Scholarly Article: Unlocking wise digital techno-futures: Contributions from the Degrowth community

Title:
Unlocking wise digital techno-futures: Contributions from the Degrowth community

Authors:
Mario Pansera, Melf-inrich Ehlers & Christian Kerschner

Published:
Futures, volume 114, December 2019
https://doi.org/10.1016/j.futures.2019.102474 

From the abstract:
Many of the benefits anticipated from technology in the 1960s remain unrealized today. Alongside the optimism that drives technological development, more sceptical views that regard the promises of technology with reflection, mistrust, and even hostility, have emerged within Western societies. One such group is the Degrowth community, a heterogenous group of researchers and activists who question technological advancements that contribute to environmentally and socially harmful economic growth. In this vein, the movement critically observes the current hype surrounding digital technology, which seems to reflect a mantra of "the more digital technology, the better". This paper presents perspectives that emerged from a dialogue among members of the Degrowth community who were asked to imagine wise and unwise futures of digitalisation in 2068.

European University Association Report: Digital Skills - where universities matter

Title:
Digital Skills - where universities matter

Author:
Thomas Jorgensen

Published by the European University Association (EUA), Learning and Teaching Paper #7, June 2019

Description:
"The digital transformation of our societies is moving ahead, changing the way that we work and interact. It is also changing learning environments and the need for digital skills.

This paper argues for a differentiated approach by universities to digital skills, identifying three groups of learners: 1) ICT specialists who need training in ethics (including privacy and bias) and where universities need to ensure diversity, 2) learners who will enter fields where the professional practice is already disrupted by digital technologies, for example medicine and law, 3) learners who face unpredictability in how digital technologies will impact their careers, but who still require knowledge about them. These groups will have different needs, as will individuals within the groups.

This paper offers suggestions on adapting learning environments to meet these needs. These include the use of problem-based learning that will enable universities to provide exposure to digital technology, as well as using interdisciplinary teams and learning analytics as a way to predict and adapt to individual learning needs."

To download and/or share this report:
https://eua.eu/resources/publications/851:digital-skills-%E2%80%93-where-universities-matter.html