Magnus Ramage
Biographic Data
| ID | 9341053 |
|---|---|
| NAME | Magnus Ramage |
| GIVEN NAMES | Magnus |
| FAMILY NAME | Ramage |
| SIGNATURE | RAMAGE M |
| AFFILIATIONS | The Open University |
| ORCID | 0000-0001-6986-6476 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Perspectives of Distance Learning Students on How to Transform Their Computing Curriculum
Recent years have seen a growing momentum within UK Higher Education institutions to examine the colonial legacy entanglements of teaching materials and knowledge production, as institutions explore what it means to ‘decolonise the curriculum’. While the movement began in the University of Cape Town, South Africa, in response to a student call for the statue of Cecil Rhodes to be removed, elsewhere this has become a top-down imperative from insti…
Introduction
This article introduces TripleC’s Special Issue on The Difference That Makes a Difference, containing papers arising from a workshop of the same name that ran in Milton Keynes in September 2011. The background to the workshop is explained, workshop sessions are summarised, and the content of the papers introduced. Finally, some provisional outcomes from the workshop and the Special Issue are described
Norbert and Gregory
In this article, I shall examine the way in which information was central to the development of cybernetics. I particularly contrast the different uses of the concept by two key participants in that development – Norbert Wiener, who argued that information was a quasi-physical concept related to the degree of organization in a system; and Gregory Bateson, who considered information to be a process of human meaning formation. I suggest that these …
No prominent works on this page.
Norbert and Gregory
In this article, I shall examine the way in which information was central to the development of cybernetics. I particularly contrast the different uses of the concept by two key participants in that development – Norbert Wiener, who argued that information was a quasi-physical concept related to the degree of organization in a system; and Gregory Bateson, who considered information to be a process of human meaning formation. I suggest that these …
Introduction
This article introduces TripleC’s Special Issue on The Difference That Makes a Difference, containing papers arising from a workshop of the same name that ran in Milton Keynes in September 2011. The background to the workshop is explained, workshop sessions are summarised, and the content of the papers introduced. Finally, some provisional outcomes from the workshop and the Special Issue are described
Perspectives of Distance Learning Students on How to Transform Their Computing Curriculum
Recent years have seen a growing momentum within UK Higher Education institutions to examine the colonial legacy entanglements of teaching materials and knowledge production, as institutions explore what it means to ‘decolonise the curriculum’. While the movement began in the University of Cape Town, South Africa, in response to a student call for the statue of Cecil Rhodes to be removed, elsewhere this has become a top-down imperative from insti…
Computer Science (3 works) · Mathematics (2 works) · Psychology (2 works) · Cognitive science (1 work) · Curriculum (1 work) · Cybernetics (1 work) · Cybernetics and Technology in Society (1 work) · Distance education (1 work) · Economic Theory and Institutions (1 work) · Economic Theory and Policy (1 work)