Instructional Technology and Objectification
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Objectification refers to the way in which everything (including human beings) is treated as an object, raw material, or resource to be manipulated and used. In this article, objectification refers to the way that education is often reduced to the packaging and delivery of information. A critique of objectification in instructional technology is presented. In the context of Heidegger’s critique of technology, the authors claim that objectification in education is metaphysical in the sense that the intelligibility (being) of education is equated with ready-to-use packages, and thus is reduced to delivery and transmission of objects. The embodiment dimension of teaching and learning can help us in resisting this reduction. The authors argue that objectification increases bureaucratic control over the teaching process and deskills teachers; and by which teachers are proletarianized. The authors conclude that instructional designers should create structures in which a care relation and dialogue between students and teachers can take place. Résumé: L’objectification réfère à la façon dont tout (incluant les être humains) est traité comme un objet, une matière première ou une ressource qui peut être manipulée et utilisée. Dans cet article, l’objectification réfère à la façon dont l’éducation est souvent réduite à la mise en boîte et à la livraison de l’information. Une critique de l’objectification en technologie éducative est présentée. Dans le contexte de la critique de la technologie par Heidegger, les auteurs prétendent que l’objectification en éducation est métaphysique dans le sens que l’intelligibilité (être) de l’éducation équivaut à la mise en boîte prêt-à –utiliser, et se résume donc à la livraison et à la transmission d’objets. L’incarnation de l’enseignement et de l’apprentissage peuvent nous aider à résister à cette réduction. Les auteurs arguent que l’objectification augment le contrôle bureaucratique sur le processus d’enseignement et déqualifie les enseignants; de ce fait, les enseignants deviennent prolétariens. Les auteurs concluent que les technologues de l’éducation devraient créer des structures dans lesquelles une relation aidante et un dialogue entre l’étudiant et l’enseignant peuvent prendre place.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it