Higher Education After Surveillance?
Higher Education After Surveillance?
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监控后的高等教育？
DOI：
10.1007/s42438-019-00098-z
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
J. Ross
中科院分区：
文献类型：
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作者：
A. Collier;J. Ross
阿斯特拉从大学大楼外门的窗板往外看。她想离开的时间已经很晚了，太阳已经落到了她栖息处左侧的一排常青树后面。她迅速抬起头，发现了同伴的光芒。它正在等她。她叹了口气，推开了门。徘徊太久，好吧，他们会注意到。本杂志已经对“后”的概念进行了很多探讨，传达了断裂与连续性之间混乱的理论界限（Jandrić et al. 2018）。我们的贡献是“后监视”的概念——建立在我们过去一年开发的项目的基础上。监控后的高等教育1旨在分析高等教育部门当前的监控实践（包括更广泛的教育技术、政策和其他空间），并试图了解监控后的未来可能是什么以及如何努力实现这些目标。这是一个项目——或者也许是一个由人员和项目组成的网络，现在下结论还为时过早——它汇集了来自多个国家（目前主要是英国、美国和加拿大）的同事和角色（包括教学设计师、数字领导者、学者、教育科技人员和博士生），以开发有关高等教育和监控主题的想法、方法和资源。
Astra looked out the panel of windows in the exterior door of her university’s building. It was later than she wanted to leave and the sun had already set behind the row of evergreen trees that flanked the left side of her perch. She glanced up quickly and spotted the lights of a Companion. It was waiting for her. She sighed and pushed open the door. Lingering too long, well, they would notice.The notion of the ‘post’has been explored a lot already in this journal, communicating the messy theoretical boundaries between rupture and continuity (Jandrić et al. 2018). Our contribution is the notion of ‘post-surveillance’–building on a project we have been developing over the past year. Higher Education After Surveillance1 is aiming to analyze current surveillance practices in the higher education sector (including broader educational technology, policy and other spaces) and trying to understand what post-surveillance futures might be desirable and how to work toward these. It is a project–or perhaps a network of people and projects, it is still too soon to tell–that is bringing together colleagues in a number of countries (so far mostly the UK, US, and Canada) and roles (including instructional designers, digital leaders, academics, EdTech people, and doctoral students) to develop ideas, approaches, and resources on the theme of higher education and surveillance.