Towards Platform Pedagogies: Why Thinking about Digital Platforms as Pedagogic Devices Might Be Useful

Autor/in	Sefton-Green, Julian
Titel	Towards Platform Pedagogies: Why Thinking about Digital Platforms as Pedagogic Devices Might Be Useful
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 6, S.899-911 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sefton-Green, Julian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2021.1919999
Schlagwörter	Teaching Methods; Educational Theories; Privacy; Learning Management Systems; Information Security; Learning Analytics; Personal Autonomy; Linguistic Theory; Speech Acts; Computer Software; Interpersonal Communication; Governance; Social Systems + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Privatsphäre; Individuelle Autonomie; Linguistische Theorie; Sprechakt; Interpersonale Kommunikation; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Social system; Soziales System
Abstract	In a context where current forms of governance and polity across many societies are engaging with 'platformisation', the paper argues that the utility and consequences of using a theory of pedagogy can provide a different way to explain how digital technology might 'determine' subjectivity. This paper describes the key process of how platforms work when considered as a 'pedagogic device': paying particular attention to how users 'learn' or are 'subjected' to norms and behaviours. It outlines three key dimensions of pedagogicisation, textualisation, templatisation and trainability arguing that digital platforms suggest an eternal process of school enrolment -- a classroom we can never leave, a form of certification to which we aspire. To re-work Plantin, J. C., Lagoze, C., Edwards, P., & Sandvig, C. [(2018). Infrastructure studies meet platform studies in the age of Google and Facebook. "New Media and Society," 20(1), 293-310.] formulation, it articulates a platformisation of pedagogy as much as a pedagogicisation of platforms thus concluding how the process of platformisation itself is part of a wider inscription into forms of pedagogic authority. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01