Critiquing Platforms & Pedagogies
- Submitting institution
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Royal College of Art(The)
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- Dare4
- Type
- T - Other
- DOI
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- Location
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- Brief description of type
- Multi-Component Output with Contextual Information
- Open access status
- Compliant
- Month
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- Year
- 2020
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
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- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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- Research group(s)
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- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- These three publications advance the analysis and critique of neoliberal ideologies relating to learning platforms, situated within a broader, urgently needed debate about the epistemic foundations of digital mediation. Each progresses the question of what kind of subjectivities we model when constructing digital learning platforms. The publications were developed within peer-reviewed conference and symposium contexts, and published as peer-reviewed journal articles and a conference contribution respectively. The response, within networks of academics and practitioners, has been to further the way educators understand the implications of ideological models of the self, particularly constructivist and humanist educational paradigms. The first, ‘Out of the Humanist Matrix: Learning Taxonomies beyond Bloom’ was published in the creative teaching and learning journal Spark (2018). It was informed by Dare’s presentation and workshop ‘Out of the Humanist Matrix: learning outcomes in an art school context’ delivered at the UAL Teaching and Learning Day 2017. The second, ‘Power Postures and Landing Pages, the Long Tail of Neoliberalism’ was published in a special issue of Discover Society (2019). It was informed by Dare’s paper ‘Ontological Platforms: Deconstructing Moodle and the Ideology of Personalised Learning’, presented at the Capitalism, Social Science and the Platform University conference at Cambridge University (2018) and furthers conference themes including tensions between disciplinary and psychopolitical models of social control. The third, ‘Teaching Machines: platforms, pedagogies and the wicked problem of design thinking’, is a conference paper which was presented at the Building the Post-Pandemic University conference at Cambridge University and published on The Post Pandemic University website (2020).
- Author contribution statement
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- Non-English
- No
- English abstract
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