Authors:Iris Huis in ’t Veld, Michael Nagenborg Abstract: Personalised learning systems—systems that predict learning needs to tailor education to the unique learning needs of individual students—are gaining rapid popularity. Praise for educational technology is often focused on how technology will benefit school systems, but there is a lack of understanding of how it will affect the student and the learning process. By uncovering what the meaning of ‘personal’ is in educational philosophy and as embodied in the technology, we illustrate that these two understandings are different regarding the autonomy of the student. Personalised learning technology, therefore, bears the risk of failing to achieve its educational ideal of what personalisation should be. We also illustrate how personalised learning technology effects student autonomy by requiring the intensive tracking of the learning process, exposing them to privacy and data protection risks. We do not claim that education does not need technology, but we want to illustrate the importance of values as drivers of innovation. PubDate: 2019-05-13 DOI: 10.21913/JPS.v6i1.1567 Issue No:Vol. 6, No. 1 (2019)
Authors:Mitch Parsell, Christine Chinchen Abstract: This article offers a post-pedagogical image of universities. We explore two main purposes of university education: creating an educated public and preparing learners for their future careers. This exploration draws on philosophers Barnett, MacIntyre and Nussbaum. We then utilise a series of reports from The Foundation for Young Australians to offer insights into the changing nature of society, technology, and worklife. The evolution of models or theories of learning sets the scene for the framework for how to structure the future university—a post-pedagogical learning institution in which educators are learning specialists, learners are engaged in meaningful and critical thinking, learning and acting. PubDate: 2019-05-13 DOI: 10.21913/JPS.v6i1.1568 Issue No:Vol. 6, No. 1 (2019)
Authors:Anna Hush, Andy Mason Abstract: As contemporary universities become increasingly deregulated and neoliberalised structures, how is grassroots student political organising to adapt' What role could student organisers, working in coalition with academics, unions and communities, play in shaping the Future University' We argue that student organising has an even more crucial place in the site of the neoliberal university, working against both the corporatisation of the contemporary university, as well as rising neoliberal conditions in the broader communities within which tertiary education is embedded. These conditions, without doubt, have the potential to stultify student movements by burdening students with ever-increasing debt, and packaging degrees as a commodity with a market-determined value. However, we argue, the neoliberalisation of education also engenders an opportunity for students in shaping the Future University, through grassroots advocacy for staff working conditions, and for critical pedagogies that enable the integration of transformative social justice movements with academic theory. For us, the Future University is a space that nourishes critical and creative thinking, and produces students that are able to integrate theory with radical praxis. However, for this to be realised, the ideological function of the university, in justifying and naturalising hegemonic power structures, and the very meaning of public education, must be exposed and critiqued from the ground up. PubDate: 2019-05-13 DOI: 10.21913/JPS.v6i1.1569 Issue No:Vol. 6, No. 1 (2019)
Authors:Damian Cox Abstract: Competition and contest underpin academic life in many ways, not all of them constructive or valuable. In this paper I make a start on the task of distinguishing valuable academic competition from its opposite and suggest reforms of academic institutions that would diminish the prevalence of destructive competition and approach more nearly the egalitarian goal of treating all members of the academic community—especially, but not only, students—as equally valued and equally deserving of respect. To do this, I develop a distinction between two kinds of competition: tender competition and rank competition. I analyse the illusion of meritocracy in terms of them. My principal recommendation for university pedagogical practice is to eliminate grading of student work and replace grading systems with a system of demanding pass/fail assessments. PubDate: 2019-05-13 DOI: 10.21913/JPS.v6i1.1565 Issue No:Vol. 6, No. 1 (2019)
Open Access journal
[2 journals]
