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https://www.timeshighereducation.com/features/what-will-universities-look-like-in-2030-future-perfect

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Literacy, literacies and the digital in higher education

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Literacy, literacies and the digital in higher education

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Literacy literacies and the digital in higher education

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Multimodal profusion in the literacies of the MassiveOpen Online Course

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Multimodal profusion in the literacies of the MassiveOpen Online Course

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Why we're allowed to hate Silicon Valley

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Why we're allowed to hate Silicon Valley

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http://www.faz.net/aktuell/feuilleton/debatten/the-internet-ideology-why-we-are-allowed-to-hate-silicon-valley-12658406.html

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http://blog.tosdr.org/

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This paper argues that the ‘digital’ and its attendant technologies are
constituted by on-going materialist struggles for equality and
justice in the Global South and North which are erased in the
dominant literature and debates in digital education. Examples include mining for minerals, Black Lives Matter and the redlining of suburbs due to Silicon Valley wealth.

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Towards a radical digital citizenship in digital education

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Big data meets big brother: China moves to rate its citizens

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Big data meets big brother: China moves to rate its citizens

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http://www.wired.co.uk/article/chinese-government-social-credit-score-privacy-invasion

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Beyond opening up the black box: Investigating the role of algorithmic systems in Wikipedian organizational culture

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Beyond opening up the black box: Investigating the role of algorithmic systems in Wikipedian organizational culture

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http://journals.sagepub.com/doi/full/10.1177/2053951717730735

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“If you are not paying for it, you’re not the customer; you’re the product being sold.”
https://www.nytimes.com/interactive/2017/10/13/opinion/sunday/Silicon-Valley-Is-Not-Your-Friend.html

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http://www.ascd.org/publications/educational-leadership/mar17/vol74/num06/Let's-Celebrate-Personalization@-But-Not-Too-Fast.aspx

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Possibility, like time, is a one-way street.

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Possibility, like time, is a one-way street.

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https://teachonline.ca/sites/default/files/pdf/e-newsletters/quantum_leaps_we_can_expect_in_teaching_and_learning_in_the_digital_age_-_a_roadmap.pdf

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https://hapgood.us/

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http://hackeducation.com/

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This chapter looks specifically at digital education, and uses ideas of mess and complexity to counter the tendency the authors see towards framing the benefits of online learning in terms of “speed, simplicity and efficiency” (p.18). They introduce the concept of ‘not-yetness’ as a way of thinking about emergence, complexity and the unanticipated, and discuss course design, embodiment and accountability through this lens.

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Shepherd explores the ways that technology and the city are intertwined, and how they might be further entangled in the future. He urges us to be critical of oversimplified claims about the seamlessness of these entanglements, and tries to show how "this complex intermingling of people, space and data is a messy affair" (p.484), introducing the concept of "minor urbanism" to refer to "stubborn and resistant gaps and interruptions within an otherwise optimized and efficient urban milieu" (p.486).

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Minor urbanism everyday entanglements of technology and urban life

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Drawing on data from interviews with 14 creative professionals, the researchers explore strategies for “propel[ing] users in useful directions they might not otherwise have traveled in” (p.2180). The paper reviews previous research on this topic, and analyses some of the serendipity stories told by interviewees. It goes on to explore the strategies identified, and consider how these can be supported by digital information environment design.

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Gough, N. (2013). Towards deconstructive nonalignment : a complexivist view of curriculum, teaching and learning. South African Journal of Higher Education 27(5), 1213-1233.   Gough critiques educational concepts from the past and the present, especially the concept of ‘constructive alignment’, for attempting to erase or neglect the complexity of education. Drawing on multiple examples of complexity, and complexity reduction, in the sciences, he argues that “complexity offers ways to think about educational inputs and outcomes that do not assume that causal relationships between them are, or should only be, instrumental. Complexity suggests that at least some educational processes ought to be characterised by gaps between ‘inputs’ and ‘outputs’” (p.1221). He offers his own alternative to ‘constructive alignment’ – ‘deconstructive nonalignment’, which understands curriculum as ‘story’ and ‘text’ that can be used as a focus for ‘speculation and/or hypothesis to be tested’ (p.1224). He closes by exploring the idea of ‘evidence’ as a site of complexity reduction in education.

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Pew reports on the Future of the Internet, Pew Research Center. http://www.pewinternet.org/topics/future-of-the-internet/.

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Beyond current horizons report: scenarios for the future

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Beyond current horizons report: scenarios for the future

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Facer, K and Sandford, R (2010). The next 25 years?: future scenarios and future directions for education and technology. Journal of Computer Assisted Learning, 26, 74-92. http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2009.00337.x/abstract . Facer and Sandford draw from their Beyond Current Horizons project to describe how educational futures work can be socially and ethically engaged, and why it matters that it be so. They describe the project’s use of various ‘foresight’ techniques and methods including scenario planning, and show some implications of their findings for the future of education.

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A vocabulary for thinking about the future

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A vocabulary for thinking about the future

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Doctorow, C. (2012). A vocabulary for speaking about the future. Locus Magazine, January 2012. Web version: http://www.locusmag.com/Perspectives/2012/01/cory-doctorow-a-vocabulary-for-speaking-about-the-future/ . In this short editorial for a science fiction magazine, Doctorow argues that when science fiction “predicts” the future, it is actually “inspiring” it. He goes on to discuss the implications of agency. His is an optimistic vision: “’Prediction’ implies a future that we hurtle towards on rails, prisoners of destiny. Having a route-map for the railroad is nice, but wouldn’t it be better if we could steer?” Importantly, he stresses the value of making engrossing language for talking about both desirable and undesirable futures – and argues that this is the job of the science fiction writer. Might it also be a job for educators?

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digital redlining and narrowing of futures through data https://er.educause.edu/articles/2017/7/pedagogy-and-the-logic-of-platforms

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The platform business model is predicated upon a voracious appetite for data that can only be sated by disregard for privacy (and often workers' rights), and constant outward expansion. As they become ever more central to the global economy, this article argues that it's incumbent on us to understand how they function.
http://onlinelibrary.wiley.com.ezproxy.is.ed.ac.uk/doi/10.1111/newe.12023/full

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http://www.universitypressscholarship.com.ezproxy.is.ed.ac.uk/view/10.7551/mitpress/9780262029735.001.0001/upso-9780262029735-chapter-002

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http://www.ephemerajournal.org/contribution/social-productivity-anonymity

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Serendipitous teaching through twitterbot?

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Teacherbot interventions in automated teaching

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http://smethur.st/posts/80772121

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Quantified Life (Ajana, 2017): This short documentary by Btihaj Ajana draws out some of the possibilities, and threats, linked to the use of technology to continuously monitor aspects of our bodies, such as health, movement and diet.
https://www.youtube.com/watch?v=qI75kMqctik&feature=youtu.be )

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https://www.theverge.com/2017/7/21/15999544/biohacking-finger-magnet-human-augmentation-loss

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In this paper, Zuboff argues that big data serves as the foundation of a new “logic of accumulation” she has termed “surveillance capitalism”, which “aims to predict and modify human behavior as a means to produce revenue and market control” (p.75). She theorises and explores in depth why metaphors like ‘extraction’ and ‘data exhaust’ are problematic. Of particular interest is her discussion of the use of big data and surveillance practices to erase the very concept of trust by “emptying the contract of uncertainty” (p.81).

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'Algorithms are opinions embedded in code'

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'Algorithms are opinions embedded in code'

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O'Neil, Cathy (2017). The era of blind faith in big data must end. TED Talk, 13:18minutes. https://www.ted.com/talks/cathy_o_neil_the_era_of_blind_faith_in_big_data_must_end . Taking a firm position on the issue of trust and technology, O'Neil (the author of the recent book 'weapons of math destruction') describes algorithms as "opinions embedded in code", and urges her audience to look past the apparent objectivity of algorithms and see them as tools that primarily work to replicate the 'status quo' - often with many biases attached. She argues that algorithms can be checked for fairness, and fixed.

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Introna’s key argument is that the actions of algorithms – which are inscrutable and executable – are “not just in the world, they make worlds” (p.27). For this reason, he argues that we need to pay careful attention to them. He offers three perspectives on how the “problem of governing” can be thought about in relation to algorithms: that algorithms should be governed directly (by code being made more ‘open’ or ‘transparent’, for example); that algorithms enact governance themselves (for example through facial recognition at airports that identify passengers); and that algorithms actually contribute to creating expertise, subjects and so on through a process of governmentality. Introna uses a governmentality perspective to analyse the workings of plagiarism detection in contemporary academic writing, arguing that:

'the prevailing rationality, and the governing technology, has produced a very particular regime of practice when it comes to academic writing. The inheritance from these governing practices is complex and multiple—for example, they have enacted a particular understanding of what academic writing is, what plagiarism is, what students are, and what teachers are. '(p.37)

This paper also includes a helpful walkthrough of what an algorithm actually does and its philosophical dimensions and implications.

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Lyons (2017) -  Lyon is well known for his work on the surveillance society, but has recently turned his attention to what he calls “surveillance culture”, where “people actively participate in an attempt to regulate their own surveillance and the surveillance of others” (p.824). This active participation, he argues, is “formed through organizational dependence, political-economic power, security linkages, and social media engagement” (p.826). He discusses situations which go beyond the “general collusion with contemporary surveillance” (p.829) into a so called “soft surveillance” context where populations “participate in, actively engage with, and initiate surveillance themselves”. The paper explores “surveillance imaginaries and practices”, including sharing, exposure, desire, and visibility.