Nostalgia and connection in academic imaginaries of digital pedagogies
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
Digital pedagogies have become integral to higher education, all the more so since the pandemic-prompted shifts of 2020. Despite this, there continue to be debates about the role of the digital in higher education teaching going forward, including emerging critical concerns about the social imaginaries that may be playing a part in driving the continued development and implementation of digitally based pedagogies. This paper draws on our 2023 interviews with very senior academics to consider what social imaginaries are shaping the development and implementation of digital pedagogies in Australian and United Kingdom universities. We interpret from their accounts three consistent imaginaries of the digital in higher education teaching which in different ways engage with ideas of academic nostalgia and the desire for connection: the pull of the past, a haunted, nostalgic imaginary which associates the digital with the loss or impoverishment of previous forms of connection; the launching pad, a more hopeful, replete imaginary within which the digital is employed as a means of enhancing connective educational practices, places and pedagogies; and the untethered future, which looks beyond the familiar to critique the limitations which arise from academic nostalgia and to imagine new connected educational futures.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| 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