Suchergebnisse

AbstractThe Anthropocene, a term encapsulating humanity's significant impact on Earth's geology, is analysed from a media and socio‐evolutionary lens. The exploration investigates the correlation between human socio‐evolution, media, technology, and the inception and progression of the Anthropocene era. By employing a systems theoretical perspective, this research heavily draws on the theories of German sociologist Niklas Luhmann. Insights from the American philosopher Levi Bryant are also integrated to elucidate the relationship between humans, technology and the Earth's geological state. It is posited that society, as we understand it, emerged with the advent of spoken language. This language‐based communication system shaped cooperation within the human population. Over time, the interplay between biology, consciousness and social structures, driven by language‐based communication in different communication media, has deeply influenced Earth's climate. The evolution of communication media has continuously expanded humanity's capacity to influence its environment. The article provides a comprehensive explanatory model, suggesting that the social structures formed by these media profoundly impact Earth's geology, challenging conventional notions surrounding the origins and implications of the Anthropocene era.

The academic field of crisis communication is more relevant than ever due to the digital media revolution, setting new standards for how to manage criticism and crises. This paper presents a systems theoretical approach to crisis communication in the age of digital media with a special regard to social media. The paper shows that the recent changes in the media environment require that organizations be more observant, reflected and responsive to the public opinion. Correspondingly, organizations need to engage in strategic impression management with the aim to be, or to be observed to be, more consistent with their communicated values and strategies, thus managing to appear as trustworthy in a hyper‐dynamic social surrounding world. Copyright © 2017 John Wiley & Sons, Ltd.

In this article, we discuss on a general and mainly theoretical-conceptual level how schools and societies can/should respond to Big Data. Firstly, we identify what Big Data is. Based on Levi Bryant's onto-cartography, we suggest that Big Data can be characterized ontologically as different socio-technical mechanic assemblages. These assemblages comprise different combinations of social systems, big states and big companies, and Big Data technologies on the one hand; and citizens, not least teachers and students, on the other hand. Secondly, we present three different assembling scenarios: 1) a state model, where a Big State in alliance with new technology (and companies) uses Big Data to control citizens and students; 2) a market model, where Big Companies in alliance with new technology (and politicians) are free to use Big Data to nudge citizens and students; 3) a democratic model, where citizens and students are protected by the state from being surveilled, controlled and nudged by new big Cyborgs and also educated to be critical of and act with and against Big Data.

In this paper we sketch out how the old school system with classroom teaching changes in relation to the new conditions for teaching and learning shaped by the arise of the Internet and digital media. We propose that what is happening is a deconstruction of the old closed classroom in favour of an open community between learners, teachers and third parts. Yet, the deconstruction does not happen at once. Rather we suggest that it arises through three waves. In the first wave the old classroom is opened up. Students are distracted and teachers do not know what to do. Internet becomes a challenge to teaching and learning in this phase. In the second wave attention is drawn back to the educational interaction between teachers and students through the use of social media that re-stabilise the learning situation and intensify it. The Internet hereby becomes a reservoir of new possibilities. In the third wave teachers and students go a step further and succeed in establishing educational relevant interaction with third parts (authors, researchers, foreigners etc.) through the Internet. Only in this final phase the Internet becomes a mean of new perspectives that alter the old educational setting thoroughly. To analyse the three stages of deconstruction we draw on empirical findings from an action-based research project that took place between 2011-2014 in an upper secondary school class in Denmark. We frame the empirical findings in regard to four classroom-coordinates: a spatiotemporal, a social, a factual and a meta-communicative. Further we try to understand how the situation in the class alters in each case. The upshot is a tentative theory of how classroom teaching transforms in connection with the arising of the Internet and the new digital media. Extremely tentative we also suggest in the end of the paper, that this result might holds for other social institutions as well, e.g. the family, political institutions etc.

I artiklen præsenteres en mediesociologisk analyse af, hvordan magtrelationerne mellem lærere og elever former sig, når de formidles gennem digitale netværksmedier. Empirisk tages der afsæt i tre cases hentet fra gymnasial undervisning. Den tese, der forsvares i artiklen er, at magtrelationerne dekonstrueres i den aktuelle undervisning, men at dette hverken sker på en entydig, deterministisk eller for undervisningen totalt opløsende måde. Der argumenteres for, at den samfundsmæssige undervisning grundet de digitale medier befinder sig på et evolutionært mutationsstadium, hvor den i relation til magt kommer til udtryk på forskellig vis. Artiklen bidrager til forståelse af processen ved at stille en begrebsramme op og ved gennem de empiriske cases at vise forskellige positioner i forhold til, hvordan magt kommer til udtryk i den nuværende undervisning i danske gymnasieskoler.

Søgeord: Medier, magt, undervisning, interaktion, dekonstruktion.

ENGELSK ABSTRACT:
Jesper Tække and Michael Paulsen: Digital Media and Power in Teaching

This article is a media sociological study of how power relations between teachers and students emerge and vanish with the introduction of wireless network in classroom interactions. The analysis is based on three case studies from Danish upper secondary schools. The argument being defended in the article is that the long-established power relations between teachers and students are deconstructed through interaction with new media, but that the deconstruction does not occur in an unambiguous, deterministic or for teaching totally dissolving way. It is argued that the education system is at a stage of evolutionary mutation because of digital media and wireless networks, where power in teaching evolves in many diff erent ways. This article contributes to understanding the new power relations arising through the use of digital media and wireless networks by providing a conceptual framework and applying
this in a current situation.

Key words: Media, power, education, interaction, deconstruction.