Juliane Jarke – författare

This book attends to the transformation of processes and practices in education, relating to its increasing digitisation and datafication. The introduction of new means to measure, capture, describe and represent social life in numbers has not only transformed the ways in which teaching and learning are organised, but also the ways in which future generations (will) construct reality with and through data.Contributions consider data practices that span across different countries, educational fields and governance levels, ranging from early childhood education, to schools, universities, educational technology providers, to educational policy making and governance. The book demonstrates how digital data not only support decision making, but also fundamentally change the organisation of learning and teaching, and how these transformation processes can have partly ambivalent consequences, such as new possibilities for participation, but also the monitoring and emergence/manifestation of inequalities.Focusing on how data can drive decision making in education and learning, this book will be of interest to those studying both educational technology and educational policy making. The chapters in this book were originally published in Learning, Media and Technology. Chapter 4 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book attends to the transformation of processes and practices in education, relating to its increasing digitisation and datafication. The introduction of new means to measure, capture, describe and represent social life in numbers has not only transformed the ways in which teaching and learning are organised, but also the ways in which future generations (will) construct reality with and through data. Contributions consider data practices that span across different countries, educational fields and governance levels, ranging from early childhood education, to schools, universities, educational technology providers, to educational policy making and governance. The book demonstrates how digital data not only support decision making, but also fundamentally change the organisation of learning and teaching, and how these transformation processes can have partly ambivalent consequences, such as new possibilities for participation, but also the monitoring and emergence/manifestation of inequalities. Focusing on how data can drive decision making in education and learning, this book will be of interest to those studying both educational technology and educational policy making. The chapters in this book were originally published in Learning, Media and Technology. Chapter 4 is available Open Access at https://www.routledge.com/products/9780367357191.

Algorithms have risen to become one, if not the central technology for producing, circulating, and evaluating knowledge in multiple societal arenas. In this book, scholars from the social sciences, humanities, and computer science argue that this shift has, and will continue to have, profound implications for how knowledge is produced and what and whose knowledge is valued and deemed valid. To attend to this fundamental change, the authors propose the concept of algorithmic regimes and demonstrate how they transform the epistemological, methodological, and political foundations of knowledge production, sensemaking, and decision-making in contemporary societies. Across sixteen chapters, the volume offers a diverse collection of contributions along three perspectives on algorithmic regimes: the methods necessary to research and design algorithmic regimes, the ways in which algorithmic regimes reconfigure sociotechnical interactions, and the politics engrained in algorithmic regimes.

Available open access digitally under CC-BY-NC-ND licence.This book presents emerging themes and future directions in the interdisciplinary field of critical data studies, loosely themed around the notion of shifting response-abilities in a datafied world. In each chapter an interdisciplinary group of scholars discuss a specific theme, ranging from questions around data power and the configuring of data subjects to the intersection of technology and the environment.The book is an invaluable dialogue between disciplines that introduces readers to cutting edge arguments within the field. It will be a key resource for scholars and students who require a guide to this rapidly evolving area of research.

This open access book attends to the co-creation of digital public services for ageing societies.

This open access book attends to the co-creation of digital public services for ageing societies.

This Open Access book examines the ambivalences of data power. It considers data justice in relation to state surveillance and data capitalism, and reflects on the ambivalences between an “entrepreneurial state” and a “welfare state”.

This Open Access book examines the ambivalences of data power. It considers data justice in relation to state surveillance and data capitalism, and reflects on the ambivalences between an “entrepreneurial state” and a “welfare state”.

An der Schnittstelle von Bildungsforschung, Erziehungswissenschaft, Soziologie, Informatik und Kommunikationswissenschaft untersuchen wir mit Blick auf Ambivalenzen die Produktion, Sammlung,Distribution und Verwendung von Daten im Schulsystem.