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
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
}
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 -