Titlebook: Online Postgraduate Education in a Postdigital World; Beyond Technology Tim Fawns,Gill Aitken,Derek Jones Book 2021 The Editor(s) (if appli

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Book 2021ially-meaningful experiences. It is founded on a “postdigital” perspective in which, much more than interactions with keyboards, computer screens, hardware or software, the learning that happens on online postgraduate programmes spills out into professional and informal settings, making connections

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Postgraduate Education in a Postcurriculum Context,ous phases. Despite the challenges that exist for postgraduate teachers (particularly those employed to ‘teach online’), it is possible to find ways to survive the alienating features of postcurriculum contexts and exploit available opportunities.

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A Little More Conversation, A Little Less Factionalisation: Thoughts for the Postdigital Future of rdised—it is, and should remain, a rich tapestry of methods, purposes, contexts and practices. For these reasons, this chapter takes the form of a conversation between the editors, looking back over the chapters and forwards to the challenges of online postgraduate education in a postdigital context.

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Networked Professional Learning in the Postdigital Age: Asking Critical Questions of Postgraduate Eical questions about the promotion of social networking sites and reflects on the implications of those questions for postgraduate education. This postdigital analysis of Twitter demonstrates the utility of postdigital theory as a reflective tool when applied to postgraduate education.

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ovided by conventional scalar processors which are oriented towards numeric and data manipulations. Due to the artificial intelligence requirements (symbolic manipulation, knowledge representation, non-deterministic computations and dynamic resource allocation) and neural network computing approach (non-progr978-1-4613-6671-3978-1-4615-3752-6

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