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InConfronting Dystopia, a distinguished group of scholars analyze the implications of the ongoing technological revolution for jobs, working conditions, and income. Focusing on the economic and political implications of AI, digital connectivity, and robotics for both the Global North and the Global South, they move beyond diagnostics to seek solutions that offer better lives for all. Their analyses of the challenges of technology are placed against the backdrop of three decades of rapid economic globalization. The two in tandem are producing the daunting challenges that analysts and policymakers must now confront. The conjuncture of recent advances in AI, machine learning, and robotization portends a vast displacement of human labor, argues the editor, Eva Paus. AsConfronting Dystopiashows, we are on the eve of-indeed we are already amid-a technological revolution that will impact profoundly the livelihoods of people everywhere in the world. Across a broad and deep set of topics, the contributors explore whether the need for labor will inexorably shrink in the coming decades, how pressure on employment will impact human well-being, and what new institutional arrangements-a new social contract, for example, will be needed to sustain livelihoods. They evaluate such proposals as a basic income, universal social services, and investments that address key global challenges and create new jobs. Contributors:Vandana Chandra, Mignon Duffy, Dieter Ernst, Vincent Ferraro, Martin Ford, Juliana Martinez Franzoni, Irmgard Nubler, Robert Pollin, David Rueda, Diego Sanchez-Ancochea, Guy Standing, Stefan Thewissen

This book looks at what makes a city smart by describing, challenging, and offering democratic alternatives to the view that the answer begins and ends with technology. Drawing on worldwide case studies documenting the redevelopment of old and the creation of new cities, it provides an essential guide to the future of urban life in a digital world.

Contents: Cover; Title; Copyright; Dedication; CONTENTS; PREFACE AND ACKNOWLEDGMENTS; CONTRIBUTORS; Part 1. Costs and Productivity in Higher Education; Cost Trends, the \"Cost Disease,\" and Productivity in Higher Education; Factors Other Than the Cost Disease Pushing Up Educational Costs; Affordability; Is There a Serious Problem-Even a Crisis?; Notes; Part 2. Prospects for an Online Fix; Background; The Lack of Hard Evidence; The Need for Customizable, Sustainable Platforms (or Tool Kits); The Need for New Mindsets-and Fresh Thinking about Decision-Making; What Must We Retain? Inhalt: Appendix: The Online Learning LandscapeNotes; Discussion by Howard Gardner; Discussion by John Hennessy; William G. Bowen's Responses to Discussion Session Comments; Discussion by Andrew Delbanco; Discussion by Daphne Koller; William G. Bowen's Responses to Discussion Session Comments; INDEX.

As the current recession ends, many workers will not be returning to the jobs they once held--those jobs are gone. InThe New Division of Labor, Frank Levy and Richard Murnane show how computers are changing the employment landscape and how the right kinds of education can ease the transition to the new job market. The book tells stories of people at work--a high-end financial advisor, a customer service representative, a pair of successful chefs, a cardiologist, an automotive mechanic, the author Victor Hugo, floor traders in a London financial exchange. The authors merge these stories with insights from cognitive science, computer science, and economics to show how computers are enhancing productivity in many jobs even as they eliminate other jobs--both directly and by sending work offshore. At greatest risk are jobs that can be expressed in programmable rules--blue collar, clerical, and similar work that requires moderate skills and used to pay middle-class wages. The loss of these jobs leaves a growing division between those who can and cannot earn a good living in the computerized economy. Left unchecked, the division threatens the nation's democratic institutions. The nation's challenge is to recognize this division and to prepare the population for the high-wage/high-skilled jobs that are rapidly growing in number--jobs involving extensive problem solving and interpersonal communication. Using detailed examples--a second grade classroom, an IBM managerial training program, Cisco Networking Academies--the authors describe how these skills can be taught and how our adjustment to the computerized workplace can begin in earnest.

The paper asks how state of the art DSGE models that account for the conditional response of hours following a positive neutral technology shock compare in a marginal likelihood race. To that end we construct and estimate several competing small-scale DSGE models that extend the standard real business cycle model. In particular, we identify from the literature six different hypotheses that generate the empirically observed decline in worked hours after a positive technology shock. These models alternatively exhibit (i) sticky prices; (ii) firm entry and exit with time to build; (iii) habit in consumption and costly adjustment of investment; (iv) persistence in the permanent technology shocks; (v) labor market friction with procyclical hiring costs; and (vi) Leontief production function with labor-saving technology shocks. In terms of model posterior probabilities, impulse responses, and autocorrelations, the model favored is the one that exhibits habit formation in consumption and investment adjustment costs. A robustness test shows that the sticky price model becomes as competitive as the habit formation and costly adjustment of investment model when sticky wages are included.

This book presents a wide-ranging and critical exploration of a topic that lies at the heart of contemporary education. The use of digital technology is now a key feature of schools and schooling around the world. Yet despite its prominence, technology use continues to be an area of education that rarely receives sustained critical attention and thought, especially from those people who are most involved and affected by it. Technology tends to be something that many teachers, learners, parents, policy-makers and even academics approach as a routine rather than reflective matter. Tackling the wider picture, addressing the social, cultural, economic, political and commercial aspects of schools and schooling in the digital age, this book offers to make sense of what happens, and what does not happen, when the digital and the educational come together in the guise of schools technology. In particular, the book examines contemporary schooling in terms of social justice, equality and participatory democracy. Seeking to re-politicise an increasingly depoliticised area of educational debate and analysis, setting out to challenge the many contradictions that characterise the field of education technology today, the author concludes by suggesting what forms schools and schooling in the digital age could, and should, take. This is the perfect volume for anyone interested in the application and use of technology in education, as well as the education policy and politics that surround it; many will also find its innovative proposals for technology use an inspiration for their own teaching and learning. Part I: High-tech Hope and Digital Disappointment 1. Revisiting the Promise of Digital Technology and Schools 2. The Messy Realities of Digital Technology Use in Schools 3. Rethinking Digital Technology and Schools Part II: Making Sense of Schools, Schooling and Digital Technology 4. Digital Technology and Education Policymaking 5. Digital Technology and the Privitisations of Schooling 6. Digital Technology and the Organisational Concerns of Schools 7. Digital Technology and the Lived Experiences of Teachers and Students Part III: What to do with Schools in the Digital Age 8. Reconstructing Schools and Schooling in the Digital Age 9. Readjusting Schools and Schooling in the Digital Age Neil Selwyn is Senior Lecturer in the London Knowledge Lab, Institute of Education, University of London, UK. \"This book represents a key intervention in the debate and deserves not only to be widely read but also acted on.\"— British Journal of Education Technology\\ \"Selwyn’s blend of political and sociological perspectives offers an antidote to the celebratory accounts of digital technology in schools. His incisive analyses of the structures and culture of schools—the \"grammar of schooling\"—that combine to make technology’s current and future influence on classroom practice \"underwhelming\" is spot on...Selwyn has produced a slim volume well worth the time of those bone-tired of the utopian/dystopian, techno-centrist genre yet curious, even passionate, about answers to significant policy-to-practice questions that this author asks and answers bravely and fully.\"— Larry Cuban, Educational Technology Journal \"This book provides an excellent overview of the social-cultural complexities surrounding technology use in school, whilst offering a convincing case for the need for constructive critical analysis of educational technology.\" - Andrew Hope, Educational Research and Evaluation

What is a magazine? For decades, women's magazines were regularly published, print-bound guidebooks aimed at neatly defined segments of the female audience. Crisp pages, a well-composed visual aesthetic, an intimate tone, and a distinctive editorial voice were among the hallmarks of women's glossies up through the turn of this century. Yet amidst an era of convergent media technologies, participatory culture, and new demands from advertisers, questions about the identity of women's magazines have been cast up for reflection. Remake, Remodel: Women's Magazines in the Digital Age offers a unique glimpse inside the industry and reveals how executives and content creators are remaking their roles, their audiences, and their products at this critical historic juncture. Through in-depth interviews with women's magazine producers, an examination of hundreds of trade press reports, and in-person observations at industry summits, Brooke Erin Duffy chronicles a fascinating shift in print culture and technology from the magazine as object to the magazine as brand. She draws on these findings to contribute to timely debates about media producers' labor conditions, workplace hierarchies, and creative processes in light of transformed technologies and media economies.

Throughout this volume, the influence of research funding on advances in libraries and librarianship is addressed from two perspectives: funding agents and specific initiatives. A collection of chapters concentrate on a number of questions: Do the agendas of those agencies and foundations that fund research in the profession shape the topics of sponsored inquiry and methodologies used to gather evidence for research that advances libraries and librarianship? What are the trends in the questions funded, in the areas of librarianship supported, and perhaps of greatest interest, in the impact funders have made on our understanding of libraries, librarianship, and solving problems that face them? The traditions of 'Advances in Librarianship' offer an appropriate forum to explore these questions through a collection of in depth reviews of the literature and practice.

Increasing Student Engagement and Retention in e-Learning Environments: Web 2.0 and Blended Learning Technologies examines new research on how online and blended learning technologies are being used in higher education to increase learner engagement in an era of increasing technological convergence and dependence. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine online and blended technologies are being used to improve academic literacies in students, to create engaging communities of practice, and how these technologies are being used to improve learner motivation and self-empowered learners. This volume will also discuss a framework for adopting and deploying these technologies.

This book presents an overview of the wide variety of digital genres used by researchers to produce and communicate knowledge, perform new identities and evaluate research outputs. The book explores what researchers can do with these genres, what meanings they can make and what language(s) they deploy in carrying out all these practices.