We combine postdigital and postphenomenology approaches to analyze the written component of the 2020 online proctored United Kingdom Royal College of Physicians (MRCP) membership exam. With criticisms about increased surveillance, discrimination, and the outsourcing of control to commercial vendors, is this simply "moving exams online", or are there more serious implications? What can this extreme example tell us about how our technologies of assessment influence relationships between trainees and medical education institutions? Online proctoring services have become more prevalent during the Covid-19 pandemic, as a means of continuing high-stakes invigilated examinations online. Therefore, the combination of technology and assessment within medical education is worthy of review. Cultures of assessment also shape identities, social relations, and the knowledge and behavior recognized as legitimate by a profession. Technology is pervasive in medicine, but we too rarely examine how it shapes assessment, learning, knowledge, and performance. Identifying issues and implications for more detailed discussion andĭeliberation as HE sets out on the long path to post-pandemic recovery. This report documents key waysĬommercialisation and privatisation of HE have been - and continue toīe - advanced through digital technologies in the context of COVID-19, Many of the transformational changes promoted during the pandemicĪlso present serious challenges. Digital technologiesĪnd private sector participation can bring many benefits to HE, but Online’ translates into long-lasting sectoral changes. With the rolling disruptions of the pandemic, and the emergency ‘pivot The effectsĪre likely to continue unfolding as institutions and national systems deal The experience of students and the working lives of staff. Opportunities to establish a new ‘digital normalcy’ in which private andĬommercial actors could play a substantially increased role in schools,Ĭolleges and universities worldwide, with wide-ranging implications for Temporary emergency measures were treated as experimental Technology providers during campus closures, commercial organisationsĪnd private sector promoters sought to ‘reconstruct’ HE for the long
Immediate and necessary short-term ‘relief’ provided by education and To online learning became the context for attempts by private actorsĪnd commercial organisations to reconfigure the sector. The crisis of mass campus closures and a rapid ‘pivot’ During the COVID-19 pandemic, a state of emergency engulfed higherĮducation (HE).
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