Dissolving the Dichotomies Between Online and Campus-Based Teaching
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2022 |
| Outros Autores: | , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |
| Tipo de documento: | Artigo |
| Idioma: | eng |
| Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
| Texto Completo: | http://hdl.handle.net/10362/133838 |
Resumo: | UIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066 |
| id |
RCAP_2af0b828e04fe4f93c3e203d2b5e9b3d |
|---|---|
| oai_identifier_str |
oai:run.unl.pt:10362/133838 |
| network_acronym_str |
RCAP |
| network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
| repository_id_str |
7160 |
| spelling |
Dissolving the Dichotomies Between Online and Campus-Based Teachinga Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)Campus learningCollective responseCovid-19Digital learningDistant learningManifesto for teaching onlinePostdigitalArts and Humanities (miscellaneous)EducationSocial Sciences (miscellaneous)UIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.Instituto de Filosofia da NOVA (IFILNOVA)RUNMacKenzie, AlisonBacalja, AlexanderAnnamali, DevisaktiPanaretou, ArgyroGirme, PrajaktaCutajar, MariaAbegglen, SandraEvens, MarshallNeuhaus, FabianWilson, KyliePsarikidou, KaterinaKoole, MargueriteHrastinski, StefanSturm, SeanAdachi, ChieSchnaider, KarolineBozkurt, ArasRapanta, ChrysiThemelis, ChryssaThestrup, KlausGislev, TomÖrtegren, AlexCostello, EamonDishon, GideonHoechsmann, MichaelBucio, JackelineVadillo, GuadalupeSánchez-Mendiola, MelchorGoetz, GretaGusso, Helder LimaArantes, Janine AldousKishore, PallaviLodahl, MikkelSuoranta, JuhaMarkauskaite, LinaMörtsell, SaraO’Reilly, TanyaReed, JackBhatt, IbrarBrown, CherylMacCallum, KathrynAckermann, CecileAlexander, CarolynPayne, Ameena LeahBennett, RebeccaStone, CathyCollier, AmyLohnes Watulak, SarahJandrić, PetarPeters, MichaelGourlay, Lesley2022-03-02T23:23:45Z20222022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article59application/pdfhttp://hdl.handle.net/10362/133838eng2524-485XPURE: 42090182https://doi.org/10.1007/s42438-021-00259-zinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T05:12:26Zoai:run.unl.pt:10362/133838Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:47:56.821432Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
| dc.title.none.fl_str_mv |
Dissolving the Dichotomies Between Online and Campus-Based Teaching a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020) |
| title |
Dissolving the Dichotomies Between Online and Campus-Based Teaching |
| spellingShingle |
Dissolving the Dichotomies Between Online and Campus-Based Teaching MacKenzie, Alison Campus learning Collective response Covid-19 Digital learning Distant learning Manifesto for teaching online Postdigital Arts and Humanities (miscellaneous) Education Social Sciences (miscellaneous) |
| title_short |
Dissolving the Dichotomies Between Online and Campus-Based Teaching |
| title_full |
Dissolving the Dichotomies Between Online and Campus-Based Teaching |
| title_fullStr |
Dissolving the Dichotomies Between Online and Campus-Based Teaching |
| title_full_unstemmed |
Dissolving the Dichotomies Between Online and Campus-Based Teaching |
| title_sort |
Dissolving the Dichotomies Between Online and Campus-Based Teaching |
| author |
MacKenzie, Alison |
| author_facet |
MacKenzie, Alison Bacalja, Alexander Annamali, Devisakti Panaretou, Argyro Girme, Prajakta Cutajar, Maria Abegglen, Sandra Evens, Marshall Neuhaus, Fabian Wilson, Kylie Psarikidou, Katerina Koole, Marguerite Hrastinski, Stefan Sturm, Sean Adachi, Chie Schnaider, Karoline Bozkurt, Aras Rapanta, Chrysi Themelis, Chryssa Thestrup, Klaus Gislev, Tom Örtegren, Alex Costello, Eamon Dishon, Gideon Hoechsmann, Michael Bucio, Jackeline Vadillo, Guadalupe Sánchez-Mendiola, Melchor Goetz, Greta Gusso, Helder Lima Arantes, Janine Aldous Kishore, Pallavi Lodahl, Mikkel Suoranta, Juha Markauskaite, Lina Mörtsell, Sara O’Reilly, Tanya Reed, Jack Bhatt, Ibrar Brown, Cheryl MacCallum, Kathryn Ackermann, Cecile Alexander, Carolyn Payne, Ameena Leah Bennett, Rebecca Stone, Cathy Collier, Amy Lohnes Watulak, Sarah Jandrić, Petar Peters, Michael Gourlay, Lesley |
| author_role |
author |
| author2 |
Bacalja, Alexander Annamali, Devisakti Panaretou, Argyro Girme, Prajakta Cutajar, Maria Abegglen, Sandra Evens, Marshall Neuhaus, Fabian Wilson, Kylie Psarikidou, Katerina Koole, Marguerite Hrastinski, Stefan Sturm, Sean Adachi, Chie Schnaider, Karoline Bozkurt, Aras Rapanta, Chrysi Themelis, Chryssa Thestrup, Klaus Gislev, Tom Örtegren, Alex Costello, Eamon Dishon, Gideon Hoechsmann, Michael Bucio, Jackeline Vadillo, Guadalupe Sánchez-Mendiola, Melchor Goetz, Greta Gusso, Helder Lima Arantes, Janine Aldous Kishore, Pallavi Lodahl, Mikkel Suoranta, Juha Markauskaite, Lina Mörtsell, Sara O’Reilly, Tanya Reed, Jack Bhatt, Ibrar Brown, Cheryl MacCallum, Kathryn Ackermann, Cecile Alexander, Carolyn Payne, Ameena Leah Bennett, Rebecca Stone, Cathy Collier, Amy Lohnes Watulak, Sarah Jandrić, Petar Peters, Michael Gourlay, Lesley |
| author2_role |
author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author author |
| dc.contributor.none.fl_str_mv |
Instituto de Filosofia da NOVA (IFILNOVA) RUN |
| dc.contributor.author.fl_str_mv |
MacKenzie, Alison Bacalja, Alexander Annamali, Devisakti Panaretou, Argyro Girme, Prajakta Cutajar, Maria Abegglen, Sandra Evens, Marshall Neuhaus, Fabian Wilson, Kylie Psarikidou, Katerina Koole, Marguerite Hrastinski, Stefan Sturm, Sean Adachi, Chie Schnaider, Karoline Bozkurt, Aras Rapanta, Chrysi Themelis, Chryssa Thestrup, Klaus Gislev, Tom Örtegren, Alex Costello, Eamon Dishon, Gideon Hoechsmann, Michael Bucio, Jackeline Vadillo, Guadalupe Sánchez-Mendiola, Melchor Goetz, Greta Gusso, Helder Lima Arantes, Janine Aldous Kishore, Pallavi Lodahl, Mikkel Suoranta, Juha Markauskaite, Lina Mörtsell, Sara O’Reilly, Tanya Reed, Jack Bhatt, Ibrar Brown, Cheryl MacCallum, Kathryn Ackermann, Cecile Alexander, Carolyn Payne, Ameena Leah Bennett, Rebecca Stone, Cathy Collier, Amy Lohnes Watulak, Sarah Jandrić, Petar Peters, Michael Gourlay, Lesley |
| dc.subject.por.fl_str_mv |
Campus learning Collective response Covid-19 Digital learning Distant learning Manifesto for teaching online Postdigital Arts and Humanities (miscellaneous) Education Social Sciences (miscellaneous) |
| topic |
Campus learning Collective response Covid-19 Digital learning Distant learning Manifesto for teaching online Postdigital Arts and Humanities (miscellaneous) Education Social Sciences (miscellaneous) |
| description |
UIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066 |
| publishDate |
2022 |
| dc.date.none.fl_str_mv |
2022-03-02T23:23:45Z 2022 2022-01-01T00:00:00Z |
| dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10362/133838 |
| url |
http://hdl.handle.net/10362/133838 |
| dc.language.iso.fl_str_mv |
eng |
| language |
eng |
| dc.relation.none.fl_str_mv |
2524-485X PURE: 42090182 https://doi.org/10.1007/s42438-021-00259-z |
| dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
59 application/pdf |
| dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
| instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
| instacron_str |
RCAAP |
| institution |
RCAAP |
| reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
| collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
| repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
| repository.mail.fl_str_mv |
|
| _version_ |
1799138081504231424 |