ABSTRACT

Many schools and students across the globe are now engaging with educational digital platforms in their teaching and learning experience. Platforms are changing what education is and how it is experienced. In response, educational research has devoted increasing attention to the so-called platformisation of education. This article contributes to this focus of attention, proposing a conceptual framework for the analysis of the configuration of platforms and the kinds of learning experience and learners they create the conditions of possibility for. Using Foucauldian archaeological methods, we present an analytics that focuses on three interrelated axes, the spatial, temporal and ethical configurations of educational platforms. We identify some theoretical tools for the analysis of the educational experience that platforms make possible, thinkable and desirable. We show how digital platforms produce a paradoxical kind of digital learner, whose autonomy and freedom to choose, connect, produce, accumulate, perform and enact is configured within an epistemological space demarcated by the tensions between modularisation and hypertextuality, linearity and co-existence, performance and character/potential. Reflecting on this, we consider the working of a careful, unrelenting, and empirically vigilant digital gaze, which secures a very specific educational experience.

摘要

全球各地的许多学校和学生现在都在利用教育数字平台来进行教学和学习。平台正在改变什么是教育以及如何经历。作为回应，教育研究已经越来越重视所谓的教育平台化。本文为关注这一焦点做出了贡献，提出了一个概念框架，用于分析平台的配置以及学习经验的种类以及为其创造可能性的学习者的种类。使用福考考古学方法，我们提出了一个分析，重点放在三个相互关联的轴上，即教育平台的空间，时间和伦理配置。我们确定了一些理论工具来分析平台使教育经历成为可能，想得到的和可取的。我们展示了数字平台如何产生一种自相矛盾的数字学习者，其知识选择空间在模块化和超文本性，线性和共存之间的张力所界定的认识论空间内得以配置，其自主权和选择，连接，产生，积累，执行和颁布的自由，性能和性格/潜力。考虑到这一点，我们考虑了一种谨慎，不懈且凭经验保持警惕的数字注视的工作，这确保了非常特殊的教育体验。性能和性格/潜力。考虑到这一点，我们考虑了一种谨慎，不懈且凭经验保持警惕的数字注视的工作，这确保了非常特殊的教育体验。性能和性格/潜力。考虑到这一点，我们考虑了一种谨慎，不懈且凭经验保持警惕的数字注视的工作，这确保了非常特殊的教育体验。