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    Whose Domain and Whose Ontology? Preserving Human Radical Reflexivity over the Efficiency of Automatically Generated Feedback Alone

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    Authors
    Beattie, Amanda Russell
    Hayes, Sarah
    Editors
    Dohn, N
    Jandrić, P
    Ryberg, T
    de Laat, M
    Issue Date
    2020-03-27
    
    Metadata
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    Abstract
    In this chapter, we challenge an increase in the uncritical application of algorithmic processes for providing automatically generated feedback for students, within a neoliberal framing of contemporary higher education. Initially, we discuss our concerns alongside networked learning principles, which developed as a critical pedagogical response to new online learning programmes and platforms. These principles now overlap too, with the notion that we are living in ‘postdigital’ times, where automatically generated feedback never stands alone, but is contested and supplemented by physical encounters and human feedback. First, we make observations on the e-marking platform Turnitin, alongside other rapidly developing artificial intelligence (AI) systems. When generic (but power-laden) maps are incorporated into both student and staff ‘perceived’ spaces through AI, we surface the aspects of feedback that risk being lost. Second, we draw on autoethnographic understandings of our own lived experience of performing radically reflexive feedback within a Master’s in Education programme. A radically reflexive form of feedback may not follow a pre-defined map, but it does offer a vehicle to restore individual student and staff voices and critical self-navigation of both physical and virtual learning spaces. This needs to be preserved in the ongoing shaping of the contemporary ‘postdigital’ university.
    Citation
    Beattie A.R., Hayes S. (2020) Whose Domain and Whose Ontology? Preserving Human Radical Reflexivity over the Efficiency of Automatically Generated Feedback Alone. In: Dohn N., Jandrić P., Ryberg T., de Laat M. (eds) Mobility, Data and Learner Agency in Networked Learning. Research in Networked Learning. Springer, Cham, pp. 83-99.
    Publisher
    Springer International Publishing
    URI
    http://hdl.handle.net/2436/623167
    DOI
    10.1007/978-3-030-36911-8_6
    Additional Links
    https://link.springer.com/chapter/10.1007%2F978-3-030-36911-8_6
    Type
    Chapter in book
    Language
    en
    Description
    This is an accepted manuscript of a chapter published in Dohn N., Jandrić P., Ryberg T., de Laat M. (eds) Mobility, Data and Learner Agency in Networked Learning. Research in Networked Learning. Springer, Cham, available online: https://doi.org/10.1007/978-3-030-36911-8_6 The accepted version of the publication may differ from the final published version.
    Series/Report no.
    Research in Networked Learning
    ISBN
    9783030369101
    ae974a485f413a2113503eed53cd6c53
    10.1007/978-3-030-36911-8_6
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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