Networks, Society, and Polis: Epistemological Approaches on Mediatization

Ilya Kiriya 84 second, deals with the organization of labor, management etc. The third concerns the ideology of progress and modernization which becomes the driver of the marketization, commercial- ization, new managerialism, and capitalist logics in education (MOEGLIN, 2016). The central element of the similarities between cultural industries and creative industries is the general concern about the property rights. This issue in the period of digital platforms becomes a central element for all content manufacturers. Since the education is one of the most active players in the field, some regulatory initiatives concern both cultural industries and edu- cation (COMBES, 2007). Another important similarity resides in rather conflictual nature of the policies in the field of education which faces the radical globalization and commercialization and growth of the cleavages between public mission of the educa- tion and its competitiveness, especially in cross-national context (COMBES, 2007; READINGS , 1996). All such studies were mainly focused on general in- dustrialization of the education or some of its media products without, essentially, reexamine the fundamental relationship between the teacher and student, which in majority of cases re - mained unchanged. Our central argument is that, today, with a proliferation of digital media platforms this essential relation- ship is more and more industrialized, making reproducible the core forms of the higher education such as lectures and semi- nars. The central element of such industrialization is so-called Mass Open Online Courses (MOOCs) realized based on video lectures and different forms of automated tests and peer-as- sessment. Some universities (such as MIT) actually are realizing entire curricula on the basis of MOOCs. The implementation of MOOCs matches perfectly the ambitions of the universities to be global players, to compete between them for the best students from all over the world. Some of them intended to raise global students and develop towards global competitiveness. Persistent economic and social inequalities also cre- ated the illusion that digital access to the world best education, via digital platforms of MOOCs, can resolve the problem of de- veloping countries by providing their populations an affordable education to get a job or improve in the job they have ( FRIED -