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We model the dynamics of discrimination and show how its evolution can identify the underlying source. We test these theoretical predictions in a field experiment on a large online platform where users post content that is evaluated by other users on the platform. We assign posts to accounts that exogenously vary by gender and evaluation histories. With no prior evaluations, women face significant discrimination. However, following a sequence of positive evaluations, the direction of discrimination reverses: women’s posts are favored over men’s. Interpreting these results through the lens of our model, this dynamic reversal implies discrimination driven by biased beliefs.

Welfare conditionality, and the underlying understanding of unemployment because of lack of motivation, has been widely criticized. This article analyses if and how more co-created services can be a pathway to address some of these challenges. As Denmark currently is moving towards a softening of welfare conditionality for the vulnerable unemployed, and local authorities try to develop models ‘in between’ welfare conditionality and genuine user involvement, this constitute a good case for analysing this question. The analysis build on comprehensive ethnographic data from a four-year research- and innovation project in six Danish municipalities. The employment services in the project have tried to design new strategies involving clients in the development and implementation of services. Among other things, this includes developing integrated services, qualifying the meeting and the talk between front-line workers and clients, engaging the employer side and NGO’s outside the public services and promoting other measures to ensure real involvement of the citizens in the processes. The analysis lists some of the potentials and pitfalls in these innovative processes and reflects upon the feasibility of such new type of co-created services.

As basic infrastructure of a school, digital learning management systems (LMS) have been used in universities and schools since around the turn of the millennium. However, their usage in schools has rapidly increased in the course of the COVID-19-pandemic, opening the desideratum on the role that these platforms can play in school and classroom development. This study aims at investigating the role of LMS for school and classroom development in information and communication technologies (ICT)-related school contexts from the perspective of German school teachers. The study follows a mixed-methods approach consisting of an exploratory interview study (study 1) and a questionnaire-based survey (study 2). For the qualitative approach we analyzed three rounds of interviews with Berlin teachers (N = 44), using the results to design a questionnaire for the quantitative study (N = 223) on LMS’ potentials and challenges. While the qualitative data suggest a broad variety of possible means for school and classroom development, the preliminary quantitative results do not confirm these findings. Still, they point at teachers using LMS for individual and cooperative development among students and teachers and a possible starting point for digital transformation through LMS, while keeping a critical perspective on the topic. (DIPF/Orig.) Digitale Lernmanagementsysteme (LMS) werden etwa seit der Jahrtausendwende an Universitäten und Schulen eingesetzt und gelten als grundlegende technische Infrastruktur. Im Zuge der COVID-19-Pandemie hat die Nutzung von LMS an Schulen rasant zugenommen, was die Frage aufwirft, welche Rolle diese Plattformen für die Schul- und Unterrichtsentwicklung spielen können. Ziel dieses Beitrags ist es daher, diese Frage im Kontext der informationstechnologisch geprägten Schul- und Unterrichtsentwicklung auf Basis von Lehrkräfteperspektiven zu bearbeiten. Die Studie folgt einem Mixed-Methods-Ansatz, bestehend aus einer explorativen Interviewstudie (Studie 1) und einer quantitativen Befragung (Studie 2). Für den qualitativen Ansatz haben wir drei Interviewrunden mit Berliner Lehrkräften (N = 44) ausgewertet und die Ergebnisse zur Entwicklung eines Fragebogens für die quantitative Studie genutzt. Damit wurden Lehrkräfte in Deutschland (N = 223) zu Potenzialen und Herausforderungen von LMS befragt. Während die qualitativen Daten auf vielfältige Maßnahmen zur Schul- und Unterrichtsentwicklung verweisen, bestätigen die vorläufigen quantitativen Ergebnisse diese Erkenntnisse nicht. Sie weisen jedoch darauf hin, dass Lehrkräfte LMS zur individuellen und kooperativen Entwicklung von Schüler*innen und Lehrkräften nutzen und sie – unter Beibehaltung einer kritischen Perspektive – als einen möglichen Ausgangspunkt für schulische digitale Transformation betrachten. (DIPF/Orig.)

In the wake of COVID-19, study conditions in Europe have changed dramatically. To limit contact between students and teachers, since March 2020 teaching has largely taken place digitally (remotely via digital means) and in private. Because the success of digital learning likely relies on many factors beyond good digital infrastructure conditions, this article focuses on which aspects, at both the teacher and the student levels, promote digital learning success. The large-scale student survey “Studying in Times of the Corona Pandemic” conducted at German universities and universities of applied sciences in the summer semester of 2020 offers data on how COVID-19 has affected several aspects of university studying in Germany. Here, we consider this data within the theoretical framework “theory of transactional distance” introduced by Moore (in: Moore (ed) Handbook of distance education, Routledge, 2018), according to which the success of digital teaching is influenced by dialogue, structure, and learner autonomy. Based on various regression analyses, our results show that several (digital) framework conditions must be created on both the teacher and student levels to achieve sufficient digital learning success. In this sense, our findings provide guidance on which aspects institutions of higher education should focus on when developing or updating their digitalization strategies. In accordance with collaborative learning approaches a key factor for learning success appears to be enabling peer-to-peer interactions. This finding supports our prediction that the possibility of engaging in interactive learning activities is crucial for students’ learning experience, as it might reduce the perception of transactional distance and allow for social exchange. The strongest predictor of students’ learning success turned out to be the (perceived) digital competencies of the teachers. This finding clearly emphasizes that teachers must be qualified to address the very specific challenges of teaching in digital contexts and indicates that universities may need to implement more teacher qualification programs.

The increasing platformization of contemporary education is reshaping schooling in a multitude of ways, including the relationship parents have with their children's education. While a growing number of research is revealing the influential impacts platforms have on various educational professions, few scholars have so far looked at how parents are designed, made visible and normatively regulated (e.g., as being/becoming professional) in/through specific platforms, also because associating parents with educational professionality seems much less self-evident than for groups such as teachers or principals. As we argue in this contribution, drawing on ongoing discussions from the field of parenthood, studies offers fruitful inspiration to not only better understand what parental (educational) professionalization means, but equally how it can be brought together with research on parental platformization. Building on that literature framework, we then illuminate what we see when employing such an approach empirically, using two distinct learning platforms as case studies - ClassDojo, a classroom and behavior management platform used mainly in anglophone countries, and Antolin, a reading enhancement platform used in German schools. Drawing on the initial findings from both case studies, we conclude with a suggested research agenda around 'platformized parents' and offer a framework of questions to guide its advancement. (DIPF/Orig.).

The increasing platformization of contemporary education is reshaping schooling in a multitude of ways, including the relationship parents have with their children's education. While a growing number of research is revealing the influential impacts platforms have on various educational professions, few scholars have so far looked at how parents are designed, made visible and normatively regulated (e.g., as being/becoming professional) in/through specific platforms, also because associating parents with educational professionality seems much less self-evident than for groups such as teachers or principals. As we argue in this contribution, drawing on ongoing discussions from the field of parenthood, studies offers fruitful inspiration to not only better understand what parental (educational) professionalization means, but equally how it can be brought together with research on parental platformization. Building on that literature framework, we then illuminate what we see when employing such an approach empirically, using two distinct learning platforms as case studies - ClassDojo, a classroom and behavior management platform used mainly in anglophone countries, and Antolin, a reading enhancement platform used in German schools. Drawing on the initial findings from both case studies, we conclude with a suggested research agenda around 'platformized parents' and offer a framework of questions to guide its advancement. (DIPF/Orig.).

This paper seeks to understand what digital schooling platforms do to teacher professionality; that is, the combination of professional knowledge, discretion and responsibility that enables a teacher to be professional. Specifically, we explore how the European Commission's (EC) teacher professional learning platform eTwinning promotes a projectified (i.e., project-focused) and platformed (i.e., largely occurring on digital platforms) version of teacher professionality. Informed by recent thinking around 'projectification'; that is, the ability of the project form to shape work practices, as well as the topological nature of timespace within a project, we argue that projectified teacher learning and professionality are now constituted through platform dynamics as a perpetual project-in-itself. As such, the projectified teacher is left simultaneously in-time (i.e., within the bounds of the project timespace) and out-of-time (i.e., out of possibilities of progress that can exist outside of the project), and thus faces the insuperable task of never-ending self-improvement through and as the project form (teacher-as-project). (DIPF/Orig.).

The Covid-19 epidemic has had a strong impact on the implementation of the entire educational process due to the closure of public life and schools. Physical education (PE) teachers were faced with the challenge of conveying at a distance the learning content that they would otherwise teach in the sports hall. Our research aimed to determine which PE distance learning models proved to be the most effective during the epidemic, resulting in a high level of pupils' activity despite participation from home. In the process of data collection, we included 33 PE distance learning lessons at the lower secondary level, where six pupils (3 girls and 3 boys) wore accelerometers in each lesson (n = 198 pupils). The results showed that the most effective model was the flipped learning teaching model, where pupils were given an overview in advance of the different forms of teacher video recordings. Then they also actively participated with their ideas in the performance of the online lesson. A statistically significantly less efficient version of the flipped learning teaching model had prepared interactive assignments and games. This was followed by a combination of online frontal teaching with station work and frontal teaching. The least effective was independent work carried out by the pupils according to the instructions prepared by the teacher. Although the two flipped learning teaching models were the most effective in terms of exercise intensity, it is very difficult to implement them in practice because they require too much teacher time. (DIPF/Orig.).

This case study explores how Finnish primary school teachers orchestrated school days and how teachers and headmasters organised virtual workplace collaboration and collaborated with parents during a period of distance education forced by the Covid-19 crisis in Spring 2020. The data was collected by interviewing primary and secondary school teachers (n = 15) from eight schools in various parts of Finland. Teachers' experiences were analysed with qualitative content analysis. In this study, the school is seen as a Complex Adaptive System (CAS) and the Covid-19 crisis as a disorder forcing teachers to adapt to a rapidly changing environment. Teachers are viewed here as innovators who address both pedagogical and digital challenges under abnormal circumstances. We identify diverse practices at different stages of digitalisation during the distance education period within four domains: 1) structures of school days, 2) forms of teaching, 3) collaborative activities of teachers and headmaster, and 4) forms of home and school collaboration. We also identify three groups of enablers of distance education practices: 1) the use of digital technology, 2) digipedagogical competence of the teachers, and 3) the ability of teachers to act as adaptive innovators. We find that teachers' ability to innovate and to adapt pedagogical and digipedagogical expertise become critical success factors when change is forced upon the educational field. We suggest that the results of this study, portrayed as the enablers and domains of distance education, be utilised in planning post-Covid education. All stakeholders influencing schools at different levels should be included in envisioning and implementing future classroom practices of innovative post-Covid schools (DIPF/Orig.).

Learning analytics (LA) systems are becoming a new source of advice for instructors. Using LA provides new insights into learning behaviours and occurring problems about learners. Educational platforms collect a wide range of data while learners use them, for example, time spent on the platform, passed exams, and completed tasks and provide recommendations in terms of predicted learning success based on LA. In turn, LA might increase efficiency and objectivity in the grading process. In this paper, we examine how instructors react to the platform's automatic recommendations and to which extent they consider them when judging learners. Drawing on an adaptive choice-based experimental research design and a sample of 372 instructors, we analyze whether and to what degree instructors are influenced by the provided data and recommendations of an unknown LA system. In a follow-up study with 95 teachers, we describe the differences in the use of data between learners~and the influence of early warning systems. All in all, we show the influence of automatic evaluation on teachers. (Orig.).