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首页> 外文期刊>First Monday >From digital commons to the data-fied urge: Theorising evolving trends in the intersections of digital culture and open education
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From digital commons to the data-fied urge: Theorising evolving trends in the intersections of digital culture and open education

机译：从数字共同体到数据冲动的冲动：从理论上讲数字文化与开放式教育交汇处的发展趋势

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This paper aims to unravel the interlacing of learning theories and media theories in order to map out how the link between digital culture and open education has been argued in related research and scholarship. Taking into account evolving trends and trajectories in the fields of digital networked technology and education since the 1990s, it argues for the multiple articulations of mediation as a core component in competing discourses about competence formation. These are centred on three evolving and interrelated trends: a) the increased emphasis on computer mediated communication and collaboration as shapers of meaning and improvement; b) the introduction of media logics in particular fields and domains of education; and c) datafication and metrics as means of both self-organization or management and cross-promotional strategies. While several scholars within critical media literacy traditions and critical educational technology have dealt with evolving trends in technology and competing discourses as writing passage from the information to data-driven society, developing a fuller sense of these trajectories can enable us to chart out interconnected threads of power, conflict and subversion that frame learning as a competitive endeavour and reconfigure the expansion of education in broader areas of society.
机译：本文旨在揭示学习理论和媒体理论的交错关系，以期阐明在相关研究和学术研究中如何论证数字文化与开放教育之间的联系。考虑到自1990年代以来数字网络技术和教育领域的发展趋势和轨迹，它主张将中介的多种表达作为关于能力形成的竞争性论述的核心组成部分。这些集中在三个不断发展和相互关联的趋势上： b）在教育的特定领域和领域中引入媒体逻辑; c）数据化和度量作为自组织或管理以及交叉促销策略的手段。批判性媒体素养传统和批判性教育技术领域的几位学者在撰写从信息到数据驱动的社会的文章时，已经处理了技术的发展趋势和竞争性话语，而对这些轨迹的更全面的理解可以使我们绘制出相互联系的线索。权力，冲突和颠覆将学习作为一项竞争性工作，并重新配置了社会更广泛领域中的教育发展。

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