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Welcome to the Education Futures Studio: a space that manifests through shared ideas, practices, and tools. Our main aim at the EFS is to make technical democracy (a Science and Technology Studies idea created by Michael Callon and colleagues) a defining feature of education futures. This means, we try to find ways to collectively learn about, experiment with, and democratize contemporary technologies of governance in education.

At the EFS, we work with diverse stakeholders to understand socio-technical controversies in education. We advance interdisciplinary collaborations across the humanities, social sciences and computer sciences that explore links between education, emerging technologies (such as Artificial Intelligence), policy, learning, and research.

People

  • Team
  • Affiliates
link to investigating

Investigating

  • Identify
  • Experiment
  • Explain
  • Evaluate
  • Decide

Experimenting

  • Overview
  • UK Exam Algorithm Game

Policymaking

  • Policymaking process
  • Reports
  • White papers
  • Briefs

Learning

  • Glossary and snapshots
  • Games and tools
  • Training and courses
  • White papers, reports, and submissions
  • Media articles
  • Academic publications

News and events

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EventsNews

Automated Essay Scoring: Hybrid Forum

Date: 26 July 2022 Location: University of Sydney For this hybrid forum, the use of…
News

Five thoughtful ways to approach artificial intelligence in schools

By Greg Thompson, Kalervo Gulson and Teresa Swist The use of artificial intelligence in schools…
Events

AARE 2022 Conference & Technical Democracy Symposium

Date: 27 November - 1 December, 2022 Location: University of South Australia, Adelaide Members of…
Image credits: 3 Images by Alan Warburton / © BBC / Better Images of AI / Plant / Quantified Human / Nature / Licenced by CC-BY 4.0, Rens Dimmendaal / Better Images of AI / Man / Licenced by CC-BY 4.0, Catherine Breslin / Better Images of AI / Silicon on Black 1 / Licenced by CC-BY 4.0, Fritzchens Fritz / Better Images of AI / GPU shot etched 1 / Licenced by CC-BY 4.0