The manifesto for teaching online

The manifesto for teaching online / 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.

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 Man...

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Bibliographic Details
Main Authors: Bayne, Siân (Author), Evans, Peter, 1924- (Author), Ewins, Rory (Author), Knox, Jeremy (Author), Lamb, James (Author), Macleod, Hamish (Author), O'Shea, Clara (Author), Ross, Jen (Author), Sheail, Philippa (Author), Sinclair, Christine (Author)
Other Authors: Johnston, Kirsty (Illustrator)
Format: eBook
Language:English
Published: Cambridge, Massachusetts : The MIT Press, 2020.
Subjects:
Internet in higher education.
Web-based instruction.
Education, Higher > Computer-assisted instruction.
EDUCATION > Higher.
Education, Higher > Computer-assisted instruction
Internet in higher education
Web-based instruction
Online Access:Click for online access
Table of Contents:
  • 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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