Postdigital Living in the Age of Covid-19: Unsettling What We See as Possible

Selwyn, Neil; Jandrić, Petar

doi:10.1007/s42438-020-00166-9

Cited by 65 publications

(36 citation statements)

References 16 publications

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“…We advocate for the publication of more researchbased experiences on the integration of digital technology in PETE programmes that might be replicated in other PETE programmes to explore its implications and learn from other PETE contexts. Given the COVID-19 context, a special focus should be given to the flexibility of the integrated approach to facilitate access to all the students and to avoid being an amplifier of educational inequalities (Selwyn and Jandric 2020).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…Indeed, a surprising plethora of new terms, digital pedagogies and stories from the field (Ferdig et al 2020) have been making recent headlines in higher education and populating journal special issues with the promise, or threat, that digital technology will revolutionise the way in which universities operate (McAleese 2014). Blended learning is part of this digital revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery (Porter et al 2014;Selwyn and Jandric 2020).…”

mentioning

confidence: 99%

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An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences

Calderón

Scanlon

MacPhail

et al. 2020

Physical Education and Sport Pedagogy

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

mentioning

confidence: 99%

An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences

Calderón

Scanlon

MacPhail

et al. 2020

Physical Education and Sport Pedagogy

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“…People's living conditions differ as well as forms and degrees of suffering. Thus, we 'are all in the same storm, but not in the same boat' (Vincent-Lamarre et al 2020) and certainly not all online (Selwyn and Jandrić 2020). When it comes to the coronavirus, we are cruelly unequal.…”

Section: Communication: a Matter Of Life And Deathmentioning

confidence: 99%

“…Curricula must be broad, informative, and co-created with students. Therein lie the art and beauty of learning how to coordinate our actions collectively (Rapanta, Botturi, Goodyear, Guàrdia, and Koole 2020). & Learning should be understood beyond the limits of formal education.…”

Section: Remind In This Issue '[T]hementioning

confidence: 99%

The Covid-19 World: Learning or Downfall

Suoranta

2020

Postdigit Sci Educ

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there), or fragmentally (as if different entities of the world did not form a whole). In the global world of mercurial flows and relations (of viruses, human beings, digital bits, material artifacts, and particles), approaches based on fragmentation are unable to describe the whole accurately (Peters 2020). As Morse (1993: viii) remarks, although viruses are biological of origin when 'the host is human, social factors can play a very significant role in both dissemination and expression of disease. On a larger scale, many epidemics can be understood only in their ecological context.' As we try to make sense of the Covid-19 pandemic, it is critical to examine the complex interplay of viral behaviors in all spheres of life. Such complexity brings about the concept of 'viral modernity' that is 'based upon the nature of viruses, the ancient and critical role they play in evolution and culture, and the basic application to understanding the role of information and forms of bioinformation in the social world' (Peters, Jandrić, and McLaren 2020). Viral modernity may be a new theoretical concept, but its features can be traced throughout human history; 'the Covid-19 pandemic is merely the first global exercise of viral modernity' of the twenty-first century (Jandrić et al. 2020). From Umweltforschung, founded by the Baltic German biologist Jakob von Uexküll (1864-1944), one can further argue that various entities, such as coronaviruses, have their Umwelts defined as objective totalities with 'significant surroundings,' standard forms and characteristics. The Umwelts coordinate and interact, in one way or another, with their habitats and provide identities to specific entities. The entity called SARS-CoV-2 also 'changes its meaning accordingly when perceived as one or the other, accompanied by modifications of the entirety of both its material and formal properties' (Sebeok 1986: 4). An Umwelt is a transparent part of the web of sign relations that are 'at all times informational and energetic, spatial and temporal, objective and subjective' (Sebeok 1986: 23). It transpires within the boundaries of entities and interacts with other Umwelts in social semiosis or semiosphere (Lotman 2005). These concepts are essential for understanding the Covid-19 pandemic because they bring the Umwelts of viruses and other interacting entities of the world together (see also Peters, McLaren, and Jandrić 2020). The semiosphere unites the biological with psychological, social, and other Umwelts through the realm of communication.

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“…Though our programme has gone through many changes in the past several years, a viable long-term virtual programme remains out of the question. Such a programme may prove to be a useful supplement, if we maintain realistic expectations and a critical view of its limitations (Selwyn and Jandrić 2020). But gaps in access to the internet and computers make virtual education impossible if we cannot provide the equipment for free or at low cost (Masucci et al 2020).…”

Section: Discussionmentioning

confidence: 99%

Public health crises compounded: A high school equivalency context in the time of a pandemic

Zukowski

Parker

Shetterly³

et al. 2021

Int Rev Educ

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High school equivalency (HSE) is a recognised alternative to a high school diploma in the United States. It offers an opportunity to a range of disadvantaged adult learners such as school dropouts, refugees etc. to attain an educational certificate enabling them to move on in their life. This article presents an autoethnographic case study of a non-profit HSE programme in Philadelphia during the COVID-19 pandemic. The four authors of this article, all of them instructors on the front line of the youth crisis in adult education, explore the broader context of non-governmental organisation (NGO) management and privatised HSE exams. In their research and their reflections, they found that the pandemic exacerbated existing economic and social inequalities, with both pre-pandemic and current delivery of their HSE programme failing to address the survival needs of a population which has long been living in crisis. Juxtaposing relevant youth-in-crisis literature with narratives both from before the pandemic and whilst living through it, the authors of this article discuss the funding and institutional constraints around the environment in which they teach. Their case study sheds light on competing priorities within the non-profit education landscape, highlighting both pitfalls and successes in HSE curriculum and administration. The authors conclude that rapid adaptation to online teaching tools, platforms and products is not the panacea that many outcomes generators would like it to be.

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Postdigital Living in the Age of Covid-19: Unsettling What We See as Possible

Cited by 65 publications

References 16 publications

An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences

An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences

The Covid-19 World: Learning or Downfall

Public health crises compounded: A high school equivalency context in the time of a pandemic

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