2 1 The innovative transport systems and the CityMobil project 10 1.1 The research questions 10 2 The state of art in the field of automatic transport systems 12 2.1 Case studies and demand studies for innovative transport systems 12 3 The design and implementation of surveys 14 3.1 Definition of experimental design 14 3.2 Questionnaire design and delivery 16 3.3 First analyses on the collected sample 18 4 Calibration of Logit Multionomial demand models 21 4.1 Methodology 21 4.2 Calibration of the “full” model. 22 4.3 Calibration of the “final” model 24 4.4 The demand analysis through the final Multinomial Logit model 25 5 The analysis of interaction between the demand and socioeconomic attributes 31 5.1 Methodology 31 5.2 Application of Mixed Logit models to the demand 31 5.3 Analysis of the interactions between demand and socioeconomic attributes through Mixed Logit models 32 5.4 Mixed Logit model and interaction between age and the demand for the CTS 38 5.5 Demand analysis with Mixed Logit model 39 6 Final analyses and conclusions 45 6.1 Comparison between the results of the analyses 45 6.2 Conclusions 48 6.3 Answers to the research questions and future developments 52

The European commission

NUDGE: IMPROVING DECISIONS ABOUT HEALTH, WEALTH, AND HAPPINESS by Richard H. Thaler and Cass R. Sunstein Penguin Books, 2009, 312 pp, ISBN 978-0-14-311526-7This book is best described formally as a general explanation of and advocacy for libertarian paternalism, a term coined by the authors in earlier publications. Informally, it is about how leaders, systems, organizations, and governments can nudge people to do the things the nudgers want and need done for the betterment of the nudgees, or of society. It is paternalism in the sense that "it is legitimate for choice architects to try to influence people's behavior in order to make their lives longer, healthier, and better", (p. 5) It is libertarian in that "people should be free to do what they like - and to opt out of undesirable arrangements if they want to do so", (p. 5) The built-in possibility of opting out or making a different choice preserves freedom of choice even though people's behavior has been influenced by the nature of the presentation of the information or by the structure of the decisionmaking system. I had never heard of libertarian paternalism before reading this book, and I now find it fascinating.Written for a general audience, this book contains mostly social and behavioral science theory and models, but there is considerable discussion of structure and process that has roots in mathematical and quantitative modeling. One of the main applications of this social system is economic choice in investing, selecting and purchasing products and services, systems of taxes, banking (mortgages, borrowing, savings), and retirement systems. Other quantitative social choice systems discussed include environmental effects, health care plans, gambling, and organ donations. Softer issues that are also subject to a nudge-based approach are marriage, education, eating, drinking, smoking, influence, spread of information, and politics. There is something in this book for everyone.The basis for this libertarian paternalism concept is in the social theory called "science of choice", the study of the design and implementation of influence systems on various kinds of people. The terms Econs and Humans, are used to refer to people with either considerable or little rational decision-making talent, respectively. The various libertarian paternalism concepts and systems presented are tested and compared in light of these two types of people. Two foundational issues that this book has in common with another book, Network of Echoes: Imitation, Innovation and Invisible Leaders, that was also reviewed for this issue of the Journal are that 1 ) there are two modes of thinking (or components of the brain) - an automatic (intuitive) process and a reflective (rational) process and 2) the need for conformity and the desire for imitation are powerful forces in human behavior. …

Nudge: Improving Decisions about Health, Wealth, and Happiness

It comes as something ofa surprise to reflect that the New York Review ofBooks is now over twenty years old. Even people of my generation (that is, old enough to remember the revolutionary 196os but not young enough to have taken a very exciting part in them) think of the paper as eternally youthful. In fact, it has gone through years of relatively quiet life, yet, as always in a competitive journalistic market, it is the controversies that attract the interest of the reader and to which the history (especially an admittedly impressionistic survey that tries to include something of the intellectual context in which a journal has operated) must give some attention. Not all the attacks which the New York Review has attracted, both early in its career and more recently, are worth more than a brief summary. What do we now make, for example, of Richard Kostelanetz's forthright accusation that 'The New York Review was from its origins destined to publicize Random House's (and especially [Jason] Epstein's) books and writers'?1 Well, simply that, even if the statistics bear out the charge (and Kostelanetz provides some suggestive evidence to support it, at least with respect to some early issues), there is nothing surprising in a market economy about a publisher trying to push his books through the pages of a journal edited by his friends. True, the New York Review has not had room to review more than around fifteen books in each issue and there could be a bias in the selection of

http://www.jstor.org/stable/pdfplus/3507774.pdf

The New York Review of Books

Contemporary Sociology 7(5) (September 1978):566—68. When the intellectual history of our times comes to be written, that peculiarly Left Bank mixture of Marxism and structuralism now in fashion will be among the most puzzlingofourideastoevaluate.Aliteral “archeology of knowledge” (the title of one of Foucault’s earlier books) will be required to sort out the valuable from the obvious rubbish. I suspect that in this exercise the iconographers of the present (like Barthes) will fare less well than those who have read the past. Of such “historians” (a description which does not really cover his method) Foucault is the most dazzlingly creative. Discipline and Punish (which, shamefully, has taken over two years to be translated into English) follows Madness and Civilization (1961) and The Birth of the Clinic (1971) as the next stage in Foucault’s massive project of tracing the genealogy of control institutions (asylums, teaching hospitals, prisons) and the human sciences symbiotically linked with them (psychiatry, clinical medicine, criminology, penology). His concern throughout is the relationship between power and knowledge, the articulation of each on the other. Here (as he makes explicit in an interview recently published in the English journal, Radical Philosophy) he opposes the humanist position that, once we gain power, we cease to know——it makes us blind—— and that only those who keep their distance from power, who are no way implicated in tyranny, can attain the truth. For Foucault, such forms of knowledge as psychiatry and criminology (with its “garrulous discourses” and “intermidable [sic] repetitions”) are directly related to the exercise of power. Power itself creates new objects of knowledge and accumulates new bodies of information. Thus to “liberate scientific research from the demands of monopoly capitalism” can only be a slogan. Placing such programmatic Big Issues on one side, though, a superficial first reading of the book mightstartatthelevelofitssubtitle, “The Birth of the Prison.” The key historical transition——at the end of the eighteenth century——is from punishment as torture, a public spectacle, to the more economically and politically discreet prison sentence. The body as the major target of penal repression disappears: within a few decades, the grisly spectacles of torture, dismemberment, exposure, amputation, and branding are over. Interest is transferred from the body to the mind; a coercive, solitary, and secret mode of punishment replaces one that was representative, scenic, and collective. Gone is the liturgy of torture and execution, where the triumph of the sovereign was symbolized in the processions, halts at crossroads, public readings of the sentence even after death, where the criminal’s corpse was exhibited or burnt. In its place comes a whole technology of subtle power. When punishment leaves the domain of more or less everyday perception and enters into abstract consciousness, it does not become less effective. But its effectiveness arises from its inevitability not its horrific theatrical intensity. The new power is not to punish less but to In Retrospect: 1978 29

https://journals.sagepub.com/doi/pdf/10.1177/0094306118815499a

Discipline and Punish: The Birth of the Prison:

The politics of life itself Biomedicine, power, and subjectivity in the twenty-first century

Startup schools, fast policies, and full-stack education companies: digitizing education reform in Silicon Valley

Game-based learning is proliferating in formal school classrooms, yet to date there is relatively little evidence to demonstrate its benefits. This chapter provides analysis from empirical studies of computer games use in authentic classroom settings. It explores game-based learning as the result of specific game-based pedagogies that are being developed and practised by increasing numbers of classroom teachers in UK schools. In particular, the chapter focuses on the ways in which practising classroom teachers discuss and describe game-based learning in relation to their curricular intentions and their less formal cultural assumptions about the relevance of gaming in learners’ new media ecologies outside of school. The chapter argues that teachers have developed a cultural discourse and a curricular discourse for articulating game-based learning. These two modes for understanding game-based learning are described, and data from two studies are discussed to indicate how these understandings translate into classroom activity. DOI: 10.4018/978-1-60960-495-0.ch038

Playful Pedagogies: Cultural and Curricular Approaches to Game-Based Learning in the School Classroom

Contemporary educational governance is increasingly influenced by non-political organizations and actors who work together in mobile ‘policy networks’ to influence governmental decision-making. The main aim of this chapter is to examine one particular cross-sector policy network as exemplifying a shift in the ‘governable spaces’ of contemporary education policy. It offers a novel twist on ‘networked learning’ in that it queries the cross-sectoral organizational networks increasingly driving learning agendas. The policy network consists of the organizations Nesta (the National Endowment for Science, Technology and the Arts), the Innovation Unit (a social enterprise working on innovation in public services), and the RSA (Royal Society of Arts, Manufacturing and Commerce), as well as others including the social innovator Nominet Trust and the think tanks Demos and the Education Foundation. In particular the chapter offers a critical examination of how this specific policy network is proposing to mine and analyse digital data from learners’ online networked activities in order to predict and pre-empt their future progress and outcomes, as part of a social and technical imaginary of the data-driven, algorithmic future of education. In this sense, the emerging forms of data-based networked learning examined in this chapter, and the organizations helping to position these technologies as a new policy agenda, represent a form of future-tense governance of education, where the emphasis is on governing, shaping and sculpting learners’ future lives and their lifelong learning trajectories through new forms of predictive algorithmic governance.

Boundary Brokers: Mobile Policy Networks, Database Pedagogies, and Algorithmic Governance in Education

Genetic science has begun to escape the dark biolog ica politics of twentieth-century eugenics. Since the sequencing of the human genome – the entire genetic  structure of human DNA – was accomplished by the Human Genome project in 2003, ‘postgenomic’ science  has advanced considerably (Gibbon et al., 2018). It has ushered in biotechnological and biomedical innovati ons, while catalysing concern about genome editing (Nuff ield Council on Bioethics, 2018) and a ‘posthuman future ’ where ‘transhumanists’ may transcend biological lim its through genetic modification (Rose, 2007). Through the intersection of biological discovery and informatic s innovation, genetic ‘codes’ and computer ‘codes’, genomic science has become ‘bio-informatic’ (Steven s, 2016a), giving rise to a new ‘postgenomic condition ’ marked by the role of data-intensive science and biotechnologies in understanding and shaping human life (Reardon, 2017). Genomic science has opened up the genetic factors involved in education as a new frontier of knowledg  production and potential policy influence too, as ‘ big biodata’ about the human genome are analysed for associations with learning, intelligence, attainmen t, and achievement (Gaysina, 2016). Genomic expertise in education also, however, raises concerns about biol ogical determinism and eugenics, reanimating debates about the genetic inheritance of intelligence and ability (Gi llborn, 2016). Focusing on a major ‘big biodata’ study of t he genetics of educational attainment, this essay outl ines its implications for educational research, drawing on posthumanist and biosocial theories. Posthumanism r efers to how human life has been reconceived in light of developments in informatics, cybernetics, cognitive  science, neuroscience and genetics. “The posthuman subject is an amalgam, a collection of heterogeneou s components, a material-informational entity whose boundaries undergo continuous construction and reconstruction” (Hayles (1999, p. 3). Contemporary genomics exemplifies how posthuman subjects are conceived in biological and informational terms simultaneously. Biosocial theorists also pay specia l attention to growing recognition in genomics that environmental stimuli, experience, and material surroundings shape the ‘plasticity’ of ‘postgenomic  bodies’ (Meloni 2018). The materiality of biologica l life is understood increasingly to be permeable to socia l influence and power structures as ‘the social’ gets ‘under the skin’ to reshape ‘the biological’ aspects of hu man life (Meloni, Williams & Martin, 2016). By drawing on posthumanism and biosocial theory, then, the intent ion is not to speculate on the genetic engineering of huma nmachine hybrids – as in some transhumanist accounts – but to acknowledge that learning, intelligence, att ainment and so on are increasingly understood as simultaneo usly biological, technical, cognitive, culturally contin gent, and politically and economically shaped (Youdell, 2017) . The essay opens up educational genomics to critical stu dy and new analytical opportunities presented by the postgenomic permeability of biological materiality o social shaping and biotechnological influence.

/pdf/postgenomic-science-big-data-and-biosocial-education-511zzisu5r.pdf

Postgenomic Science, Big Data, and Biosocial Education

ABSTRACT Educational technology is the focus of increasing financial investment. In this article, we examine how edtech investors imagine and invest in the future of higher education through an empirical case study of a UK investing company. Utilising concepts and methods from economic sociology, we analyse how investment companies engage in techno-financial ‘futuring’ practices. We identify two kinds of futuring practices. First, investors’ imaginary practices produce qualitative ‘fictional expectations’ about the future of education, supported by quantitative financial valuation practices that predict the monetary returns on investment available from funding edtech. Second, we analyse the specific investment-supporting operations of edtech investors, highlighting how imagined futures of education are funded into existence (or not) as investors select and support edtech products or services. In these ways, imaginaries of the future may be materialised in educational institutions through financial investments in specific edtech products. We particularly trace how investment imaginaries and operations shift from edtech markets as selling commodities to edtech industry controlling digital products and resources as assets. Therefore, the two identified complementary futuring practices function as processes of ‘assetisation’, aimed at turning educational services and resources into digital assets with calculable future value for edtech investors.

https://www.tandfonline.com/doi/pdf/10.1080/17508487.2022.2081587?needAccess=true

Ben Williamson

Papers

Startup schools, fast policies, and full-stack education companies: digitizing education reform in Silicon Valley

Playful Pedagogies: Cultural and Curricular Approaches to Game-Based Learning in the School Classroom

Boundary Brokers: Mobile Policy Networks, Database Pedagogies, and Algorithmic Governance in Education

Postgenomic Science, Big Data, and Biosocial Education

Investing in imagined digital futures: the techno-financial ‘futuring’ of edtech investors in higher education