ABSTRACT
The expansion and integration of digital technology changes education fundamentally. At several places it is argued that digital technology makes new forms of open, collaborative and self-paced education possible. At the same time, critical voices claim that we are facing the end of education as we know it in favor of online learning environments. Without taking sides for or against digital technologies in education, I argue that education is increasingly mediated and augmented by computer coded technology. Digital devices not only trace the subject, they also play a formative role in the kind of thinking and acting that takes place. In this regard, and based on the work of Jan Masschelein and Maarten Simons, I take the view that there is an essential difference between scholastic practices and learning practices, and argue for a reconsideration of the scholastic potential of digital operations. In trying to understand what this could mean in practice, I refer to the design of a concrete online course for the arts (bMOOC). I believe that bMOOC allows for redefining digital education in terms of a particular space that enacts practices of digital grammatization and poetization. Accordingly, I offer an understanding of digital education that not only makes it possible to visualize particular educational operations, but equally allows to reshape vision.
