Postdigital Participation in Education: How Contemporary Media Constellations Shape Participation (Palgrave Studies in Educational Media)

This open access book examines the interrelations and correlations of the postdigital condition and its relationship to education, with a particular focus on participation. Contributions reflect on how educational institutions are affected by the recent transformations of media technologies and practices, and how at the same time institutions such as schools and universities are supposed to enable people to participate in media practices in an informed and reflective way. How, and under what conditions, can teachers and students participate in contemporary media constellations? The book will be of interest to academics and researchers involved in teacher education, digital pedagogy, educational technology, instructional design, education philosophy and media education. Foreword Acknowledgements Contents Notes on Contributors List of Figures Chapter 1: Postdigital Participation in Education: An Introduction Setting the Stage Mapping Postdigital Participation in Education Structure of the Book References Part I: Mapping the Postdigital Condition in Education Chapter 2: Participation as a Key Principle of Education for Sustainable Development in the Postdigital Era Introduction Digital-Capitalist Structures and Sustainability Participation for Sustainable Development in the Postdigital Era? Conclusion: More Questions Than Answers References Chapter 3: Social Participation in a Postdigital–Biodigital Age Introduction Biodigital (in)Equality and Communication Biopolitics and Social Participation Postdigital–Biodigital Policymaking The Problem of Control New Understandings of (Education) Politics The Infopolitics–Biopolitics Continuum Infopolitics and Biopolitics in Education Conclusion Who Participates in Education? What Is to Be Done? When? Where? Why? Postscript References Chapter 4: Postdigital Bildung as a Guiding Principle to Foster Inclusion in Educational Media Introduction Learning Materials in the Postdigital Condition New Paths for Teaching and Learning (Materials) in the Postdigital Condition Contesting Openness: Potentials and Limitations of OER with Regards to Participation and Inclusion Postdigital Bildung in the Context of Educational Media: Project “Inclusive Teaching Material (ITM)” Inclusive Teaching Material (ITM) Project: Approaches and Methods ITM Results: Criteria for Inclusive Teaching and Learning Material Concluding Reflections References Chapter 5: Distance Learning and the Question of Educational Justice: A Dialogic Approach to Digital Diversity in Schools Monitoring and Being Monitored: From Educational Injustice to Promises of “Drill and Practice” Creative Challenges: The Ambiguity of e-Portfolio Strategies Dialogic Didactics in Video Conferences: Where Digital Education Means More than Learning Disruption, Critique, and Empowerment: Recognition in Postdigital Scenarios Conclusion and Outlook: Resistance and the Vulnerable Learner References Part II: Performing and Reflecting on the Postdigital Condition with Learners Chapter 6: Learning Academic Practices: Enabling Students to Participate in a Postdigital Society Introduction Participation in a Postdigital Society and the Role of Higher Education Research-Based Learning and Participation: The Importance of Research Practices for Teaching in Higher Education Networking as a Genuine Research Practice Reflection as a Genuine Research Practice Researching as a Genuine Research Practice Organizing as a Genuine Research Practice Conclusion: From Academic Practices to Participation References Chapter 7: Expanding the Pedagogical Space: Co-design and Participation in an Online Postgraduate Course Introduction Emergent Content: What Happened? Process: How Did It Happen? Pedagogical Space Postgraduate Education: Who Is Teaching Whom? Evaluating Postdigital Co-Creation Conclusions References Chapter 8: Let’s Figure It Out: Participatory Methods for Reflecting on Educational Media in a Postdigital World Participation, Reflection, and Educational Media in the “Postdigital Condition” Two Approaches for Reflecting on Educational Media in a Postdigital World Media Constellation Analysis (MCA) Objectives of the Media Constellation Analysis (MCA) A Participatory Analysis of Media Constellations The (Participatory) Potential of Educational Media Privacy Risk Analysis and DPIA DPIA: Background and Context A Participatory Analysis of Privacy Risks The (Participatory) Potential of Educational Media Comparing and Combining Similarities and Differences (Potential) Synergies Through Combination Conclusion and Outlook References Chapter 9: From Official Document Utopias to a Collective Utopian Imagination Introduction The Digital Future of Education and the Rise of Official Document Utopias Participatory Imagination of the Future: Method of Empathy-Based Stories Practices of Digitalization in Education in 2050 Conclusion Notes References Chapter 10: Asynchronous Narrative Audio-Messages: An Internet-Based Qualitative Method for Data Collection in International Research Introduction COVID-19 and the Ongoing and Increasing Need for Digital Tools The Need for Qualitative and Quantitative Digital Research Methods Mobile Technologies in Qualitative Social Science Research The Unexplored Vastness of Internet-Based Interview Methods Audio Messages as a Tool for Qualitative (and Quantitative) Research The Invention of Asynchronous Narrative Audio-Messages Possible Benefits of Asynchronous Narrative Audio-Messages Flexibility and Resource Efficiency Anonymity or Pseudonymity In-depth Qualitative Data Possible Challenges of Asynchronous Narrative Audio-Messages Considerations Regarding Data Considerations Regarding the Sample Considerations Regarding Ethics Asynchronous Narrative Audio-Messages in Practice Preparing Research with ANAs: Technological Considerations An Example of Research with ANAs in an Ongoing Research Project Conclusion and Outlook References Chapter 11: Postdigital Participation in Education: A Postscript References Index