Soft Openings: The psycho-technological expertise of third sector curriculum reform

Since the late 1990s the "third sector" has become active in generating new curriculum programmes in England. Based on tracing third sector participation in public education during the New Labour years, the article explores a documentary archive of third sector curriculum texts and argues that the programmes, strategies and techniques of the third sector have sought to pursue a new form of governmentality. The type of governmentality pursued by the third sector takes form as a "soft" style of curriculum reform derived from assembling together cybernetic and psychological forms of expertise, interactionist and constructivist pedagogies, and an emerging "psycho-technology" of subjectivity. The third sector fabricates reform proposals for a curriculum of the future in which governance is done by cross-sectoral networking, epistemological categories are blurred, and student subjectivities are made up to be malleable, soft-skilled and psychologically self-shaping. The article examines how third sector texts have assembled this new psycho-technological expertise of curriculum reform through both cybernetic and psychological styles of thinking

Smart learning futures: a report from the 3rd US-China smart education conference

Abstract The third day of the third US-China Smart Education Conference featured a discussion with 27 thinkers representing higher education, business and industry, vocational training, and policy making. Researchers from the fields of artificial intelligence, computer science, educational technology, neuro-science and the learning sciences from many countries actively participated and are collectively the co-authors of this report. After two short presentations on computational neuropsychology and the next generation of artificial intelligence by two of the participants (Thomas Parsons and Yang Yang respectively), the participants were divided into four groups led by Phillip Harris (AECT Director), Joseph South (ISTE Chief Learning Officer), Chee-Kit Looi (NIE Head of the Learning Sciences Lab), and Maiga Chang (School of Computing and Information Systems, Athabasca University). The groups were asked to consider the following four questions: (a) What are the 5 most promising technologies likely to transform education in the next 10 years? (b) How do/will advanced learning technologies impact the future of education? (c) What challenges do advanced learning technologies bring to education? (d) What are the new demands for education in the future of society? The groups could focus as they deemed appropriate, modifying adding questions or ignoring any question. This report is a synthesis of those discussions

Nurturing Learning Capacity for Sustainable Futures: A Multi-Methods Approach.

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