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Doctor of Philosophy (University of New South Wales), Masters by Research (Lund University)
Kevin Witzenberger is a research fellow at QUT’s GenAI lab and affiliate investigator at the ARC Centre of Excellence for Automated Decision-Making and Society. His research background is grounded in science and technology studies and media theory. His work examines the skills and knowledge people need to engage with AI, the capabilities AI requires to engage with people, and the social & technical limits that constrain this relationship.
Kevin received his PhD from the University of New South Wales in 2023 where he investigated the impact of automation and AI on education governance.
Additional information
- Thompson, G., Gulson, K., Swist, T. & Witzenberger, K. (2023). Responding to sociotechnical controversies in education: a modest proposal toward technical democracy. Learning, Media and Technology, 48(2), 240–252. https://eprints.qut.edu.au/235114
- Williamson, B., Gulson, K., Perrotta, C. & Witzenberger, K. (2022). Amazon and the New Global Connective Architectures of Education Governance. Harvard Educational Review, 92(2), 231–256. https://eprints.qut.edu.au/248188
- Gulson, K. & Witzenberger, K. (2022). Repackaging authority: artificial intelligence, automated governance and education trade shows. Journal of Education Policy, 37(1), 145–160. https://eprints.qut.edu.au/248175
- Gulson, K., Murphie, A. & Witzenberger, K. (2021). Amazon go for education? Artificial intelligence, disruption, and intensification. In C. Wyatt-Smith, B. Lingard & E. Heck (Eds.), Digital Disruption in Teaching and Testing: Assessments, Big Data, and the Transformation of Schooling (pp. 90–106). Routledge. https://eprints.qut.edu.au/248176
- Perrotta, C., Gulson, K., Williamson, B. & Witzenberger, K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1), 97–113. https://eprints.qut.edu.au/248177
- Witzenberger, K. & Gulson, K. (2021). Why EdTech is always right: students, data and machines in pre-emptive configurations. Learning, Media and Technology, 46(4), 420–434. https://eprints.qut.edu.au/248174
- Witzenberger, K., (2018). The Hyperdodge: How Users Resist Algorithmic Objects in Everyday Life. Media Theory, 2(2), 29–51. https://eprints.qut.edu.au/248189