Institution, Technology, and the Reproduction of Society
Education is not only the transmission of knowledge. It is always involved in the reproduction of society. Institutions decide what counts as knowledge and how it is valued. Technology extends this process, reinforcing institutional logics but also opening new possibilities for change.
In my latest blog post, I draw on the work of Cornelius Castoriadis to explore how digital learning technologies mediate between reproduction and transformation. The key question is whether these technologies serve mainly to reproduce existing institutional patterns, or whether they can also create genuine spaces for collective imagination.
Read the full post here:
e-learning-rules.com/blog/0049…
Hashtags: #Education #eLearning #DigitalPedagogy #CriticalPedagogy #EducationalTechnology
Retrofuturist cityscape blending classical columns and glowing circuitry with silhouetted figures co-designing illuminated cubes beneath a vivid sunset.
Education as Polis – Reclaiming the Public Dimension of Learning
What if we treated education as a public practice that builds a shared world, rather than reducing it to skills, metrics, or efficiency?
In my latest blog post I explore the idea of education as polis. This perspective sees learning as a collective act of world making, where classrooms, courses, and digital spaces can nurture the common good. Yet when platforms are structured around surveillance, competition, and control, the public dimension of education is put at risk.
I develop these ideas further here:
e-learning-rules.com/blog/0046…
How can we reclaim digital learning spaces so they truly serve the public good? What practices or examples have you seen that embody this vision?
Hashtags:
#education #elearning #pedagogy #digitallearning #edtech
Retro-futurist agora: glowing child surrounded by people in dialogue, marble steps merging with circuits under a cosmic sky of connected stars, symbolising education as shared civic space.
Time, History, and the Institution of Learning – Beyond the Eternal Present of EdTech
Much of edtech is designed for immediacy. Speed, convenience, and disruption dominate the narrative. But learning is not instantaneous. It is slow, situated, and shaped by time and tradition.
In this post, I explore how digital learning environments might better respect the temporal and institutional dimensions of education. What might it mean to design technologies that support slowness, memory, and pedagogical depth?
Read the full post:
e-learning-rules.com/blog/0038…
More at:
e-learning-rules.com/
#elearning #edtech #digitalpedagogy #criticalpedagogy #highereducation #blogpost
A surreal, retro-futuristic painting shows an elderly man deep in thought beside a glowing hourglass. Behind him, vintage monitors display graphs, and a figure walks a radiant path toward Earth in space.
Designing AI-Resilient Assessment: Reclaiming Human Learning in an Age of Automation
In my latest blog post, I explore how educators can design assessments that maintain their integrity and authenticity in an era increasingly dominated by artificial intelligence. How can we ensure assessment genuinely reflects human learning rather than AI-generated answers? I provide practical strategies and insights to keep learning human-centred and meaningful.
Read more at:
e-learning-rules.com/blog/0024…
#Assessment #AI #HigherEducation #Pedagogy #DigitalLearning #CriticalEdTech #OnlineLearning #AcademicIntegrity
A Mirror or a Fix? Generative AI and the Crisis of Educational Imagination
Generative AI is sparking urgent conversations about plagiarism and assessment—but what if the deeper problem lies in our narrow educational imagination?
In my latest blog post, I explore how AI reveals a long-standing crisis in how we design teaching, learning, and assessment—and why it’s time to rethink, not just react.
👉 Read it here: e-learning-rules.com/blog/0021…
#AI #Education #Assessment #Pedagogy #CriticalEdTech #OpenEducation #GenerativeAI #DigitalEducation #FediverseEdu
🧠 Assessment at the End of the Turing Test
In an era when AI can generate essays that mimic human writing with startling fluency, the question "What are we actually assessing?" has never felt more urgent.
I’ve just published a new blog post reflecting on a recent conversation with a colleague who argues that remote assessment is no longer trustworthy. Their proposed solution? Reintroduce in-person elements—even brief ones—to every assessment.
But what if the real challenge isn't technological, but pedagogical?
What if the answer lies not in surveillance, but in reimagining the way we define and design assessment?
✍️ Read the full post here:
👉 e-learning-rules.com/blog/0019…
💬 I'd love to hear what others think:
Can assessment evolve to meet the age of AI without falling back on control?
Are there models out there that meaningfully integrate AI while maintaining academic integrity?
#Education #Assessment #GenerativeAI #EdTech #DigitalLearning #Pedagogy
Jacob Urlich 🌍 likes this.
Jacob Urlich 🌍 reshared this.