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Abstract
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.
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.
| Original language | English |
|---|---|
| Place of Publication | Cambridge, Massachusetts |
| Publisher | MIT Press |
| Number of pages | 242 |
| ISBN (Print) | 9780262539838 |
| Publication status | Published - 15 Sep 2020 |
Keywords
- digital education
- online teaching
- higher education
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Research output
- 1 Article
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Critical approaches to valuing digital education: learning with and from the Manifesto for Teaching Online
Ross, J., Bayne, S. & Lamb, J., 6 Dec 2019, In: Digital Culture and Education. 11, 1Research output: Contribution to journal › Article › peer-review
Open AccessFile
Profiles
-
Sian Bayne
- Moray House School of Education and Sport - Assistant Principal Digital Education
- Centre for Research in Digital Education
- Institute for Education, Community & Society
- Cultural Heritage
Person: Academic: Research Active