Pedir más a la Universidad en línea. ¿Podemos pensar juntos estando separados por una pantalla?
Resumen El cambio a la educación en línea que se produjo durante la pandemia del coronavirus puso en primer plano las preguntas sobre el valor y la conveniencia de una universidad totalmente en línea. Este artículo explora hasta qué punto es deseable una universidad totalmente en línea desde una perspectiva educativa, en la que la educación se considera una experiencia valiosa tomada en sí misma, independientemente de su resultado. Parto de la hipótesis de que una dimensión fundamental de las prácticas de estudio en la universidad es la experiencia del pensamiento colectivo desencadenado por acuerdos materiales y sociales específicos. Procedo a describir las condiciones materiales para desencadenar el pensamiento en términos de lo que llamo desplazamiento mediático, que es una forma de integrar los medios en las prácticas educativas que permite un tipo de atención fluctuante. El artículo concluye argumentando que necesitamos desarrollar nuevas tecnologías para la educación en línea y entrenar nuestra atención deliberadamente para los entornos en línea estableciendo nuevos protocolos para tratar la dispersión digital de la atención.
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Bowen, W. G. (2013). Higher education in the digital age. Princeton University Press.
Custers, B., & Magalhães, A. M. (2021). Problematising' education' in the Modernisation Agenda for Higher Education: The onset of language(s) of education. European Educational Research Journal,. https://doi.org/10.1177/14749041211047334
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Goffman, E. (1981). Forms of Talk. Blackwell.
Hahn, A., & Klein, K. (2019). Beyond the Screen: Hatsune Miku in the Context of Post-Digital Culture. In N. Vansieleghem, J. Vlieghe, & M. Zahn (Eds.), Education in the age of the screen: Possibilities and transformations in technology (pp. 68–79). Routledge.
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Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review, Friday, March 27, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hodgson, N., Vlieghe, J., & Zamojski, P. (2017). Manifesto for a post-critical pedagogy. Punctum Books.
Humboldt, W. v. (1810). On the Internal and External Organization of the Higher Scientific Institutions in Berlin. German History in Documents and Images (GHDI). http://germanhistorydocs.ghi-dc.org/sub_document.cfm?document_id=3642
Illich, I. (1993). In the vineyard of the text: A commentary to Hugh's Didascalicon (Pbk. ed). University of Chicago Press.
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Lewin, D. (2016). The Pharmakon of Educational Technology: The Disruptive Power of Attention in Education. Studies in Philosophy and Education, 35(3), 251–265. https://doi.org/10.1007/s11217-016-9518-3
Lewis, T. E., & Alirezabeigi, S. (2018). Studying with the Internet: Giorgio Agamben, Education, and New Digital Technologies. Studies in Philosophy and Education, 37, 553–566.https://doi.org/10.1007/s11217-018-9614-7
Marin, L. (2021). On the possibility of a digital university. Thinking and mediatic displacement at the university (Springer Briefs in Education). Springer.
Marin, L., & Sturm, S. (2021). ‘Why aren’t you taking any notes?’ On note-taking as a collective gesture. Educational Philosophy and Theory, 53(13), 1399–1406. https://doi.org/10.1080/00131857.2020.1744131.
Masschelein, J. (2010). E-ducating the gaze: the idea of a poor pedagogy. Ethics and Education, 5, 43–53. https://doi.org/10.1080/17449641003590621
Masschelein, J. (2019). Turning a City into a Milieu of Study: University Pedagogy as "Frontline". Educational Theory, 69(2), 185–203. https://doi.org/10.1111/edth.12365
Masschelein, J., & Simons, M. (2009). From Active Citizenship to World Citizenship: A proposal for a world university. European Educational Research Journal, 8(2), 236-248. https://doi.org/10.2304/eerj.2009.8.2.236
Masschelein, J., & Simons, M. (2013). The University in the Ears of its Students: On the Power, Architecture and Technology of University Lectures. In N. Ricken, H.-C. Koller, & E. Keiner (Eds.), Die Idee der Universität-revisited (pp. 173–192). Springer.
Newport, C. (2019). Digital minimalism: Choosing a focused life in a noisy world. Penguin.
Schildermans, H., Simons, M., & Masschelein, J. (2019). The Adventure of Study: Thinking with Artifices in a Palestinian Experimental University. Ethics and education, 14(2), 184-197. https://doi.org/10.1080/17449642.2019.1587680
Schildermans, H. (2021). Experiments in decolonising the university: Towards an ecology of study. Bloomsbury Academic.
Simons, M., & Elen, J. (2007). The 'research–teaching nexus' and 'education through research': An exploration of ambivalences. Studies in Higher Education, 32, 617-631 https://doi.org/10.1080/03075070701573781
Simons, M., & Masschelein, J. (2018). Universitas Studii. In Laboratory for Society and Education (Ed.), Sketching a place for education in times of learning (pp. 55–60). Springer. https://doi.org/10.1007/978-3-319-76920-2_4
Smith, J., & Schreder, K. (2020). Are they paying attention, or are they shoe-shopping? Evidence from online learning. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 200–209. https://doi.org/10.32674/jimphe.v5i1.2643
Swillens, V., & Vlieghe, J. (2020). Finding Soil in an Age of Climate Trouble: Designing a New Compass for Education with Arendt and Latour. Journal of Philosophy of Education, 54, 1019–1031. https://doi.org/10.1111/1467-9752.12462
Vansieleghem, N. (2019). Scholastic practices in digital education. In N. Vansieleghem, J. Vlieghe, & M. Zahn (Eds.), Education in the age of the screen: Possibilities and transformations in technology (pp. 140–157). Routledge.
Vansieleghem, N., Vlieghe, J., & Zahn, M. (Eds.). (2019). Education in the age of the screen: Possibilities and transformations in technology. Routledge.
Vlieghe, J. (2014). Education in an Age of Digital Technologies. Philosophy & Technology, 27(4), 519–537. https://doi.org/10.1007/s13347-013-0131-x
Agamben, G. (2017). The fire and the tale. (Lorenzo Chiesa, Transl.) (Meridian. Crossing aesthetics, Vol. 261). Stanford University Press.
Bowen, W. G. (2013). Higher education in the digital age. Princeton University Press.
Custers, B., & Magalhães, A. M. (2021). Problematising' education' in the Modernisation Agenda for Higher Education: The onset of language(s) of education. European Educational Research Journal,. https://doi.org/10.1177/14749041211047334
Flusser, V. (2000). Towards a philosophy of photography. (Anthony Mathews, Trans.).
Flusser, V. (2011). Does writing have a future? (Nancy Ann Roth, Trans.). Electronic mediations: v. 33. University of Minnesota Press.
Friesen, N. (2017). The textbook and the lecture: Education in the age of new media (Tech.edu). Johns Hopkins University Press.
Friesen, N., & Cressman, D. (2010). Media Theory, Education and the University: A Response to Kittler's History of the University as a Media System. Canadian Journal of Media Studies. 7(1). https://www.academia.edu/2817870/Media_Theory_Education_and_the_University_A_Response_to_Kittler_s_History_of_the_University_as_a_Media_System
Goffman, E. (1981). Forms of Talk. Blackwell.
Hahn, A., & Klein, K. (2019). Beyond the Screen: Hatsune Miku in the Context of Post-Digital Culture. In N. Vansieleghem, J. Vlieghe, & M. Zahn (Eds.), Education in the age of the screen: Possibilities and transformations in technology (pp. 68–79). Routledge.
Hayles, N. K. (2007). Hyper and deep attention: The generational divide in cognitive modes. Profession, 187–199. https://www.jstor.org/stable/25595866
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review, Friday, March 27, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hodgson, N., Vlieghe, J., & Zamojski, P. (2017). Manifesto for a post-critical pedagogy. Punctum Books.
Humboldt, W. v. (1810). On the Internal and External Organization of the Higher Scientific Institutions in Berlin. German History in Documents and Images (GHDI). http://germanhistorydocs.ghi-dc.org/sub_document.cfm?document_id=3642
Illich, I. (1993). In the vineyard of the text: A commentary to Hugh's Didascalicon (Pbk. ed). University of Chicago Press.
Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews: tips for students new to the field of qualitative research. The Qualitative Report, 17(6), 1-10. http://www.nova.edu/ssss/QR/QR17/jacob.pdf
Janis, I. L. (2008). Groupthink. IEEE Engineering Management Review, 36(1), 36 https://doi.org/10.1109/emr.2008.4490137
Keat, R. (2008). Ethics, Markets, and MacIntyre. Analyse & Kritik, 30(1), 243–257. https://doi.org/10.1515/auk-2008-0115
Kimball, L. (2002). Managing Distance Learning: New Challenges for Faculty. In: R. Hazemi, S. Hailes (Eds.), The Digital University -Building a Learning Community (pp. 27-40). Springer. https://doi.org/10.1007/978-1-4471-0167-3_3
Kleist, H. (1951 -1805-). On the Gradual Construction of Thoughts during Speech. (Michael Hamburger transl.). German Life and Letters, 5, 42–46. https://doi.org/10.1111/j.1468-0483.1951.tb01029.x
Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of learning technologies Routledge. 2nd ed.
Lewin, D. (2016). The Pharmakon of Educational Technology: The Disruptive Power of Attention in Education. Studies in Philosophy and Education, 35(3), 251–265. https://doi.org/10.1007/s11217-016-9518-3
Lewis, T. E., & Alirezabeigi, S. (2018). Studying with the Internet: Giorgio Agamben, Education, and New Digital Technologies. Studies in Philosophy and Education, 37, 553–566.https://doi.org/10.1007/s11217-018-9614-7
Marin, L. (2021). On the possibility of a digital university. Thinking and mediatic displacement at the university (Springer Briefs in Education). Springer.
Marin, L., & Sturm, S. (2021). ‘Why aren’t you taking any notes?’ On note-taking as a collective gesture. Educational Philosophy and Theory, 53(13), 1399–1406. https://doi.org/10.1080/00131857.2020.1744131.
Masschelein, J. (2010). E-ducating the gaze: the idea of a poor pedagogy. Ethics and Education, 5, 43–53. https://doi.org/10.1080/17449641003590621
Masschelein, J. (2019). Turning a City into a Milieu of Study: University Pedagogy as "Frontline". Educational Theory, 69(2), 185–203. https://doi.org/10.1111/edth.12365
Masschelein, J., & Simons, M. (2009). From Active Citizenship to World Citizenship: A proposal for a world university. European Educational Research Journal, 8(2), 236-248. https://doi.org/10.2304/eerj.2009.8.2.236
Masschelein, J., & Simons, M. (2013). The University in the Ears of its Students: On the Power, Architecture and Technology of University Lectures. In N. Ricken, H.-C. Koller, & E. Keiner (Eds.), Die Idee der Universität-revisited (pp. 173–192). Springer.
Newport, C. (2019). Digital minimalism: Choosing a focused life in a noisy world. Penguin.
Schildermans, H., Simons, M., & Masschelein, J. (2019). The Adventure of Study: Thinking with Artifices in a Palestinian Experimental University. Ethics and education, 14(2), 184-197. https://doi.org/10.1080/17449642.2019.1587680
Schildermans, H. (2021). Experiments in decolonising the university: Towards an ecology of study. Bloomsbury Academic.
Simons, M., & Elen, J. (2007). The 'research–teaching nexus' and 'education through research': An exploration of ambivalences. Studies in Higher Education, 32, 617-631 https://doi.org/10.1080/03075070701573781
Simons, M., & Masschelein, J. (2018). Universitas Studii. In Laboratory for Society and Education (Ed.), Sketching a place for education in times of learning (pp. 55–60). Springer. https://doi.org/10.1007/978-3-319-76920-2_4
Smith, J., & Schreder, K. (2020). Are they paying attention, or are they shoe-shopping? Evidence from online learning. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 200–209. https://doi.org/10.32674/jimphe.v5i1.2643
Swillens, V., & Vlieghe, J. (2020). Finding Soil in an Age of Climate Trouble: Designing a New Compass for Education with Arendt and Latour. Journal of Philosophy of Education, 54, 1019–1031. https://doi.org/10.1111/1467-9752.12462
Vansieleghem, N. (2019). Scholastic practices in digital education. In N. Vansieleghem, J. Vlieghe, & M. Zahn (Eds.), Education in the age of the screen: Possibilities and transformations in technology (pp. 140–157). Routledge.
Vansieleghem, N., Vlieghe, J., & Zahn, M. (Eds.). (2019). Education in the age of the screen: Possibilities and transformations in technology. Routledge.
Vlieghe, J. (2014). Education in an Age of Digital Technologies. Philosophy & Technology, 27(4), 519–537. https://doi.org/10.1007/s13347-013-0131-x
Marin, L. . (2022). Pedir más a la Universidad en línea. ¿Podemos pensar juntos estando separados por una pantalla?. Teoría De La Educación. Revista Interuniversitaria, 34(2), 87–108. https://doi.org/10.14201/teri.27848
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