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|b MIT Press
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|b .B39 2020eb
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|a HCDD
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1 |
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|a Bayne, Siân,
|e author.
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|a The manifesto for teaching online /
|c Siân Bayne, Peter Evans, Rory Ewins, Jeremy Knox, James Lamb, Hamish Macleod, Clara O'Shea, Jen Ross, Philippa Sheail, Christine Sinclair ; illustrated by Kirsty Johnston.
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| 264 |
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|a Cambridge, Massachusetts :
|b The MIT Press,
|c 2020.
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|a 1 online resource (xxx, 242 pages) :
|b illustrations.
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|a text
|b txt
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|a computer
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|2 rdamedia
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|a online resource
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|a Includes bibliographical references and index.
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|a The 2016 Manifesto for Teaching Online - Introduction: We are the Campus - I. Politics and Instrumental Logics: There are Many Ways to Get it Right Online. "Best Practice" Neglects Context - We Should Attend to the Materialities of Digital Education, The Social isn't the Whole Story - Online Teaching Need not be Complicit with the Instrumentalization of Education - Online Teaching Should not be Downgraded to "Facilitation" - Can We Stop Talking About Digital Natives? - Conclusion: Valuing Complexity, Valuing the Teacher - II. Beyond Words: Text Has Been Troubled: Many Modes Matter in Representing Academic Knowledge -- Aesthetics, Matter: Interface Design Shapes Learning - Remixing Digital Content Redefines Authorship - Assessment Is an Act of Interpretation, Not Just Measurement - A Digital Assignment Can Life On. It Can Be Iterative, Public, Risky and Multivoiced - Conclusion: Beyond Words, Beyond the Author -- III. Recoding Education: Openness is Neither Neutral nor Natural: It Creates and Depends on Closures -- Massiveness is more than Learning at Scale: It Also Brings Complexity and Diversity - Algorithms and Analytics Recode Education: Pay Attention! - Automation Need not Impoverish Education: We Welcome our New Robot Colleagues - Conclusion: The Politics of "Technical Disruptions." - IV. Face, Space, and Place: Online can be the Privilege Mode, Distance is a Positive Principle, not a Deficit - Contact Works in Multiple Ways. Face Time is Overvalued; Digital Education Reshapes its Subjects. The Possibility of the "Online Version" is Overstated - Place is Differently, Not Less, Important Online - Distance is Temporal, Affective, Political: Not Simply Spatial - Conclusion: Beyond the Deficit Model - V. Surveillance and Distrust: Online Courses Are Prone to Cultures of Surveillance. Visibility is a Pedagogical and Ethical Issue - A Routine of Plagiarism Detection Structures--In Distrust - Conclusion: Strategies of Future Making -- Conclusion
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|a An update to a provocative manifesto intended to serve as a platform for debate and as a resource and inspiration for those teaching in online environments. In 2011, a group of scholars associated with the Centre for Research in Digital Education at the University of Edinburgh released "The Manifesto for Teaching Online," a series of provocative statements intended to articulate their pedagogical philosophy. In the original manifesto and a 2016 update, the authors counter both the "impoverished" vision of education being advanced by corporate and governmental edtech and higher education's traditional view of online students and teachers as second-class citizens. The two versions of the manifesto were much discussed, shared, and debated. In this book, the authors have expanded the text of the 2016 manifesto, revealing the sources and larger arguments behind the abbreviated provocations.The book groups the twenty-one statements ("Openness is neither neutral nor natural: it creates and depends on closures"; "Don't succumb to campus envy: we are the campus") into five thematic sections examining place and identity, politics and instrumentality, the primacy of text and the ethics of remixing, the way algorithms and analytics "recode" educational intent, and how surveillance culture can be resisted. Much like the original manifestos, this book is intended as a platform for debate, as a resource and inspiration for those teaching in online environments, and as a challenge to the techno-instrumentalism of current edtech approaches. In a teaching environment shaped by COVID-19, individuals and institutions will need to do some bold thinking in relation to resilience, access, teaching quality, and inclusion.
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|a Print version record.
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|a Internet in higher education.
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|a Web-based instruction.
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|a Education, Higher
|x Computer-assisted instruction.
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|a EDUCATION
|x Higher.
|2 bisacsh
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|a Education, Higher
|x Computer-assisted instruction
|2 fast
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|a Internet in higher education
|2 fast
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|a Web-based instruction
|2 fast
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| 700 |
1 |
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|a Evans, Peter,
|d 1924-
|e author.
|1 https://id.oclc.org/worldcat/entity/E39PCjJ7QTWM4Mj8GJW33Y3TXm
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| 700 |
1 |
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|a Ewins, Rory,
|e author.
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| 700 |
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|a Knox, Jeremy,
|e author.
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| 700 |
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|a Lamb, James,
|e author.
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| 700 |
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|a Macleod, Hamish,
|e author.
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| 700 |
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|a O'Shea, Clara,
|e author.
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| 700 |
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|a Ross, Jen,
|e author.
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| 700 |
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|a Sheail, Philippa,
|e author.
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| 700 |
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|a Sinclair, Christine,
|e author.
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| 700 |
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|a Johnston, Kirsty,
|e illustrator.
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| 758 |
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|i has work:
|a The manifesto for teaching online (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGCTJt83FdkFKPF3t9Bfmd
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
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|i Print version:
|a Bayne, Siân.
|t Manifesto for teaching online.
|d Cambridge, Massachusetts : The MIT Press, 2020
|z 9780262539838
|w (DLC) 2020002988
|w (OCoLC)1140723163
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| 856 |
4 |
0 |
|u https://holycross.idm.oclc.org/login?auth=cas&url=https://doi.org/10.7551/mitpress/11840.001.0001?locatt=mode:legacy
|y Click for online access
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|a MIT-D2O-Backfile-Complete
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