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EdTech and the birth of platform education An ethnographic account of a start u...

EdTech and the birth of platform education An ethnographic account of a start up in the age of global education In its latest action plan on digital education, the European Union underlined the ambition of ensuring that all citizens are prepared to live and work in the digital age. However, the current COVID-19 pandemic, with its widespread... ver más

30/09/2024

UNIMORE

269K€

Presupuesto del proyecto: 269K€

Líder del proyecto

UNIVERSITA DEGLI STUDI DI MODENA E REGGIO EMI... No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

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Financiación concedida El organismo H2020 notifico la concesión del proyecto el día 2024-09-30

MSCA-IF-2020: Individual Fellowships

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UNIMORE

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TEACHERS COLLEGE COLUMBIA UN...

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Duración del proyecto: 42 meses Fecha Inicio: 2021-03-22
Fecha Fin: 2024-09-30

Líder del proyecto

UNIVERSITA DEGLI STUDI DI MODENA E REGGIO EMI... No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Presupuesto del proyecto 269K€

Fecha límite de participación Sin fecha límite de participación.

Descripción del proyecto In its latest action plan on digital education, the European Union underlined the ambition of ensuring that all citizens are prepared to live and work in the digital age. However, the current COVID-19 pandemic, with its widespread closure of schools and universities, has thrown into sharp relief how the introduction of digital technology fundamentally reshapes the organisation of education. Within a few months, it became evident that schooling without school or studying without campus prompts the influx of new, private actors on an unprecedented scale. This project focuses on such digital reorganisation of education, cut off from the classroom. In particular, I propose to investigate how the conversion towards digital learning platforms participates in a worldwide disruption of pedagogical valuation processes. While existing research has so far favoured questions of power and inequalities, the disruptive capacity of these learning platforms to radically redefine what education values as worth learning has hardly been studied. To fill this gap, MORPHOGENESIS proposes (1) to build a framework that formulates an ensemble of concepts with theoretical insights from three related (sub)disciplines (sociology of education, organisation studies and the study of regionalisation and globalisation processes). With the help of Luhmannian systems theory, the coherent formulation of such framework will make it possible to analyse how, through such digital platforms, the reorganisation and the differentiation of global education go hand in hand; (2) to develop an extended case ethnography of the start-up scene in New York, where this so-called EdTech is currently being imagined, coded and executed into the platforms that explicitly aspire to disrupt contemporary education. Together, the conceptual framework and methodology will enable a better grasp of the metamorphosis that education is currently undergoing and the unprecedented role that online learning platforms play within it.

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