Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – how the University of (...) South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors. -/- . (shrink)

Modernism has provided a strong case for technoprogressivism, innovation and speculation on future possibilities. However, drastic and often devastating consequences have followed modernism such as global warming and mass biodiversity loss. In Leonardo Caffo and Azzurra Muzzonigro’s new book, a case for posthumanism as a means for envisioning and rethinking futures studies is argued and practical means by which those futures can be realized are outlined.

As an idea, transhumanism has received increasing attention in recent years and across numerous domains. Despite presidential candidates such as Zoltan Istvan, who ran on an explicitly Transhumanist platform in 2016 but later dropped out to endorse Hillary Clinton, transhumanism has taken root more recently in the conspiratorial imaginations of the dark web. Given the philosophy’s central emphasis on technology as an inherent good, imaginations in supposed alt-right internet circles have criticised it as an ideological gateway to global, fully-automated Communism. (...) This is not to say that such discussions on transhumanism are exclusively siloed and on the margins of society. Related discussions are happening at various well-known institutions and research centres such as the Institute for Ethics and Emerging Technologies, a non-profit think tank dedicated to techno-progressivism where I have been managing director for half a decade. What I mean to say here is that transhumanism is not monolithic. It is best described as multi-faceted and existing in different instantiations across multiple domains. James Michael MacFarlane’s recent book, Transhumanism as a New Social Movement: The Techno- Imagination, is an attempt to trace the history, meaning, and practices that characterise this variegated term. (shrink)