Postdigital Dialogue

Jandrić, Petar; Ryberg, Thomas; Knox, Jeremy; Lacković, Nataša; Hayes, Sarah; Suoranta, Juha; Smith, Mark; Steketee, Anne; Peters, Michael A.; McLaren, Peter; Ford, Derek R.; Asher, Gordon; McGregor, Callum; Stewart, Georgina; Williamson, Ben; Gibbons, Andrew

doi:10.1007/s42438-018-0011-x

Cited by 166 publications

(64 citation statements)

References 44 publications

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“…The postdigital is a new way of thinking but also a continuation of what has gone before (Jandrić et al 2018a). Postdigital rejects the idea of old and new media as existing together by blurring of the binary dualistic lines (Jandrić et al 2018b). Cramer (2015) offers a list of perspectives which is more of a rejection of the digital, citing disenchantment and rejection of the sterility of digital and the universal machine in a corporate implementation of digital.…”

Section: The Postdigitalmentioning

confidence: 99%

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Matthews

2019

Postdigit Sci Educ

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Digital technologies for learning and teaching have promised much in higher education (HE). There has become, however, a dualism between digital and non-digital and a technological determinism which in some cases promotes digital technologies as being innately superior to the non-digital. There is pressure on universities to provide learning and teaching in new ways in the face of regulation, as well as increased numbers and diversity of students. The postdigital perspective allows for the appropriate approaches and tools to be used. Design for learning and teaching in HE has developed interventions which promote use of digital resources, but for some have not yet met the promise of 'enhancing' learning. Moving outside of education, approaches from design as a discipline are sketched out, including design thinking and the epistemology of design. All of these show how designers (in general) go about their work. How designs come about can be analysed by using the framework of people (epistemology), processes (praxeology) and products (phenomenology) in design. Actor-network theory is used as an approach across each stage of this framework, and those designing in HE are encouraged to be bricoleurs, using a variety of tools for the job at hand and to think of the designs as assemblages. The ideas described here are useful for the practices of those involved in the design of learning and teaching.

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Section: The Postdigitalmentioning

confidence: 99%

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Matthews

2019

Postdigit Sci Educ

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“…As it matters to us what and whom we think with, we are keen to expand our understandings of this work. We invite comments on whether our understandings of the prefix post(-) can support our shared space where 'old' and 'new' media are now 'cohabiting artefacts' that enmesh with the economy, politics and culture (Jandrić et al 2018b). We need to grow our ideas together using the best forms of compost, both figuratively and literally.…”

Section: Compost: a Conclusion And New Beginningsmentioning

confidence: 99%

Between the Post and the Com-Post: Examining the Postdigital ‘Work’ of a Prefix

Sinclair

Hayes

2018

Postdigit Sci Educ

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In examining the work of the prefix 'post', we aim to contribute to the current postdigital dialogue. Our paper does not provide a rationale for the use of 'postdigital' in the title of this journal: that has been thoroughly explored elsewhere. We want instead to consider the work the prefix might do. We look at 'post', as it appears to 'act' in the terms of 'postmodernism' and 'posthumanism', suggesting that modernism and humanism are in need of questioning and reworking. We also examine what gets 'post-ed', or sometimes 'com-posted'. (Com-is another interesting prefix, meaning 'with'.) We then consider how these inquiries inform our understanding of a 'postdigital reality' that humans now inhabit. We understand this as a space of learning, struggle, and hope, where 'old' and 'new' media are now 'cohabiting artefacts' that enmesh with the economy, politics and culture. In entering this postdigital age, there really is no turning back from a convergence of the traditional and the digital. However, this is not simply a debate about technological and non-technological media. The postdigital throws up new challenges and possibilities across all aspects of social life. We believe this opens up new avenues too, for considering ways that discourse (language-in-use) shapes how we experience the postdigital.

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“…For many involved in contemporary dialogues on the topic (e.g. Jandrić et al 2018b), it appears that aspects of all three meanings are present. With the postdigital being conceived of as possessing a temporal aspect and as 'both a rupture in our existing theories and their continuation' (Jandrić et al 2018a: 895)-speaking to the third meaning, as tempered by the second.…”

Section: Introduction (Sonja) Postdigital Sciencementioning

confidence: 99%

Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)

et al. 2019

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This article is a multi-authored response to an editorial ‵Postdigital Science and Educa-tion′ 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 produce their sections, followed by two author-reviewers who examined the article as a whole. Authors' responses signal the sense of urgency for developing the concept of the postdigital and caution about attempts at simplifying complex relationships between human beings and technology. Whilst the digital indeed seems to become invisible, we simultaneously need to beware of its apparent absence and to avoid overemphasizing its effects. In this attempt, authors offer a wide range of signposts for future research such as 'the critical postdigital' and 'postdigital reflexivity'; they also warn about the group's own shortcomings such as the lack of 'real' sense of collectivity. They emphasize that postdigital education must remain a common good, discuss its various negative aspects such as smartphone addiction and nomophobia, and exhibit some positive examples of postdigital educational praxis. They discuss various aspects of postdigital identities and point towards the need for a postdigital identity theory. With these varied and nuanced responses, the article opens a wide spectrum of opportunity for the development of postdigital approaches to science and education for the future.

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Postdigital Dialogue

Cited by 166 publications

References 44 publications

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Between the Post and the Com-Post: Examining the Postdigital ‘Work’ of a Prefix

Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)

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