Gutenberg Open Science: Hybrid imbalance : collaborative fabrication of digital teaching and learning aterial

Please use this identifier to cite or link to this item: http://doi.org/10.25358/openscience-9401

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DC Field	Value	Language
dc.contributor.author	Cress, Torsten	-
dc.contributor.author	Kalthoff, Herbert	-
dc.date.accessioned	2023-08-22T07:28:43Z	-
dc.date.available	2023-08-22T07:28:43Z	-
dc.date.issued	2023	-
dc.identifier.uri	https://openscience.ub.uni-mainz.de/handle/20.500.12030/9419	-
dc.description.abstract	Digitization of schools has increased significantly in recent years and is generating a massive innovation boost in education. This development is accompanied by an increased demand for new digital educational objects for schools. The resources required for creating such objects (expert knowledge from teaching contexts versus technological knowledge and infrastructures) are distributed among different groups of actors from digital economy and educational practice. Therefore, the production of such new objects requires new forms of cooperation in the education sector. This article discusses such a hybrid collaboration between a software developer and the teachers of two pilot schools for the creation of interactive learning software. We examine this collaborative relationship in light of different bodies of knowledge that both groups of actors bring to the relationship and that need to be reconciled. We also examine the ways in which the organizational boundaries between schools and companies are temporarily blurred, and the distribution of costs and benefits between the participating groups of actors. By looking at the various dimensions of the cooperative commercial production of these digital objects as well as their (prototypical) experimental stage, the paper analyses the digital transformation of teaching as an innovative social process, structured by economic and educational rationalities.	en_GB
dc.description.sponsorship	Deutsche Forschungsgemeinschaft (DFG)\|491381577\|Open-Access-Publikationskosten 2022–2024 Universität Mainz - Universitätsmedizin	-
dc.language.iso	eng	de
dc.rights	CC BY	*
dc.rights.uri	https://creativecommons.org/licenses/by/4.0/	*
dc.subject.ddc	300 Sozialwissenschaften	de_DE
dc.subject.ddc	300 Social sciences	en_GB
dc.subject.ddc	370 Erziehung	de_DE
dc.subject.ddc	370 Education	en_GB
dc.title	Hybrid imbalance : collaborative fabrication of digital teaching and learning aterial	en_GB
dc.type	Zeitschriftenaufsatz	de
dc.identifier.doi	http://doi.org/10.25358/openscience-9401	-
jgu.type.dinitype	article	en_GB
jgu.type.version	Published version	de
jgu.type.resource	Text	de
jgu.organisation.department	FB 02 Sozialwiss., Medien u. Sport	de
jgu.organisation.number	7910	-
jgu.organisation.name	Johannes Gutenberg-Universität Mainz	-
jgu.rights.accessrights	openAccess	-
jgu.journal.title	Qualitative sociology	de
jgu.journal.volume	46	de
jgu.pages.start	403	de
jgu.pages.end	428	de
jgu.publisher.year	2023	-
jgu.publisher.name	Springer Science + Business Media B.V	de
jgu.publisher.place	Dordrecht u.a.	de
jgu.publisher.issn	1573-7837	de
jgu.organisation.place	Mainz	-
jgu.subject.ddccode	300	de
jgu.subject.ddccode	370	de
jgu.publisher.doi	10.1007/s11133-023-09539-5	de
jgu.organisation.ror	https://ror.org/023b0x485	-
jgu.subject.dfg	Geistes- und Sozialwissenschaften	de
Appears in collections:	DFG-491381577-H

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