---
_id: '66633'
abstract:
- lang: eng
  text: Platforms contribute to the ‘world-making’ of education; they play a co-constitutive
    role by envisioning and inscribing the functionalities anticipated in education.
    As programmable digital architectures, they both shape and are shaped by teachers’
    and students’ practices. Building on two Action Research projects in German schools,
    the article concentrates on the reproduction of inequality within platformized
    classrooms. It uses the focus point of translation software usage to explore inscriptions
    into digital architectures. Analysing breakdowns of translation software usage
    among students who speak German as a second/foreign language, the article focuses
    on inscribed power dynamics within translation software, the mismatch between
    students’ practices and the imagined user, and the discrepancy between software
    logics and the educational setting. Discussing teachers’ invisible work, care
    and belonging in platformized education settings, the article highlights the epistemic
    inscriptions within technology. It describes how dataveillance and testing break
    down when students use translation software, thereby highlighting teachers’ shift
    towards creating a collective understanding. Lastly, the article discusses teachers’
    autonomy within post-platform education by highlighting the limitations of currently
    available software products and software production.
author:
- first_name: Rebecca
  full_name: Schmidt, Rebecca
  id: '94416'
  last_name: Schmidt
  orcid: https://orcid.org/0000-0002-2516-359X
citation:
  ama: Schmidt R. Inscription of power dynamics in platformized classrooms. Exploring
    coded spaces of platform architectures through Participatory Action Research.
    <i>Learning, Media and Technology</i>. Published online 2026:1-16. doi:<a href="https://doi.org/10.1080/17439884.2026.2708693">10.1080/17439884.2026.2708693</a>
  apa: Schmidt, R. (2026). Inscription of power dynamics in platformized classrooms.
    Exploring coded spaces of platform architectures through Participatory Action
    Research. <i>Learning, Media and Technology</i>, 1–16. <a href="https://doi.org/10.1080/17439884.2026.2708693">https://doi.org/10.1080/17439884.2026.2708693</a>
  bibtex: '@article{Schmidt_2026, title={Inscription of power dynamics in platformized
    classrooms. Exploring coded spaces of platform architectures through Participatory
    Action Research}, DOI={<a href="https://doi.org/10.1080/17439884.2026.2708693">10.1080/17439884.2026.2708693</a>},
    journal={Learning, Media and Technology}, publisher={Informa UK Limited}, author={Schmidt,
    Rebecca}, year={2026}, pages={1–16} }'
  chicago: Schmidt, Rebecca. “Inscription of Power Dynamics in Platformized Classrooms.
    Exploring Coded Spaces of Platform Architectures through Participatory Action
    Research.” <i>Learning, Media and Technology</i>, 2026, 1–16. <a href="https://doi.org/10.1080/17439884.2026.2708693">https://doi.org/10.1080/17439884.2026.2708693</a>.
  ieee: 'R. Schmidt, “Inscription of power dynamics in platformized classrooms. Exploring
    coded spaces of platform architectures through Participatory Action Research,”
    <i>Learning, Media and Technology</i>, pp. 1–16, 2026, doi: <a href="https://doi.org/10.1080/17439884.2026.2708693">10.1080/17439884.2026.2708693</a>.'
  mla: Schmidt, Rebecca. “Inscription of Power Dynamics in Platformized Classrooms.
    Exploring Coded Spaces of Platform Architectures through Participatory Action
    Research.” <i>Learning, Media and Technology</i>, Informa UK Limited, 2026, pp.
    1–16, doi:<a href="https://doi.org/10.1080/17439884.2026.2708693">10.1080/17439884.2026.2708693</a>.
  short: R. Schmidt, Learning, Media and Technology (2026) 1–16.
date_created: 2026-08-03T06:58:34Z
date_updated: 2026-08-03T07:06:53Z
department:
- _id: '121'
- _id: '477'
doi: 10.1080/17439884.2026.2708693
has_accepted_license: '1'
keyword:
- Intersectionality
- platform studies
- action research
- post-platform education
- breakdowns
- translation software
- classroom reserach
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.tandfonline.com/doi/epdf/10.1080/17439884.2026.2708693?needAccess=true
oa: '1'
page: 1-16
publication: Learning, Media and Technology
publication_identifier:
  issn:
  - 1743-9884
  - 1743-9892
publication_status: published
publisher: Informa UK Limited
quality_controlled: '1'
status: public
title: Inscription of power dynamics in platformized classrooms. Exploring coded spaces
  of platform architectures through Participatory Action Research
type: journal_article
user_id: '94416'
year: '2026'
...
---
_id: '62818'
author:
- first_name: Sabine
  full_name: Radtke, Sabine
  id: '58342'
  last_name: Radtke
citation:
  ama: 'Radtke S. Ethical dilemmas in coaching: Diversity and inclusion and the role
    of the coach. Belalcazar C, ed. 2025;12(S1):S4. doi:<a href="https://doi.org/10.1123/iscj.2025-0112">https://doi.org/10.1123/iscj.2025-0112</a>'
  apa: 'Radtke, S. (2025). <i>Ethical dilemmas in coaching: Diversity and inclusion
    and the role of the coach</i> (C. Belalcazar, Ed.; Vol. 12, Issue S1, p. S4).
    Human Kinetics. <a href="https://doi.org/10.1123/iscj.2025-0112">https://doi.org/10.1123/iscj.2025-0112</a>'
  bibtex: '@article{Radtke_2025, place={Athens}, series={International Sport Coaching
    Journal}, title={Ethical dilemmas in coaching: Diversity and inclusion and the
    role of the coach}, volume={12}, DOI={<a href="https://doi.org/10.1123/iscj.2025-0112">https://doi.org/10.1123/iscj.2025-0112</a>},
    number={S1}, publisher={Human Kinetics}, author={Radtke, Sabine}, editor={Belalcazar,
    Catalina}, year={2025}, pages={S4}, collection={International Sport Coaching Journal}
    }'
  chicago: 'Radtke, Sabine. “Ethical Dilemmas in Coaching: Diversity and Inclusion
    and the Role of the Coach.” Edited by Catalina Belalcazar. International Sport
    Coaching Journal. Athens: Human Kinetics, 2025. <a href="https://doi.org/10.1123/iscj.2025-0112">https://doi.org/10.1123/iscj.2025-0112</a>.'
  ieee: 'S. Radtke, “Ethical dilemmas in coaching: Diversity and inclusion and the
    role of the coach,” vol. 12, no. S1. Human Kinetics, Athens, p. S4, 2025, doi:
    <a href="https://doi.org/10.1123/iscj.2025-0112">https://doi.org/10.1123/iscj.2025-0112</a>.'
  mla: 'Radtke, Sabine. <i>Ethical Dilemmas in Coaching: Diversity and Inclusion and
    the Role of the Coach</i>. Edited by Catalina Belalcazar, vol. 12, no. S1, Human
    Kinetics, 2025, p. S4, doi:<a href="https://doi.org/10.1123/iscj.2025-0112">https://doi.org/10.1123/iscj.2025-0112</a>.'
  short: S. Radtke, 12 (2025) S4.
conference:
  end_date: 2025-11-23
  location: Athens
  name: ' 15th Global Coach Conference'
  start_date: 2025-11-20
date_created: 2025-12-03T17:24:37Z
date_updated: 2025-12-03T17:25:32Z
department:
- _id: '17'
doi: https://doi.org/10.1123/iscj.2025-0112
editor:
- first_name: Catalina
  full_name: Belalcazar, Catalina
  last_name: Belalcazar
intvolume: '        12'
issue: S1
jel:
- Y
keyword:
- Sports Coaching
- Diversity
- Intersectionality
language:
- iso: eng
page: S4
place: Athens
publication_status: published
publisher: Human Kinetics
quality_controlled: '1'
series_title: International Sport Coaching Journal
status: public
title: 'Ethical dilemmas in coaching: Diversity and inclusion and the role of the
  coach'
type: conference_abstract
user_id: '58342'
volume: 12
year: '2025'
...
---
_id: '36545'
abstract:
- lang: eng
  text: 'Due to the Corona crisis, German Higher Education Institutions had to close
    their campuses in March and lecturers had to teach online. To understand how the
    Corona crisis affected students, first this article explains the structural and
    social inequalities in the German higher education system, using Tinto''s (1975;
    1997) student engagement theory. Second, the concept of Bergman-Rosamond et al.
    (2020) is used to analyze the challenges that Corona has raised for students,
    including current surveys. We found that the closure of the social space campus
    (and the Corona crisis as a whole) particularly hit hard those students who had
    previously been affected by (intersectional) inequality. Therefore, to lessen
    the specific challenges associated with the ad hoc transition to digital studying,
    the creation of a digital community of learning can help. We demonstrate how such
    a community can be created by the example seminar, "Digital practices: an autoethnographic
    observation". During the seminar, students recorded their digital technology use
    in a journal, and we analyzed the diary entries using the collaborate autoethnography
    method. The seminar example shows that this method is well suited for the development
    of a community of learning as it not only places students in the spotlight but
    as students work together on a topic they get to know each other, and a basis
    of trust is created through peer-feedback. Therefore, it was important to have
    a digital space (in this case Mahara) where the exchange could take place. The
    continuous insight into the students’ "learning status" enabled the lecturer to
    promote the learning and provide individual assistance for the students.'
article_type: original
author:
- first_name: Isabel
  full_name: Steinhardt, Isabel
  id: '90339'
  last_name: Steinhardt
  orcid: https://orcid.org/0000-0002-2590-6189
citation:
  ama: 'Steinhardt I. Students in the spotlight: Using collaborative autoethnography
    to build a community of learning in the Corona crisis. <i>ISA Pedagogy Series</i>.
    2021;1(1):42-59.'
  apa: 'Steinhardt, I. (2021). Students in the spotlight: Using collaborative autoethnography
    to build a community of learning in the Corona crisis. <i>ISA Pedagogy Series</i>,
    <i>1</i>(1), 42–59.'
  bibtex: '@article{Steinhardt_2021, title={Students in the spotlight: Using collaborative
    autoethnography to build a community of learning in the Corona crisis}, volume={1},
    number={1}, journal={ISA Pedagogy Series}, publisher={International Sociology
    Association}, author={Steinhardt, Isabel}, year={2021}, pages={42–59} }'
  chicago: 'Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography
    to Build a Community of Learning in the Corona Crisis.” <i>ISA Pedagogy Series</i>
    1, no. 1 (2021): 42–59.'
  ieee: 'I. Steinhardt, “Students in the spotlight: Using collaborative autoethnography
    to build a community of learning in the Corona crisis,” <i>ISA Pedagogy Series</i>,
    vol. 1, no. 1, pp. 42–59, 2021.'
  mla: 'Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography
    to Build a Community of Learning in the Corona Crisis.” <i>ISA Pedagogy Series</i>,
    vol. 1, no. 1, International Sociology Association, 2021, pp. 42–59.'
  short: I. Steinhardt, ISA Pedagogy Series 1 (2021) 42–59.
date_created: 2023-01-13T09:21:52Z
date_updated: 2023-01-13T09:21:57Z
ddc:
- '300'
department:
- _id: '121'
extern: '1'
file:
- access_level: closed
  content_type: application/pdf
  creator: isste
  date_created: 2023-01-13T09:19:55Z
  date_updated: 2023-01-13T09:19:55Z
  file_id: '36547'
  file_name: 2021 Steinhardt Students in the spotlight.pdf
  file_size: 391202
  relation: main_file
  success: 1
file_date_updated: 2023-01-13T09:19:55Z
has_accepted_license: '1'
intvolume: '         1'
issue: '1'
keyword:
- Intersectionality
- inequality
- gender
- diversity
- higher-education
- crisis
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.isaportal.org/resources/resource/students-in-the-spotlight-using-collaborative-autoethnography-to-build-a-community-of-learning-in-the-corona-crisis/
oa: '1'
page: 42-59
publication: ISA Pedagogy Series
publication_status: published
publisher: International Sociology Association
quality_controlled: '1'
status: public
title: 'Students in the spotlight: Using collaborative autoethnography to build a
  community of learning in the Corona crisis'
type: journal_article
user_id: '90339'
volume: 1
year: '2021'
...