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This paper examines ways in which the ethics of data-driven technologies might be (re)politicised, particularly where educational institutions are involved. The recent proliferation of principles, guidelines, and frameworks for ethical ‘AI’ (artificial intelligence) have emerged from a plethora of organisations in recent years, and seem poised to impact educational governance. This trend will be firstly shown to align with a narrow form of ethics - deontology - and overlook other potential ways ethical reasoning might contribute to thinking about ‘AI’. Secondly, the attention to ethical principles will be suggested to focus excessively on the technology itself, with the effect of masking political concerns for equity and justice. Thirdly and finally, the paper will propose a more radical form of participation in ethical decision-making that not only challenges the assumption of universal consensus, but also draws more authentically on the capacities for debate, contestation, and exchange inherent in the educational institution.

It would be somewhat easy, dare I say tempting, to see the ‘posthumanism’ in the title of this book as engaging a rather passe area of theory, given not only the particular prominence of the term i...

Autotransplantation is a treatment option with high reported survival rates to replace failing teeth in the anterior maxilla. This treatment requires a multidisciplinary approach from orthodontists, paediatric dentists, restorative dentists, and oral and maxillofacial surgeons to achieve successful outcomes. Success is dependent on many factors including stage of root development, handling of the periodontal ligament, extra-alveolar time and splinting. This case report presents the novel use of digitally designed and three-dimensional (3D) printed surgical templates to aid intraoperatively and reduce the extra-alveolar time. A preoperative cone-beam computed tomography scan allowed digital planning and construction of surgical templates that replicated the exact root dimensions of impacted maxillary canines. These templates were subsequently 3D printed in resin, sterilised and utilised intraoperatively to aid socket preparation before the surgical autotransplantation.

This special issue of Learning, Media and Technology contributes to a growing need, not only for critical accounts of digital education that resist the global, but also for a more diverse represent...

This paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice architectures. Firstly, ‘machine learning’ is discussed as an important example of how data-driven technologies are beginning to influence educational activity, both through sophisticated technical expertise and a grounding in behavioural psychology. Secondly, we explore how educational software design informed by behavioural economics is increasingly intended to frame learner choices to influence and ‘nudge’ decisions towards optimal outcomes. Through the growing influence of ‘data science’ on education, behaviourist psychology is increasingly and powerfully invested in future educational practices. Finally, it is argued that future education may tend toward very specific forms of behavioural governance – a ‘machine behaviourism’ – entailing combinations of radical behaviourist theories and machine learning systems, that appear to work against notions of student autonomy and participation, seeking to intervene in educational conduct and shaping learner behaviour towards predefined aims.

An update to a provocative manifesto intended to serve as a platform for debate and as a resource and inspiration for those teaching in online environments. In 2011, a group of scholars associated with the Centre for Research in Digital Education at the University of Edinburgh released “The Manifesto for Teaching Online,” a series of provocative statements intended to articulate their pedagogical philosophy. In the original manifesto and a 2016 update, the authors counter both the “impoverished” vision of education being advanced by corporate and governmental edtech and higher education's traditional view of online students and teachers as second-class citizens. The two versions of the manifesto were much discussed, shared, and debated. In this book, Siân Bayne, Peter Evans, Rory Ewins, Jeremy Knox, James Lamb, Hamish Macleod, Clara O'Shea, Jen Ross, Philippa Sheail and Christine Sinclair have expanded the text of the 2016 manifesto, revealing the sources and larger arguments behind the abbreviated provocations. The book groups the twenty-one statements (“Openness is neither neutral nor natural: it creates and depends on closures”; “Don't succumb to campus envy: we are the campus”) into five thematic sections examining place and identity, politics and instrumentality, the primacy of text and the ethics of remixing, the way algorithms and analytics “recode” educational intent, and how surveillance culture can be resisted. Much like the original manifestos, this book is intended as a platform for debate, as a resource and inspiration for those teaching in online environments, and as a challenge to the techno-instrumentalism of current edtech approaches. In a teaching environment shaped by COVID-19, individuals and institutions will need to do some bold thinking in relation to resilience, access, teaching quality, and inclusion.

This article examines how algorithms are shaping student learning in massive open online courses (MOOCs). Following the dramatic rise of MOOC platform organisations in 2012, over 4,500 MOOCs have been offered to date, in increasingly diverse languages, and with a growing requirement for fees. However, discussions of learning in MOOCs remain polarised around the “xMOOC” and “cMOOC” designations. In this narrative, the more recent extended or platform MOOC (“xMOOC”) adopts a broadcast pedagogy, assuming a direct transmission of information to its largely passive audience (i.e. a teacher-centred approach), while the slightly older connectivist model (“cMOOC”) offers only a simplistic reversal of the hierarchy, posing students as highly motivated, self-directed and collaborative learners (i.e. a learner-centred approach). The online nature of both models generates data (e.g. on how many times a particular resource was viewed, or the ways in which participants communicated with each other) which MOOC providers use for analysis, albeit only after these data have been selectively processed. Central to many learning analytics approaches is the desire to predict students’ future behaviour. Educators need to be aware that MOOC learning is not just about teachers and students, but that it also involves algorithms: instructions which perform automated calculations on data. Education is becoming embroiled in an “algorithmic culture” that defines educational roles, forecasts attainment, and influences pedagogy. Established theories of learning appear wholly inadequate in addressing the agential role of algorithms in the educational domain of the MOOC. This article identifies and examines four key areas where algorithms influence the activities of the MOOC: (1) data capture and discrimination; (2) calculated learners; (3) feedback and entanglement; and (4) learning with algorithms. The article concludes with a call for further research in these areas to surface a critical discourse around the use of algorithms in MOOC education and beyond.

This Editorial describes the main challenges at the intersections between algorithmic cultures and human learning. It briefly analyses papers in this Special Issue of E-learning and Digital Media ‘Learning in the age of algorithmic cultures’ and shows that researchers in the field are still struggling with grand ideas and questions. It suggests that studies of algorithms and learning are in their infancy and emphasizes that they carry potentials to confirm our existing ideas and surprise us with fresh insights.

This chapter provides an introduction to the book—Artificial Intelligence and Inclusive Education: speculative futures and emerging practices. It examines the potential intersections, correspondences, divergences, and contestations between the discourses that typically accompany, on the one hand, calls for artificial intelligence technology to disrupt and enhance educational practice and, on the other, appeals for greater inclusion in teaching and learning. Both these areas of discourse are shown to envision a future of ‘education for all’: artificial intelligence in education (AIEd) tends to promote the idea of an automated, and personalised, one-to-one tutor for every learner, while inclusive education often appears concerned with methods of involving marginalised and excluded individuals and organising the communal dimensions of education. However, these approaches are also shown to imply important distinctions: between the attempts at collective educational work through inclusive pedagogies and the drive for personalised learning through AIEd. This chapter presents a critical view of the quest for personalisation found in AIEd, suggesting a problematic grounding in the myth of the one-to-one tutor and questionable associations with simplistic views of ‘learner-centred’ education. In contrast, inclusive pedagogy is suggested to be more concerned with developing a ‘common ground’ for educational activity, rather than developing a one-on-one relationship between the teacher and the student. Inclusive education is therefore portrayed as political, involving the promotion of active, collective, and democratic forms of citizen participation. The chapter concludes with an outline of the subsequent contributions to the book.

This chapter provides a critical analysis of ‘machine learning’ in education, and its relationship to the discourses of technological unemployment. The promotion of machine learning in education is shown to tend towards a narrative of ‘disruption’; framed as an essential future skill, and accompanied by a prominent public discourse of imminent job replacement, clearly directed towards ‘professional’ and ‘creative’ occupations. These claims are questioned through identifying a distinction between ‘automation’ and ‘autonomy’ in machine learning. Further, educational responses to the discourse of machine learning are examined, suggesting a concerted attempt to re-centre the human being as the authentic site of agency in an era of ‘intelligent machines’. However, this is shown to tend towards a powerful rationale for casting the learner as a ‘creative, problem-solving entrepreneur’, versed in the skills of ‘computational thinking’ that categorise the world into discrete ‘problems’ and ‘solutions’, and aligned with a marketised model of education. The chapter concludes by suggesting that such a framing of the learner should be balanced with notions of critical thinking and citizenship, that provide the capacity to understand, and engage with, the broader social and political conditions within which technologies such as machine learning are developed.

A patient with a repaired cleft of lip and/or palate (CLP) may develop dentofacial disproportion, classically a Class III skeletal and inter-arch relationship, due to an underlying maxillary hypoplasia. The definitive correction of the dental and facial aesthetic and functional problems associated with this anomaly requires a multidisciplinary input involving orthodontists, surgeons, speech therapists and psychologists. A successful outcome is dependent on a close working relationship between these disciplines and a planned care pathway that is adapted to patient needs. This paper outlines such a care pathway. Clinical Relevance: This paper offers the clinician an understanding of a multidisciplinary approach to the orthognathic management of a patient with cleft lip and palate.

This paper will review existing literature on Open Educational Resources (OER). It is intended to examine and critique the theories which underpin the promotion of OER in higher education, not provide guidance on their implementation. (1) I will introduce the concepts of positive and negative liberty to suggest an under-theorisation of the term ‘open’. (2) OER literature will be shown to endorse a two-tiered system, in which the institution is both maintained and disaggregated. (3) I will highlight a diminishing of the role of pedagogy within the OER vision and the promotion of a learner-centred model for education. (4) This stance will be aligned with humanistic assumptions of unproblematic selfdirection and autonomy. (5) I will discuss the extent to which the OER movement aligns itself with economically orientated models of the university. I offer these critiques as a framework for the OER movement to develop as a theoreticallyrigorous area of scholarship.

Learning in the Age of Digital Reason is a collection of impressively rich and wide-ranging conversations between Petar Jandric and a notable line-up of educators, theorists, historians, artists an...

Problems related to orthodontic appliances during treatment, such as the repair of broken appliances, are time consuming, often necessitating extra visits with additional costs in time and materials. They can therefore cause significant delays in treatment progress. Causes associated with appliance problems include patient related factors, such as poor compliance, operator techniques and materials used. As orthodontic patients are often treated in a diverse range of clinical settings, with treatment provided by a number of different clinicians, it is essential that members of the dental team are aware of the problems that can be associated with orthodontic appliances and their management.

Canine ectopia is a frequently occurring orthodontic problem that has been previously linked to a variety of dental anomalies. We report a case series where the presence of ectopic canines has occurred in the presence of different severities of dens invaginatus in the adjacent lateral incisor. This observation has not been reported previously. The implications of this possible link are discussed.

Massive open online courses (MOOCs) are fully online programmes of study, usually offering free participation, and often attracting enrolments in the tens or hundreds of thousands. Following partnerships between the prominent MOOC platforms and a number of elite universities, MOOCs have attracted unprecedented media attention and played an unparalleled role in surfacing issues of online education into the ‘mainstream’. In the words of Pappano’s often-cited New York Times article, 2012 was for education ‘the year of the MOOC’ (2012). The dramatic rise in attention was perhaps encapsulated by the UK universities minister David Willets publicizing his support for MOOC partnerships (Coughlan, 2013), and Daphne Koller, head of the US-based MOOC organization Coursera appearing at the G8 Global Innovation Conference (UKTI, 2013). No more simply a trend within the narrow field of educational technology, the MOOC seemed to have become international news. Thus, while critical responses to the MOOC have highlighted the long histories of technological innovation (Logue, 2012), and indeed ‘open’ education (Peter and Deimann, 2013) overlooked in the hyperbole, these high-profile courses have done much to place the ‘online’ at the centre of educational concerns. As the recent report from Universities UK asks, is the MOOC ‘Higher Education’s digital moment?’ (Universities UK, 2013).

Background. The term ‘amelogenesis imperfecta’ (AI) describes a diverse group of hereditary conditions primarily affecting the quality and/or quantity of dental enamel. Case report. This paper describes a case in which hypoplastic AI with delayed/failure of eruption of the permanent teeth was shown to be associated with renal calcification. Conclusion. Given the importance of the renal involvement, the authors suggest that paediatric dentists consider referring all children with this dental phenotype for renal ultrasound examination.

We describe the removal of a lower second molar tooth in which preoperative cone-beam computed tomography (CBCT) showed that the inferior alveolar nerve (IAN) was encased in the distal apex of the root of the tooth. During operation the nerve was found to be entirely separate from the apex of the root and not involved. With the wider use of CBCT in the treatment planning of dentoalveolar surgery, this case represents a cautionary tale to the clinician on reliance on clinical imaging and software in guiding the decision making process.

The management of patients with congenitally missing teeth can be a challenge and, in many cases, requires multidisciplinary care. In this four-part series, a contemporary approach to managing this group of patients is discussed. This first paper examines the terminology, epidemiology and restorative challenges that such patients can exhibit.

Introduction: Decalcification is a significant problem during fixed orthodontic treatment. Topical Fluorides can reduce or eliminate the problem, but the relative effectiveness of different treatments or combinations of topical fluoride preparations is unknown. This systematic review was undertaken to determine the effectiveness of topical fluoride preparations in preventing decalcification during fixed orthodontic treatment. Methods: A wide search of published and unpublished material in any language was undertaken by using general and specialist databases; key dental journals were searched by hand. Predefined inclusion criteria based on objective outcome measures of decalcification, duration of treatment, presence of a comparison group, and study design were applied to determine study selection. Included studies were double extracted onto predesigned data extraction sheets. Results and conclusions: By screening titles and abstracts, we identified 143 articles; after the inclusion criteria were applied, 7 reports (of 6 studies) remained. Differences in the methodologies and reporting made statistical analysis impossible. However, the use of topical fluorides in addition to fluoride toothpaste reduced the incidence of decalcification in populations with both fluoridated and nonfluoridated water supplies. Different preparations and formats appear to decrease decalcification, but there was no evidence that any 1 method was superior. There was some evidence that the potency of fluoride preparations might be important.

Literature on the treatment of obstructive sleep apnea in edentulous patients with a mandibular advancement splint is sparse. This clinical report describes a clinical and laboratory method of splint fabrication and discusses the rationale for its use.

The objective of this ex vivo study was to assess the use of resin-modified glass polyalkenoates and polyacid-modified composite resins, as orthodontic band cements.Plain stainless steel bands were cemented to 350 human extracted third molar teeth using 1 of 7 different cements. Following complete cement cure, half of each sample group was exposed to mechanical stress in a ball mill. Stressed and unstressed samples were tested in tension and the stress at which initial cement failure recorded. The mode of failure was recorded using an adhesive remnant evaluation.The mean band retention stresses offered by the cements studied ranged from 0.96 to 1.56 MPa. Fuji Ortho provided the highest mean band retention stress in "stressed" (1.56 MPa) and "unstressed" (1.45 MPa) states. Exposure to mechanical stress did not appear to significantly influence band retention or mode of cement failure for most cements. Fuji Ortho cement recorded the highest Weibull modulus for all cements tested. Virtually all samples failed at either the cement/enamel or cement band interface.Significant differences in band displacement stress values and mode of failure were demonstrated between the cements studied. However, generic comparisons were difficult to make.