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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 05/08/2019, available online: https://www.tandfonline.com/doi/full/10.1080/1475939X.2019.1643780

    Accepted author manuscript, 314 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Algorithmic culture, networked learning and the technological horizon of theory

Research output: Contribution to Journal/Magazine › Journal article › peer-review

E-pub ahead of print

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Algorithmic culture, networked learning and the technological horizon of theory. / Dawson, Mark.
In: Technology, Pedagogy and Education, 05.08.2019.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Dawson, M 2019, 'Algorithmic culture, networked learning and the technological horizon of theory', Technology, Pedagogy and Education. https://doi.org/10.1080/1475939X.2019.1643780

APA

Dawson, M. (2019). Algorithmic culture, networked learning and the technological horizon of theory. Technology, Pedagogy and Education. Advance online publication. https://doi.org/10.1080/1475939X.2019.1643780

Vancouver

Dawson M. Algorithmic culture, networked learning and the technological horizon of theory. Technology, Pedagogy and Education. 2019 Aug 5. Epub 2019 Aug 5. doi: 10.1080/1475939X.2019.1643780

Author

Dawson, Mark. / Algorithmic culture, networked learning and the technological horizon of theory. In: Technology, Pedagogy and Education. 2019.

Bibtex

@article{40e9161e2726435088a46b3e0dad990d,
title = "Algorithmic culture, networked learning and the technological horizon of theory",
abstract = "Going via Bernard Stiegler{\textquoteright}s theorisation of technology, and his response to Chris Anderson{\textquoteright}s claim that the era of hyper-networked, algorithmically driven digital technologies signals the end of theory, this paper aims to place the educational practice of networked learning as a space to think the edge, excess or limit of this proposed algorithmic dominance. The author discusses how networked learning can negotiate the border between educational theory, the practice of teaching and learning, and the processes and systems of educational technology, but suggests that to do this it must engage these disciplines through a thinking of technology which does not decide upon its status in advance. He argues that affirming this particular relation to technology is increasingly urgent given we are at a moment in which educational institutions are asking how to prepare our students for an age of continuing technological disruption.",
keywords = "algorithmic governmentality, algorithmic culture, networked learning, higher education, Bernard Stiegler",
author = "Mark Dawson",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 05/08/2019, available online: https://www.tandfonline.com/doi/full/10.1080/1475939X.2019.1643780",
year = "2019",
month = aug,
day = "5",
doi = "10.1080/1475939X.2019.1643780",
language = "English",
journal = "Technology, Pedagogy and Education",
issn = "1475-939X",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Algorithmic culture, networked learning and the technological horizon of theory

AU - Dawson, Mark

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 05/08/2019, available online: https://www.tandfonline.com/doi/full/10.1080/1475939X.2019.1643780

PY - 2019/8/5

Y1 - 2019/8/5

N2 - Going via Bernard Stiegler’s theorisation of technology, and his response to Chris Anderson’s claim that the era of hyper-networked, algorithmically driven digital technologies signals the end of theory, this paper aims to place the educational practice of networked learning as a space to think the edge, excess or limit of this proposed algorithmic dominance. The author discusses how networked learning can negotiate the border between educational theory, the practice of teaching and learning, and the processes and systems of educational technology, but suggests that to do this it must engage these disciplines through a thinking of technology which does not decide upon its status in advance. He argues that affirming this particular relation to technology is increasingly urgent given we are at a moment in which educational institutions are asking how to prepare our students for an age of continuing technological disruption.

AB - Going via Bernard Stiegler’s theorisation of technology, and his response to Chris Anderson’s claim that the era of hyper-networked, algorithmically driven digital technologies signals the end of theory, this paper aims to place the educational practice of networked learning as a space to think the edge, excess or limit of this proposed algorithmic dominance. The author discusses how networked learning can negotiate the border between educational theory, the practice of teaching and learning, and the processes and systems of educational technology, but suggests that to do this it must engage these disciplines through a thinking of technology which does not decide upon its status in advance. He argues that affirming this particular relation to technology is increasingly urgent given we are at a moment in which educational institutions are asking how to prepare our students for an age of continuing technological disruption.

KW - algorithmic governmentality

KW - algorithmic culture

KW - networked learning

KW - higher education

KW - Bernard Stiegler

U2 - 10.1080/1475939X.2019.1643780

DO - 10.1080/1475939X.2019.1643780

M3 - Journal article

JO - Technology, Pedagogy and Education

JF - Technology, Pedagogy and Education

SN - 1475-939X

ER -