So many communities and fields in this space, but as I see it there is a big difference between the fields ”science of learning” and ”learning sciences”. The latter, at least as expressed through ISLS is a much broader project that is now indistinguishable from educational research generally
That’s interesting!
I might be misunderstanding this but it’s interesting and potentially moves the line so that weights can be considered personal data and/or direct derivatives of works. I’m not really sure how this leads to increased transparency in practice though. Outputs still can’t be traced back to inputs, or?
Är du lärare i sve/sva eller SO-ämnen (7-9, gy), eller skolbibliotekarie, som vill bidra med en timme av din tid per termin till ett forskningsprojekt om informationssökning och AI? I så fall söker vi dig, oavsett var du bor i landet. Mer information finns i bifogad fil. Dela gärna vidare!
Platform bureaucratization as pedagogy in highly platformized classrooms by Christina Löfving , Annika Bergviken Rensfeldt and Thomas Hillman ABSTRACT This article examines the rise of platform bureaucratization in highly digitalized classrooms. Drawing on an ethnographic study in a Swedish lower secondary school, we examine how teachers and students navigate digital platforms, integrated into routine classroom activities such as attendance management, assignment submission, and plagiarism detection, giving rise to bureaucratic forms of teaching and learning. Employing Sefton-Green’s concepts of textualization, templatization, and trainability, we explore how platforms impose rule-bound, procedural logics onto educational practices. Our findings suggest that these platform-driven bureaucratic processes, although seemingly mundane, reconfigure teacher-student interactions, redistribute pedagogical authority, and introduce complex layers of administrative work into everyday schooling. The article highlights the critical role of teacher knowledge in navigating, interpreting, and occasionally resisting platform-driven standardization, emphasizing the need for educational approaches that critically engage with the political and normative dimensions of platform infrastructures. By conceptualizing platform bureaucratization as pedagogy, the study contributes to discussions on the implications of educational platformization, calling for pedagogies that equip teachers and students to navigate and shape these evolving digital bureaucratic landscapes critically.
🟨 New Publication in #LMT 🟪
In this paper @chrilo.bsky.social, @rensfeldt.bsky.social & @thomashillman.bsky.social examine how highly platformized classroom activities give rise to what the authors call platform bureaucratization.
Read more (🔓): tinyurl.com/49d2tczb
Collectively produced epistemic objects and their necessary incompleteness for professional learning on a large-scale online platform ABSTRACT This article presents a theoretical approach to examining professional knowledge practices on online platforms, employing the concept of epistemic objects and their incompleteness, and analysing how objects are actively produced and negotiated through interactions among users and the platform. We illustrate this approach by conducting an interaction analysis of two threads from Stack Overflow, a prominent online platform where millions of software developers ask and answer programming-related questions. The findings demonstrate that the incompleteness of epistemic objects is central to understanding how professionals collectively engage with and produce knowledge online. They also highlight the role of specific technical features of platforms and the embeddedness of objects – and, thereby, the platforms themselves – in the broader professional domain. The article discusses the potential of the theoretical approach for investigating online platforms as sites for professional learning and calls for educational programs and platform designs that support professionals’ engagements with epistemic objects.
In their analysis of Stack Overflow threads Seredko, @thomashillman.bsky.social & Lundin illustrate how epistemic objects are locally produced as sociomaterial accomplishments and are intertwined with the broader material context of a professional domain.
Read more (🔓): tinyurl.com/2pk34k2e
🔊 Submissions open for the 7th NordicSTS conference June 11-13, 2025. Many interesting panels, e.g. "Critical Education and Technology Studies" organized by @rensfeldt.bsky.social, @thomashillman.bsky.social et al. Deadline for abstracts: March 1. CfA here: www.nordicsts.se/call-for-abs...
🚀 What role does #AI play in amplifying and augmenting human abilities? @nelmqvist.bsky.social joins the #HCAI Podcast to discuss the intersection of data visualization, #HCI, and AI tools that empower, not replace, us.
🔗 Listen now hcai.se/podcast/24-1...
#humancenteredai #dataviz
Marie Utterberg Modén talking about a method I like a lot: ’Provotypes’ (provocative prototypes) to engage teachers in thinking about what they want AI in the classroom to be #wasphs #wasp-hs
Struck by @coeckelbergh.bsky.social ’s argument that AI means less shared experience & authoritarianism. Control over information and therefore perspectives is necessary for totalitarianism and I wonder how we prioritize ’shared experience’ without ending up there by accident? #wasphs #wasp-hs
Coeckelbergh’s historicization of authoritarian tendencies through technology is helpful for thinking through where we might end up with AI #wasp-hs
The fifth episode of the #HumanCenteredArtificialIntelligence podcast is now available. In this episode, we talk about anthropomorphising #artificialintelligence with Jonas Ivarsson hcai.se/podcast/24-0...
Why did Twitter so quickly fall apart as a site for scholarship? Why is Bluesky not providing academics with a similar social buzz? How can researchers use Chat GPT as a genuinely useful interlocutor? Listen to this *really* interesting conversation with Mark Carrigan: soundcloud.com/eetheducatio...