A more-than-human approach to researching AI at work: Alternative narratives for AI and networked learning

Artificial intelligence (AI) is increasingly manifest in everyday work, learning, and living. Reports attempting to gauge public perception suggest that amidst exaggerated expectations and fears about AI, citizens are sceptical and lack understanding of what AI is and does (Archer et al., 2018). Professional workers practice at the intersection of such public perceptions, the AI industry, and regulatory frameworks. Yet, there is limited understanding of the day-to-day interactions and predicaments between workers, AI systems, and the publics they serve. This includes how these interactions and predicaments generate opportunities for learning and highlight new digital fluencies needed. We bring social and computing science perspectives to begin to examine the prevailing AI narratives in professional work and learning practices. Some AIs (such as deep machine learning systems) are so sophisticated that a human-understandable explanation of how it works may not be possible. This raises questions about what professional practitioners are able to know about the AI systems they use: their new digital co-workers. We argue that a co-constitutive human-AI perspective could provide useful insights on questions such as: (1) How is professional expertise and judgment re-distributed as workers negotiate and learn with AI systems? (2) What trust and confidence in new AI-infused work practices is needed or possible and how is this mediated? (3) What are the implications for professional learning: both learning within work and the workplace and more formal curriculum? Given the early stages of this field of inquiry, our aim is to evoke discussion of alternative human-AI narratives suited for the messy—and often unseen—realities of everyday practices

Bhineka Tunggal Ika neu denken: Soziale Medien als neue Öffentlichkeit zum Verständnis von Vielfalt

The understanding of diversity in Indonesia is growing along with the growth of democracy. Back in 1961, the Indonesian government created a national motto to describe the diversity in Indonesia. It’s called Bhineka Tunggal Ika, translated as unity in diversity. The recent issue of diversity in Indonesia is LGBTQ. Starting in 2016 there are controvercies regarding LGBTQ issues led to the petition for judicial review of some articles in Indonesian Draft of the Criminal Code which regulate crime against decency, like adultery and LGBTQ. However it was rejected by the constitutional court. Based on this issue, my dissertation is divided into three parts. First, the work that discussed the issue of online media literacy in Indonesia. Second, the work that analyzed sociomaterial practices that being occurred in order to create collective understanding between different social media groups in term of LGBTQ issues. Third, the work that focused on how diversity issues are often trapped in postcolonial perspectives as a result of a western perspective. I conduct the research using literature review and online ethnography method by looking at AILA Indonesia (anti-LGBTQ) and Perkumpulan Arus Pelangi (pro-LGBTQ) Facebook groups’ posts, and also online news media, Kompas, in the period of March 2016 as the beginning of LGBTQ issues become a huge issue in Indonesia until July 2018 when LGBTQ was about to be criminalized by the Draft of the Criminal Code of Indonesia. Based on those three works, I see how the issue of education can be seen from the urgency of the need for critical online media literacy in Indonesia which is based on the motto "Bhinneka Tunggal Ika" (unity in diversity)

Associate Students in transition from college to university: a sociocultural study

It is important to understand students’ experience of transition from college to university if institutional and national targets to widen participation in higher education are to be achieved. The Associate Student Project (ASP) funded by Scottish Funding Council, supports dual matriculation for Associate Students. This study explores the sociocultural experience of 23 Associate Students from four Scottish colleges who transitioned as direct entrants into the third year of engineering degree programmes at a post-92 university. Further it illuminates these students’ participation in the communities that they encountered during their first year at university. First the analysis draws from Cultural Historical Activity Theory (CHAT) to offer a system-wide perspective of the ASP enacted in the colleges. This illustrates how the subjects (students) and the sociocultural context co-evolve to meet the object and outcomes of the system. Next, findings highlight the contradiction of being matriculated in both institutions yet the university was largely absent during the college years. Skills workshops position the Associate Students as in deficit and needing support despite being viewed by college lecturers as amongst the most academically able. The micro-perspective of direct entry students’ participation at university is framed by Wenger-Trayner and Wenger-Trayner’s (2015) landscapes of practice. Student participants preferred to remain at the periphery, engaging with former college peers at the expense of engaging with new social networks or academic support provided by the university. Findings further suggest that Associate Students’ transition to university is mediated as much by spatial mobility and an individual’s personal circumstances as it is by transition support. This study contributes to knowledge about the transition of students from one educational sector to another, and about their engagement as they gain access to university through flexible routes. Without these, some of them would have been unable to go to university at all

Digitalisierung – Subjekt – Bildung

The volume brings together critical perspectives on digital transformations and the underlying mechanisms such as quantification, algorithmization and commercialization. The authors from media pedagogy, educational science, educational research and media studies problematize tendencies of economist and technological appropriation and describe resistant practices. All of them are specifically concerned with the question of the complex relationship of the subject to society, institutions and media - and the possibilities of its change.Der Band versammelt kritische Perspektiven auf digitale Transformationen und diesen zugrunde liegende Mechanismen wie Quantifizierung, Algorithmisierung und Kommerzialisierung. Die Autor*innen aus Medienpädagogik, Erziehungswissenschaft, Bildungsforschung und Medienwissenschaft problematisieren in ihren Beiträgen Tendenzen der ökonomistischen und technizistischen Vereinnahmung und beschreiben widerständige Praktiken. Ihnen allen geht es dabei auf je spezifische Weise um die Frage nach dem komplexen Verhältnis des Subjektes zu Gesellschaft, Institutionen und Medien – und Möglichkeiten seiner Veränderung

Digitalisierung – Subjekt – Bildung

The volume brings together critical perspectives on digital transformations and the underlying mechanisms such as quantification, algorithmization and commercialization. The authors from media pedagogy, educational science, educational research and media studies problematize tendencies of economist and technological appropriation and describe resistant practices. All of them are specifically concerned with the question of the complex relationship of the subject to society, institutions and media - and the possibilities of its change