judgements of mystical theology. This theological critique of the postdigital has thus been written to prepare the mystical way of the digital or ‘via digitalis’ to read the digital and the postdigital on a spiritual ascent towards a hyperbolic cybernetic grammar, which, following Pseudo-Dionysius the Areopagite, should be named the ‘hyperdigital’.","PeriodicalId":489236,"journal":{"name":"Postdigital Science and Education","volume":"585 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135831134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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