Norbert Pachler
Biographic Data
| ID | 5954441 |
|---|---|
| NAME | Norbert Pachler |
| GIVEN NAMES | Norbert |
| FAMILY NAME | Pachler |
| SIGNATURE | PACHLER N |
| AFFILIATIONS | University of London |
| ORCID | 0000-0002-9770-1836 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Digital technologies, algorithms and the changing topology of (teacher) education
A topological exploration of convergence/divergence of human‐mediated and algorithmically mediated pedagogy
We explore a topological model that situates teachers' agency as a constituent element within the convergent and divergent dynamics at the intersection of human‐mediated and algorithmically mediated pedagogies. Ubiquitous AI in education is designed to simulate, emulate and automate human processes and behaviours through datafication. Platformised AI and other applications like intelligent tutors use algorithmic mediation to connect patterns of u…
Design principles for fostering pedagogical provenance through research in technology supported learning
Exploring formative e‐assessment
This article presents key findings from a Joint Information Systems Committee‐funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project developed a range of cases of formative e‐assessment with practitioners across a variety of settings…
The things (we think) we (ought to) do
The things (we think) we (ought to) do
Exploring formative e‐assessment
This article presents key findings from a Joint Information Systems Committee‐funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project developed a range of cases of formative e‐assessment with practitioners across a variety of settings…
Design principles for fostering pedagogical provenance through research in technology supported learning
Digital technologies, algorithms and the changing topology of (teacher) education
A topological exploration of convergence/divergence of human‐mediated and algorithmically mediated pedagogy
We explore a topological model that situates teachers' agency as a constituent element within the convergent and divergent dynamics at the intersection of human‐mediated and algorithmically mediated pedagogies. Ubiquitous AI in education is designed to simulate, emulate and automate human processes and behaviours through datafication. Platformised AI and other applications like intelligent tutors use algorithmic mediation to connect patterns of u…
Computer Science (3 works) · Sociology (3 works) · Digital Education and Society (2 works) · Digital Media and Philosophy (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Topology (electrical circuits) (2 works) · Argument (complex analysis (1 works)