The datafication of discipline: ClassDojo, surveillance and a performative classroom culture

Manolev, Jamie; Sullivan, Anna; Slee, Roger

doi:10.1080/17439884.2018.1558237

Cited by 132 publications

(89 citation statements)

References 44 publications

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“…Among the reductions is the return of behaviourism in the new clothes of digital 'machine behaviourism' (Knox et al 2020). Some platforms are reported to employ psychological behavioural management techniques and rankings to model student behaviour according to the system (Manolev et al 2019). This begs a question whether these platforms actually support better learning and connects with recent discussions on ethics (Macgilchrist 2019;Slade and Prinsloo 2013) and the impact of datafication and surveillance (Jarke and Breiter 2019).…”

Section: Education Technology and Datafication: Seller's Marketmentioning

confidence: 99%

Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market

et al. 2020

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The Covid-19 pandemic and the social distancing that followed have affected all walks of society, also education. In order to keep education running, educational institutions have had to quickly adapt to the situation. This has resulted in an unprecedented push to online learning. Many, including commercial digital learning platform providers, have rushed to provide their support and ‘solutions’, sometimes for free. The Covid-19 pandemic has therefore also created a sellers’ market in ed-tech. This paper employs a critical lens to reflect on the possible problems arising from hasty adoption of commercial digital learning solutions whose design might not always be driven by best pedagogical practices but their business model that leverages user data for profit-making. Moreover, already before Covid-19, there has been increasing critique of how ed-tech is redefining and reducing concepts of teaching and learning. The paper also challenges the narrative that claims, ‘education is broken, and it should and can be fixed with technology’. Such technologization, often seen as neutral, is closely related to educationalization, i.e. imposing growing societal problems for education to resolve. Therefore, this is a critical moment to reflect how the current choices educational institutions are making might affect with Covid-19 education and online learning: Will they reinforce capitalist instrumental view of education or promote holistic human growth? This paper urges educational leaders to think carefully about the decisions they are currently making and if they indeed pave the way to a desirable future of education.

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Section: Education Technology and Datafication: Seller's Marketmentioning

confidence: 99%

Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market

et al. 2020

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“…This makes presumptions about the social and cultural context of body posture (known as emotion analytics), which may not be relevant or accurate. Systems such as these have been heavily criticized for encouraging behavioural performativity (Manolev et al, 2019;Williamson, 2017b). There have also been recent attempts to use neural networks to build a 'school engagement scale' to draw on data derived from school, family and demographic variables, and aimed at reducing student dropout rates (Turhan et al, 2016).…”

Section: Predictive Analysis: 'The Digital School Bursar'mentioning

confidence: 99%

Artificial intelligence in schools: Towards a democratic future

Gray¹

2020

LRE

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The introduction of artificial intelligence in education (AIED) is likely to have a profound impact on the lives of children and young people. This article explores the different types of artificial intelligence (AI) systems in common use in education, their social context and their relationship with the growth of commercial knowledge monopolies. This in turn is used to highlight data privacy rights issues for children and young people, as defined by the 2018 General Data Protection Regulations (GDPR). The article concludes that achieving a balance between fairness, individual pedagogic rights ( Bernstein, 2000 ), data privacy rights and effective use of data is a difficult challenge, and one not easily supported by current regulation. The article proposes an alternative, more democratically aware basis for artificial intelligence use in schools.

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“…Not only might individual freedoms be threatened by institutions or commercial providers undertaking surveillance of student and teaching staff behaviour, there is also a chilling effect just through the fear of being watched (Kwet and Prinsloo, 2020). Students become mere data points, as surveillance becomes intensified and normalised (Manolev et al 2019). While access to their own learning data could be empowering for students, techniques such as nudging intended to influence people without their knowledge undermine human agency (Selwyn, 2019b).…”

Section: Faculty Of Humanitiesmentioning

confidence: 99%

The development of a collection of design fictions about Artificial Intelligence and robots in Higher Education

Cox¹

2020

Preprint

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Artificial Intelligence (AI) and robotics are likely to have a significant long-term impact on Higher Education (HE). The scope of this impact is hard to grasp partly because the literature is siloed, as well as the changing meaning of the concepts themselves. But developments are surrounded by controversies in terms of what is technically possible, what is practical to implement and what is desirable, pedagogically or for the good of society. Design fictions that vividly imagine future scenarios of AI or robotics in use offer a means both to explain and query the technological possibilities. The paper describes the development of eight such design fictions that capture the range of potential use of AI and robots in learning, administration and research. They prompt wider discussion by instantiating such issues as how they might enable teaching of high order skills or change staff roles, as well as exploring the impact on human agency and the nature of datafication.

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The datafication of discipline: ClassDojo, surveillance and a performative classroom culture

Cited by 132 publications

References 44 publications

Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market

Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market

Artificial intelligence in schools: Towards a democratic future

The development of a collection of design fictions about Artificial Intelligence and robots in Higher Education

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