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This multi-authored collection covers the methodology and
philosophy of collective writing. It is based on a series of
articles written by the authors in Educational Philosophy and
Theory, Open Review of Educational Research and Knowledge Cultures
to explore the concept of collective writing. This tenth volume in
the Editor's Choice series provides insights into the philosophy of
academic writing and peer review, peer production, collective
intelligence, knowledge socialism, openness, open science and
intellectual commons. This collection represents the development of
the philosophy, methodology and philosophy of collective writing
developed in the last few years by members of the Editors'
Collective (EC), who also edit, review and contribute to
Educational Philosophy and Theory (EPAT), as well as to PESA Agora,
edited by Tina Besley, and Access, edited by Nina Hood, two PESA
'journals' recently developed by EC members. This book develops the
philosophy, methodology and pedagogy of collective writing as a new
mode of academic writing as an alternative to the normal academic
article. The philosophy of collective writing draws on a new mode
of academic publishing that emphasises the metaphysics of peer
production and open review along with the main characteristics of
openness, collaboration, co-creation and co-social innovation, peer
review and collegiality that have become a praxis for the
self-reflection emphasising the subjectivity of writing, sometimes
called self-writing. This collection, under the EPAT series
Editor's Choice, draws on a group of members of the Editors'
Collective,who constitute a network of editors, reviewers and
authors who established the organisation to further the aims of
innovation in academic writing and publishing. It provides
discussion and examples of the philosophy, methodology and pedagogy
of collective writing. Split into three sections: Introduction,
Openness and Projects, this volume offers an introduction to the
philosophy and methodology of collective writing. It will be of
interest to scholars in philosophy of education and those
interested in the process of collective writing.
This multi-authored collection covers the methodology and
philosophy of collective writing. It is based on a series of
articles written by the authors in Educational Philosophy and
Theory, Open Review of Educational Research and Knowledge Cultures
to explore the concept of collective writing. This tenth volume in
the Editor's Choice series provides insights into the philosophy of
academic writing and peer review, peer production, collective
intelligence, knowledge socialism, openness, open science and
intellectual commons. This collection represents the development of
the philosophy, methodology and philosophy of collective writing
developed in the last few years by members of the Editors'
Collective (EC), who also edit, review and contribute to
Educational Philosophy and Theory (EPAT), as well as to PESA Agora,
edited by Tina Besley, and Access, edited by Nina Hood, two PESA
'journals' recently developed by EC members. This book develops the
philosophy, methodology and pedagogy of collective writing as a new
mode of academic writing as an alternative to the normal academic
article. The philosophy of collective writing draws on a new mode
of academic publishing that emphasises the metaphysics of peer
production and open review along with the main characteristics of
openness, collaboration, co-creation and co-social innovation, peer
review and collegiality that have become a praxis for the
self-reflection emphasising the subjectivity of writing, sometimes
called self-writing. This collection, under the EPAT series
Editor's Choice, draws on a group of members of the Editors'
Collective,who constitute a network of editors, reviewers and
authors who established the organisation to further the aims of
innovation in academic writing and publishing. It provides
discussion and examples of the philosophy, methodology and pedagogy
of collective writing. Split into three sections: Introduction,
Openness and Projects, this volume offers an introduction to the
philosophy and methodology of collective writing. It will be of
interest to scholars in philosophy of education and those
interested in the process of collective writing.
This is the first collection focusing on knowledge socialism, a
particularly apt term used to describe a Chinese socialist mode of
production and socialist approach to development and modernity
based around the rise of peer production, new forms of
collaboration and collective intelligence. Making the case for
knowledge socialism, the book is intended for students, teacher,
scholars and policy theorists in the field of knowledge economy.
The chapters in this book are based on selected peer reviewed
research papers presented at the 11th biennial Networked Learning
Conference (NLC) 2018 held in Zagreb and were chosen as exemplars
of cutting edge research on networked learning. The chapters are
organized into three main sections: 1) Aspects of mobility for
Networked Learning in a global world, 2) Use and misuse of
algorithms and learning analytics, 3) Understanding and empowering
learners. The three main sections are flanked by chapters which
introduce and reflect on Networked Learning as epistemic practice.
The concluding chapter draws out perspectives from the chapters and
discusses emerging issues. The book focuses on the nature of
learning and interactions as an important characteristic sought out
by researchers and practitioners in this field.
This is the first collection focusing on knowledge socialism, a
particularly apt term used to describe a Chinese socialist mode of
production and socialist approach to development and modernity
based around the rise of peer production, new forms of
collaboration and collective intelligence. Making the case for
knowledge socialism, the book is intended for students, teacher,
scholars and policy theorists in the field of knowledge economy.
The chapters in this book are based on selected peer reviewed
research papers presented at the 11th biennial Networked Learning
Conference (NLC) 2018 held in Zagreb and were chosen as exemplars
of cutting edge research on networked learning. The chapters are
organized into three main sections: 1) Aspects of mobility for
Networked Learning in a global world, 2) Use and misuse of
algorithms and learning analytics, 3) Understanding and empowering
learners. The three main sections are flanked by chapters which
introduce and reflect on Networked Learning as epistemic practice.
The concluding chapter draws out perspectives from the chapters and
discusses emerging issues. The book focuses on the nature of
learning and interactions as an important characteristic sought out
by researchers and practitioners in this field.
This ambitious multidisciplinary volume assembles diverse
critical-theory approaches to the current and future states of
networked learning. Expert contributors expand upon the existing
literature by analyzing the ethical aspects of networked learning
and the ongoing need for more open, inclusive, and socially engaged
educational practice. Chapters explore in depth evolving concepts
of real and virtual, the processes of learning in, against, and
beyond the internet, and the role of critical pedagogy in improving
social conditions. In all, coverage is both realistic and positive
about the potential of digital technologies in higher education as
well as social and academic challenges on the horizon. Included
among the topics: Counting on use of technology to enhance
learning. Decentralized networked learning through online
pre-publication. The reality of the online teacher. Moving from
urban to virtual spaces and back. The project of a virtual
emancipatory pedagogy. Using information technologies in the
service of humanity. It is no longer a question of "Can technology
enhance learning" it's a given that it does. Critical Learning in
Digital Networks offers education researchers, teacher educators,
instructional technologists, and instructional designers tools and
methods for strengthening this increasingly vital interconnection.
This book conceptualizes ecopedagogies as forms of educational
innovation and critique that emerge from, negotiate, debate,
produce, resist, and/or overcome the shifting and expansive
postdigital ecosystems of humans, machines, nonhuman animals,
objects, stuff, and other forms of matter. Contemporary postdigital
ecosystems are determined by a range of new bioinformational
reconfigurations in areas including capitalism, imperialism,
settler-colonialism, and ontological hierarchies more generally.
Postdigital ecopedagogies name a condition, a question, and a call
for experimentation to link pedagogical research and practice to
challenges of our moment. They pose living, breathing, expanding,
contracting, fluid, and spatial conditions and questions of our
non-chronological present. This book presents analyses of that
present from a wide spectrum of disciplines, including but not
limited to education studies, philosophy, politics, sociology,
arts, and architecture.
The book presents a cross-disciplinary overview of critical issues
at the intersections of biology, information, and society. Based on
theories of bioinformationalism, viral modernity, the postdigital
condition, and others, this book explores two inter-related
questions: Which new knowledge ecologies are emerging? Which
philosophies and research approaches do they require? The book
argues that the 20th century focus on machinery needs to be
replaced, at least partially, by a focus on a better understanding
of living systems and their interactions with technology at all
scales - from viruses, through to human beings, to the Earth's
ecosystem. This change of direction cannot be made by a simple
relocation of focus and/or funding from one discipline to another.
In our age of the Anthropocene, (human and planetary) biology
cannot be thought of without (digital) technology and society.
Today's curious bioinformational mix of blurred and messy
relationships between physics and biology, old and new media,
humanism and posthumanism, knowledge capitalism and
bio-informational capitalism defines the postdigital condition and
creates new knowledge ecologies. The book presents scholarly
research defining new knowledge ecologies built upon emerging forms
of scientific communication, big data deluge, and opacity of
algorithmic operations. Many of these developments can be
approached using the concept of viral modernity, which applies to
viral technologies, codes and ecosystems in information,
publishing, education, and emerging knowledge (journal) systems. It
is within these overlapping theories and contexts, that this book
explores new bioinformational philosophies and postdigital
knowledge ecologies.
Postdigital Dialogues on Critical Pedagogy, Liberation Theology and
Information Technology presents a series of dialogues between Peter
McLaren, a founding figure of critical pedagogy, and Petar Jandric,
a transdisciplinary scholar working at the intersections between
critical pedagogy and information technology. The authors debate
the postdigital condition, its wide social impacts, and its
relationship to critical pedagogy and liberation theology, as part
of a transdisciplinary effort to develop a new postdigital
revolutionary consciousness in the service of humanity. Throughout
the dialogues we see how McLaren's thinking on critical pedagogy
and liberation theology have developed since the publication of
Pedagogy of Insurrection, and how these developments play out in
Jandric's theory of the postdigital condition. The book includes a
foreword by Peter Hudis and an afterword by Michael A. Peters.
This book examines the challenge of accelerating automation, and
argues that countering and adapting to this challenge requires new
methodological, philosophical, scientific, sociological, economic,
ethical, and political perspectives that fundamentally rethink the
categories of work and education. What is required is political
will and social vision to respond to the question: What is the role
of education in a digital age characterized by potential mass
technological unemployment? Today's technologies are beginning to
cost more jobs than they create - and this trend will continue.
There have been many proposed solutions to this problem, and they
invariably involve an educational vision. Yet, in a world that
simply doesn't offer enough work for everyone, education is clearly
not a panacea for technological unemployment. This collection
presents responses to this question from a wide spectrum of
disciplines, including but not limited to education studies,
philosophy, history, politics, sociology, psychology, and
economics.
Postdigital Dialogues on Critical Pedagogy, Liberation Theology and
Information Technology presents a series of dialogues between Peter
McLaren, a founding figure of critical pedagogy, and Petar Jandric,
a transdisciplinary scholar working at the intersections between
critical pedagogy and information technology. The authors debate
the postdigital condition, its wide social impacts, and its
relationship to critical pedagogy and liberation theology, as part
of a transdisciplinary effort to develop a new postdigital
revolutionary consciousness in the service of humanity. Throughout
the dialogues we see how McLaren's thinking on critical pedagogy
and liberation theology have developed since the publication of
Pedagogy of Insurrection, and how these developments play out in
Jandric's theory of the postdigital condition. The book includes a
foreword by Peter Hudis and an afterword by Michael A. Peters.
The Digital University: A Dialogue and Manifesto focuses on
teaching, learning, and research in the age of the digital reason
and their relationships to the so-called knowledge economy. The
first part of the book, 'The University in the Epoch of Digital
Reason,' presents the authors' insights into the nature of the
contemporary university. The second part, 'Collective Intelligence
and the Co-creation of Social Goods,' explores various collective
ways of knowledge creation, dissemination, and education. The final
part, 'Digital Teaching, Digital Learning and Digital Science,'
presents an ongoing series of one-to one dialogues between Michael
Adrian Peters and Petar Jandric about philosophy of education in
the age of digital reason, relationships between learning, creative
col(labor)ation, and knowledge cultures, digital reading, digital
self, digital being, radical openness, creative labour, and the
co-production of symbolic goods. Situated in, against, and beyond
the current state of affairs, the book ends with the Digital
University Manifesto, which explores what is to be done in and for
a better future of the digital university.
This ambitious multidisciplinary volume assembles diverse
critical-theory approaches to the current and future states of
networked learning. Expert contributors expand upon the existing
literature by analyzing the ethical aspects of networked learning
and the ongoing need for more open, inclusive, and socially engaged
educational practice. Chapters explore in depth evolving concepts
of real and virtual, the processes of learning in, against, and
beyond the internet, and the role of critical pedagogy in improving
social conditions. In all, coverage is both realistic and positive
about the potential of digital technologies in higher education as
well as social and academic challenges on the horizon. Included
among the topics: Counting on use of technology to enhance
learning. Decentralized networked learning through online
pre-publication. The reality of the online teacher. Moving from
urban to virtual spaces and back. The project of a virtual
emancipatory pedagogy. Using information technologies in the
service of humanity. It is no longer a question of "Can technology
enhance learning" it's a given that it does. Critical Learning in
Digital Networks offers education researchers, teacher educators,
instructional technologists, and instructional designers tools and
methods for strengthening this increasingly vital interconnection.
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