Abstract
Is there a connection between pedagogic practices of confessional reflectivity, online learning platforms, and the massively scaled surveillance of Higher Education student transactions via data analysis? It is the contention of this paper that there is an ideological and processual logic which connects these practices and platforms. It argues this logic has been benignly embedded in pedagogy, but has now become scaled via technologically deterministic paradigms, providing companies such as Pearson Ltd with monopolistic scope to dominate the epistemic foundations of teaching theory and practice. How these forces converge on the learning platform is the theme of this paper, which draws upon an arts and creative computation educational background rather than a specifically architectural context.
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