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The way in which informal learning in a Personal Learning Environment (PLE) is coordinated is poorly understood. Conversation -- with teachers, friends or family -- contributes to the processes involved in meaningfully negotiating resources. While institution-centric education creates contexts for conversations and codifies educational attainment, the institution cannot directly codify personal understanding. Through analysing patterns of personal construct-making we visualise the emergence of personal understanding, showing how this might be codified by the person, not the institution. A transdisciplinary module designed to produce personalised learning is studied. This module features dialogical activities coupled with a comparative judgement technique where learners repeatedly compared pairs of documents over time saying which they found more interesting. We visualise this data showing how it is possible to track "constructs" as patterns which emerge as learners express their judgements over time. Our analytical technique draws on the biological and mathematical theory of "anticipatory systems" alongside Kelly's Personal Construct Theory. Drawing on Kelly, we argue that meaning is attributable to patterns of anticipation. These patterns are discerned through identifying shifts in information entropy in engagement with the software alongside analysis of learner reflections over time. These demonstrate both patterns of development and differentiation among learners.

Current approaches to digital technology in higher education teaching and learning often instrumentalise teaching and teachers in paving the way for technology. Reclaiming the teacher perspective, this article explores teachers' agency in relation to technology in higher education. The aim is addressed through examining how teachers address the technological benefits for teaching. Analysing data from Danish university teachers (n = 488), we identify eight benefits of technology use underpinned by five value categories. The results show that teaching is multifaceted and that several factors contribute to the achievement of agency in digital teaching. The study provides a more substantial basis for making choices on digital education that align with teachers' values and practices. [ABSTRACT FROM AUTHOR]

Cancel Culture is a pathology of language whose description in language risks perpetuating the pathology. At the heart of the pathology are double-bind conflicts between embodied thought and language in the conservation of community. Under the microscope, bodies are made from cells that exhibit their own kind of cancellation (apoptosis): self-destruction of "community" for the greater good of the organism. A deeper comparative analysis of the dynamics of cells and cancel culture may be instructive for understanding viable human organisation. [ABSTRACT FROM AUTHOR]

We elaborate Alfred Schutz's theory of musical communication empirically. Our technique for analysing musical communication aligns Schutz's sociological theory with the mathematics of anticipatory systems. Music, we argue, can be considered as an anticipatory system that articulates through its diachronic unfolding, fundamental symmetries which can be traced back to its initial moments. Following Bohm and Dubois, we argue that these symmetries are present in fractal structures that gradually increase in definition as the music progresses. Critically, we focus on the role of redundancy in this process of providing increasing definition. By analysing the entropy of musical data, we show how graphs of relative entropies can be produced from which a fractal is constructed. In arguing that coherence in music can be established through the alignment of self‐similar patterns, the connection between Dubois's anticipatory systems and Schutz's characterization of the dimensions of musical communication shows how redundancy underlies musical coherence. [ABSTRACT FROM AUTHOR]