Postdigital Dialogue

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aut.relation.endpage27
aut.relation.journalPostdigital science and educationen_NZ
aut.relation.startpage1
aut.researcherStewart, Georgina
dc.contributor.authorJandric, Pen_NZ
dc.contributor.authorRyberg, Ten_NZ
dc.contributor.authorKnox, Jen_NZ
dc.contributor.authorLacković, Nen_NZ
dc.contributor.authorHayes, Sen_NZ
dc.contributor.authorSuoranta, Jen_NZ
dc.contributor.authorSmith, Men_NZ
dc.contributor.authorSteketee, Aen_NZ
dc.contributor.authorPeters, MAen_NZ
dc.contributor.authorMcLaren, Pen_NZ
dc.contributor.authorFord, DRen_NZ
dc.contributor.authorAsher, Gen_NZ
dc.contributor.authorMcGregor, Cen_NZ
dc.contributor.authorStewart, Gen_NZ
dc.contributor.authorWilliamson, Ben_NZ
dc.contributor.authorGibbons, Aen_NZ
dc.date.accessioned2019-04-11T04:37:41Z
dc.date.available2019-11-11T21:54:44Z
dc.date.copyright2018en_NZ
dc.date.issued2018en_NZ
dc.description.abstractThis article is a multi-authored experimental postdigital dialogue about postdigital dialogue. Fourteen authors were invited to produce their sections, followed by two author-reviewers who examined the article as a whole. Authors were invited to reflect on Petar Jandric’s book Learning in the age of digital reason (2017) or to produce completely new insights. The article also contains a summary of book symposium on Learning in the age of digital reason held at the 2017 American Educational Research Conference (AERA). The authors are tentatively confident that this article produces more knowledge than the arithmetic sum of its constituent parts. However, they are also very aware of its limits and insist that their conclusions are not consensual or homogenous. As traditional forms of research increasingly fail to describe our current reality, they present this article as an experiment and a possible starting point for developing new dialogical research approaches fit for our postdigital reality.
dc.identifier.citationPostdigital Science and Education (2019) 1: 163. https://doi.org/10.1007/s42438-018-0011-x
dc.identifier.doi10.1007/s42438-018-0011-xen_NZ
dc.identifier.urihttps://hdl.handle.net/10292/12438
dc.publisherElsevier
dc.relation.urihttps://link.springer.com/article/10.1007%2Fs42438-018-0011-x
dc.rightsCopyright © 2019 Elsevier Ltd. All rights reserved. This is the author’s version of a work that was accepted for publication in (see Citation). Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. The definitive version was published in (see Citation). The original publication is available at (see Publisher's Version).
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectPostdigital; Dialogue; Conversation; Science; Education; Critical pedagogy
dc.titlePostdigital Dialogueen_NZ
dc.typeJournal Article
pubs.elements-id348605
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Culture & Society
pubs.organisational-data/AUT/Culture & Society/Education
pubs.organisational-data/AUT/Culture & Society/Education/Higher Education
pubs.organisational-data/AUT/Culture & Society/Education/PBRF - review
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Culture and Society
pubs.organisational-data/AUT/PBRF/PBRF Culture and Society/Education
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