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Online Learning Platforms and the Confessional Subject

Online Learning Platforms and the Confessional Subject Abstract Is there a connection between pedagogic practices of confessional reflectivity, online learning platforms, and the massively scaled surveillance of Higher Education student transactions via data analysis? It is the contention of this paper that there is an ideological and processual logic which connects these practices and platforms. It argues this logic has been benignly embedded in pedagogy, but has now become scaled via technologically deterministic paradigms, providing companies such as Pearson Ltd with monopolistic scope to dominate the epistemic foundations of teaching theory and practice. How these forces converge on the learning platform is the theme of this paper, which draws upon an arts and creative computation educational background rather than a specifically architectural context. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Architecture and Culture Taylor & Francis

Online Learning Platforms and the Confessional Subject

Architecture and Culture , Volume 9 (2): 11 – Apr 3, 2021

Online Learning Platforms and the Confessional Subject

Architecture and Culture , Volume 9 (2): 11 – Apr 3, 2021

Abstract

Abstract Is there a connection between pedagogic practices of confessional reflectivity, online learning platforms, and the massively scaled surveillance of Higher Education student transactions via data analysis? It is the contention of this paper that there is an ideological and processual logic which connects these practices and platforms. It argues this logic has been benignly embedded in pedagogy, but has now become scaled via technologically deterministic paradigms, providing companies such as Pearson Ltd with monopolistic scope to dominate the epistemic foundations of teaching theory and practice. How these forces converge on the learning platform is the theme of this paper, which draws upon an arts and creative computation educational background rather than a specifically architectural context.

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References (19)

Publisher
Taylor & Francis
Copyright
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
ISSN
2050-7836
eISSN
2050-7828
DOI
10.1080/20507828.2021.1888211
Publisher site
See Article on Publisher Site

Abstract

Abstract Is there a connection between pedagogic practices of confessional reflectivity, online learning platforms, and the massively scaled surveillance of Higher Education student transactions via data analysis? It is the contention of this paper that there is an ideological and processual logic which connects these practices and platforms. It argues this logic has been benignly embedded in pedagogy, but has now become scaled via technologically deterministic paradigms, providing companies such as Pearson Ltd with monopolistic scope to dominate the epistemic foundations of teaching theory and practice. How these forces converge on the learning platform is the theme of this paper, which draws upon an arts and creative computation educational background rather than a specifically architectural context.

Journal

Architecture and CultureTaylor & Francis

Published: Apr 3, 2021

Keywords: online platforms; pedagogy; epistemology; neoliberalism

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