Jeremy Knox's research while affiliated with The University of Edinburgh and other places

Publications (38)

Article
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This article develops a post-determinist and a post-instrumentalist understanding of education and educational research through the lens of postdigital theory. We begin with historicizing current postdigital research by showing its intellectual ancestry and recognizing its rapidly changing nature. We move on to current state of the art, which we pr...
Article
Full-text available
This article develops a post-determinist and a post-instrumentalist understanding of education and educational research through the lens of postdigital theory. We begin with historicizing current postdigital research by showing its intellectual ancestry and recognizing its rapidly changing nature. We move on to current state of the art, which we pr...
Article
Full-text available
This collectively written article explores postdigital relationships between science, philosophy, and religion within the continuum of enchantment, disenchantment, and re-enchantment. Contributions are broadly classified within four sections related to academic fields of philosophy, theology, critical theory, and postdigital studies. The article re...
Article
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Since the turn of this century, much of the world has undergone tectonic socio technological change. Computers have left the isolated basements of research institutes and entered people’s homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-...
Article
This paper examines the political economy of artificial intelligence (AI) and education in China, through an analysis of government policy and private sector enterprise. While media and policy discourse often portray China’s AI development in terms of a unified national strategy, and a burgeoning geopolitical contestation for future global dominanc...
Article
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This article is a multi-authored response to an editorial ‵Postdigital Science and Education′ published in 2018 by Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta and Sarah Hayes in Educational Philosophy and Theory as a mission statement for the journal Postdigital Science and Education. Nineteen authors were invited to produ...
Article
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This paper examines what the term ‘postdigital’ might mean for education through the discussion of human-technology relationships. It begins with a summary of two general interpretations of the postdigital: firstly, to understand the ‘post’ as meaning simply ‘posterior to’ the digital, suggesting a different stage in the perception and use of techn...
Article
This special issue of Learning, Media and Technology contributes to a growing need, not only for critical accounts of digital education that resist the global, but also for a more diverse representation of the multiplicitous practices of teaching and learning with technology across the globe. It builds on important work that has examined open educa...
Chapter
This chapter provides an introduction to the book—Artificial Intelligence and Inclusive Education: speculative futures and emerging practices. It examines the potential intersections, correspondences, divergences, and contestations between the discourses that typically accompany, on the one hand, calls for artificial intelligence technology to disr...
Article
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This paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice...
Chapter
This chapter provides a critical analysis of ‘machine learning’ in education, and its relationship to the discourses of technological unemployment. The promotion of machine learning in education is shown to tend towards a narrative of ‘disruption’; framed as an essential future skill, and accompanied by a prominent public discourse of imminent job...
Article
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This article is a multi-authored experimental postdigital dialogue about postdigital dialogue. Fourteen authors were invited to produce their sections, followed by two author-reviewers who examined the article as a whole. Authors were invited to reflect on Petar Jandric’s book Learning in the age of digital reason (2017) or to produce completely ne...
Book
This book brings together the fields of artificial intelligence (often known as A.I.) and inclusive education in order to speculate on the future of teaching and learning in increasingly diverse social, cultural, emotional, and linguistic educational contexts. This book addresses a pressing need to understand how future educational practices can pr...
Article
In this article we describe and critique a methodological exercise that brings together multimodality, ethnography and walking in order to investigate the city. Drawing on the experience of enacting our methodology in central London, we describe how an openness to the full range of meaning-making phenomena encountered during an unscripted excursion...
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This article offers insights into how digital methods in cultural heritage settings can help evoke and illuminate the richness of visitor engagement and interpretation, especially in relation to expressions of ownership. Drawing on the Artcasting research project, which examined how galleries can inventively evaluate visitors’ engagement with art,...
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This article examines how algorithms are shaping student learning in massive open online courses (MOOCs). Following the dramatic rise of MOOC platform organisations in 2012, over 4,500 MOOCs have been offered to date, in increasingly diverse languages, and with a growing requirement for fees. However, discussions of learning in MOOCs remain polaris...
Article
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This Editorial describes the main challenges at the intersections between algorithmic cultures and human learning. It briefly analyses papers in this Special Issue of E-learning and Digital Media ‘Learning in the age of algorithmic cultures’ and shows that researchers in the field are still struggling with grand ideas and questions. It suggests tha...
Article
The burgeoning field of learning analytics (LA) is gaining significant traction in education, bolstered by the increasing amounts of student data generated through educational software. However, critical discussions of LA are in short supply. Drawing on work in the cultural studies of data and critical algorithm studies, this paper begins by examin...
Article
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As the most prominent initiative in the open education movement, the Massive Open Online Course (MOOC) is often claimed to disrupt established educational models through the use of innovative technologies that overcome geographic and economic barriers to higher education. However, this paper suggests that the MOOC project, as a typical example of i...
Article
This short article describes an experimental radio-frequency identification (RFID) system designed to playfully explore the possibilities of object agency, in the form of ‘tweeting books’. The use of web-enabled sensors is discussed in the context of the emerging field of Learning Analytics. The analysis of the ‘tweeting books’ prototype challenges...
Article
While education has been both open and online, the sizeable enrolment numbers associated with massive open online courses (MOOCs) are somewhat unprecedented. In order to gauge the significance of education at scale, this article analyses specific examples of massive participation derived from E-learning and Digital Cultures, a MOOC from the Univers...
Article
Full-text available
“Openness” has emerged as one of the foremost themes in education, within which an open education movement has enthusiastically embraced digital technologies as the central means of participation and inclusion. Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs) have surfaced at the forefront of this development, claiming unpr...
Article
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This paper takes a view of digital literacy, which moves beyond a focus on technical methods and skills in an attempt to maintain a broader approach that encompasses a critical view of the learning subject. In doing this, we consider socio-materialism and its relation to aspects of literacy theory. We anchor the discussion in a consideration of the...

Citations

... SH: In the early days of digital we used to separate out the digital and the analog, in phrases such as e-learning. But the postdigital perspective deeply challenges this view, insisting on radical equality between the two (Jandrić et al. , 2022. ...
... Surprisingly, despite the global hype about the virtual space in recent years, the idea of the metaverse is rather old (Knox, 2022); the term metaverse was coined by Neal Stephenson (1992) in his science fiction novel Snow Crash as a portmanteau of "meta" and "universe." Subsequently, this term was used to describe a range of virtual world technologies and some large-scale multiplayer online role-playing games (Knox, 2022). ...
... Complex infrastructures and technologies do influence and change social practices in myriad ways -many of which will be unintended or unanticipated (Parvin and Pollock 2020). Jandrić and Knox (2021) describe a postdigital turn which rejects simple binaries of technological determinism as an inevitability to be kept up with and instrumentalism which sees technologies as a tool to be 'used'. This challenges a general discourse dominated by use of technologies as end in themselves or to uncritically, with question or context enhance (Bayne 2015;Hayes 2019;Matthews 2020b, c). ...
... A major capital works project was miraculously completed and, in May 2022, we will launch our CETL Learning Lab (Fig. 28), the design concept of which was featured as an 'exemplar project' in the '2022 EDUCAUSE horizon report: Teaching and Learning Edition' (EDUCAUSE 2022). Our design has been greatly influenced by postdigital thinking and resonates with the Special Issue of Postdigital Science and Education on 'The Postdigital Learning Spaces of Higher Education' (Lamb et al. 2022) 5 . In short, we converted a multi-layered, built-in design into a flat, flexible and interactive space. ...
... Between networked learning (NL) and the postdigital, there are overlaps given the focus on entanglements of humans and technologies, primarily digital technologies, rooted in critical and emancipatory educational traditions (NLEC, 2021). Among the different definitions of NL (Gourlay et al., 2021), this paper uses the following: ...
... Following outbreak of Covid-19 pandemic, various human activities -including almost all aspects of cultural production and consumption -have been transferred online in a blink of an eye. We live in postdigital times, in which digital and analogue aspects of our lives are intertwined in multiple, unpredictable, 'dirty' ways, and this disruptive event is exemplary of "rupture and continuation" of our postdigital reality (Jandrić et al. 2019). In regards to medium, there is nothing new in exhibiting art online. ...
... The mindset described earlier is conducive of working with AI as an enabler of sustainability for a number of reasons. AI-powered tools are most often focused towards efficiency (Knox et al., 2019;Lo Piano, 2020). However, efficiency is a myth in terms of sustainability and has historically led to what is referred to the Jevons paradox if it is not implemented as part of systemic resource consumption reduction strategies (Chan, 2018;Nishant et al., 2020;Owen, 2012;Snow, 2020); Jevons paradox refers to the increase in efficiency that in fact triggers an increase in demand and therefore an increase in consumption and environmental damage. ...
... Equity in online learning is of critical importance particularly in the pandemic context. It has often been noted in relation to material, social and political dimensions (Bayne et al. 2020), however less has been said about the cultural imperatives of inclusion (MacKenzie et al 2021). Educational institutions in Aotearoa are required to uphold their obligations of the Treaty of Waitangi| Te Tiriti o Waitangi 1 . ...
... (Encyclopedia Britannica 2020) In time, I realized that our sciences are not at all that objective. Slowly but surely, I started to examine feelings (Jandrić, 2019(Jandrić, , 2022 and religion Reader et al., 2020) in relation to my scientific work. Admittedly, I have not grasped the relevance of questions about the beautiful and the ugly in this work. ...
... This is a consequence of the different educational systems, specializations, and didactic objectives of each area or country. Generally speaking, we can find three main approaches: the first one is mainly targeted towards machine learning and data science (CBSE, 2022;Lee et al., 2021), the second one is focused on AI-based technologies and applications (computer vision, natural language processing, human-machine interaction) and their ethical implications (Miao et al., 2021;Vuorikari et al., 2022), and the third highlights those topics typical from robotics (Chiu et al., 2022;Knox, 2020), because these devices are used at class. If we move to education companies and private initiatives like (AI4ALL, 2022;ReadyAI, 2022;ISTE, 2022;Ericcsson, 2022;CODE, 2022), we can find a wider scope in AI topics, as these approaches follow more general education levels towards AI teaching. ...