05730nam a22004335i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001300153072001600166072002300182072001500205245018100220250001800401264006900419300006600488336002600554337002600580338003600606347002400642490005000666505081000716520318901526650002804715650005004743700007504793700007704868700008704945710003405032773002605066776003605092776003605128776003605164830005005200856004605250978-3-031-58622-4DE-He21320251030112619.0cr nn 008mamaa240709s2024    sz |    s    |||| 0|eng d  a97830315862247 a10.1007/978-3-031-58622-42doi 4aLB1028.3 7aJNV2bicssc 7aEDU0000002bisacsh 7aJNV2thema10aFraming Futures in Postdigital Educationh[electronic resource] :bCritical Concepts for Data-driven Practices /cedited by Anders Buch, Ylva Lindberg, Teresa Cerratto Pargman.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aXXXIV, 243 p. 10 illus., 7 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aPostdigital Science and Education,x2662-53340 a1. Introduction: Ethics and Values in Educational Data-driven Practices – Anders Buch, Ylva Lindberg & Teresa Cerratto Pargman -- 2. Data – David L. Hildebrand -- 3. Socio-technical Imaginaries – Joakim Juhl -- 4. Practices – Anders Buch -- 5. Imaginary Practices – Iben Sandal Stjerne & Anders Buch -- 6. Drama – Antje Gimmler -- 7. Bildung – Lina Rahm -- 8. Authority – Brian Benjamin Hansen -- 9. Speculation – Joe Noteboom & Jennifer Ross -- 10. Futures – Ylva Lindberg -- 11. Automation – Teresa Cerratto Pargman, Elin Sporrong & Cormac McGrath -- 12. Platformization – Catarina Player-Koro & Annika Bergviken -- 13. Value-creation – Giulia Messina Dahlberg -- 14. AI literacy – Johanna Velander -- 15. Grading – Alexandra Farazouli -- 16. Privacy – Chantal Mutimukwe.  aThis book unpacks key concepts that are relevant for a critical and reflective framing of futures in postdigital education. The rich and often confusing terminology in the multidisciplinary field of digitalization and education tends to prevent conversations across disciplines and areas about core issues at stake in increasingly data-driven everyday practices, such as issues of ethics and values. The compiled chapters each focus on a concept that has pertinence for contemporary debates about the emergence of data-driven education. The selected concepts explore their implicit or explicit ethical and normative implications. The chapters provide in-depth critical reflections and perspectives for scholars in the field to engage and analyze data-driven education as an educational and cultural phenomenon. This anthology thus focuses on the value-laden and ethical aspects reflected in educational imaginaries (discourses and practices) regarding emerging data-driven sociotechnical practices in education. The anthology will address these aspects at conceptual levels that reflect observed practices in the making. Claims about data-driven practices contributing to ensuring the quality and value of the learning experience raise a series of questions that warrant ethical considerations. Concerns have arisen in connection with inequalities, discrimination, algorithmic authority, accountability, and student well-being, as well as advisors’ moral discomfort and violation of a professional, ethical code. This includes conceptual perspectives of marginalized and minoritized groups and issues closely related to intersectionality. Furthermore, questions of Bildung is re-articulated and manifested anew through evolving digital solutions, calling for critical perspectives on reproduction, transformation, and innovation in education. In this context, we argue that educational sciences need to pay attention to the values and the ethics associated with emerging sociotechnical imaginaries. The educational research community has yet to understand how such aspects are considered in the burgeoning educational sociotechnical imaginaries related to data-driven practices. To investigate these emerging practices, there is a need for various social imaginaries reflecting the envisioned role of novel technologies in education in the making. Educational actors and research communities are voicing different values and ethical considerations about the future of education within a datafication paradigm. Such plurality of voices and interests causes conceptual and terminological confusion and misunderstandings. The book is the result of scholarly exchanges between disciplines at a symposium held at VIA University College in Denmark on 5. - 6. May 2022. Contributors have singled out concepts for an in-depth discussion on their meaning with regards to the overall theme. The approach of the book caters for precise understandings and uses of concepts that presently occur in a wide range of contexts and are therefore risking to becoming empty vessels, while still accommodating the complexities and ethical dilemmas in the enactment of data-driven practices in education. 0aEducational technology.14aDigital Education and Educational Technology.1 aBuch, Anders.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt1 aLindberg, Ylva.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt1 aCerratto Pargman, Teresa.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303158621708iPrinted edition:z978303158623108iPrinted edition:z9783031586248 0aPostdigital Science and Education,x2662-533440uhttps://doi.org/10.1007/978-3-031-58622-4