| 1. |
- MacKenzie, Alison, et al.
(författare)
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Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
- 2022
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; , s. 271-329
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Tidskriftsartikel (refereegranskat)abstract
- This 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.
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| 2. |
- MacKenzie, Alison, et al.
(författare)
-
Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
- 2022
-
Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 4, s. 271-329
-
Tidskriftsartikel (refereegranskat)abstract
- This 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.
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| 3. |
- Mörtsell, Sara
(författare)
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Sociomaterial explorations of attendance practices in ‘schooling without schools’
- 2022
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Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. ; 47:4, s. 512-523
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Tidskriftsartikel (refereegranskat)abstract
- Mass school closures and restricted mobility during the Covid-19 pandemic have intensified matters of technology, teaching, and participation in schools. In response to this situation, this paper examines how attendance practices work during school closure and screen-saturated pandemic isolation at a Swedish upper secondary school. The aim is to empirically and theoretically explore school closure attendance by focusing on the sets of strategies and enactments that make school ‘attendable’ when being ‘in the right place at the right time’ becomes ambiguous. A relational materialist methodology is deployed with online interviews with six teachers during the first pandemic wave in 2020. The analysis traces empirical events that enact different school closure attendance devices: the video roll call, attendance performance, and ‘click like’ in the Microsoft Team-feed. The article highlights how attendance monitoring shifts and how attendance acts upon teaching, and vice versa.
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| 4. |
- Mörtsell, Sara
(författare)
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Tracing analytic assemblages – doing doctoral research with actor-network theory
- 2022
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Ingår i: Proceedings for the thirteenth international conference of networked learning. - 9788797409909 ; , s. 343-347
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Konferensbidrag (refereegranskat)abstract
- The practices of doctoral education are intricately entangled with technologies. This methodological paper examines the practical concerns involved in doing the analytic work in a networked learning setting with Actor-Network theory (ANT). It is a story about engaging with ANT as a companion in an ethnographic research project on teaching practices in Sweden during the Covid- 19 pandemic. The empirical examples are pulled from online interviews in the pandemic outbreak and two ways of assembling the analytic practices of those interviews. On the premises that method and technology are non-neutral, the focus is on how the interviews are analysed and the modes of knowing that they form. For example, the paper examines how computer-assisted qualitative data analysis software acts on the analyses of the interviews and the knowledge patterns made possible and what signals are silenced. A second analytic assemblage is deployed that traces those signals. Based on the empirical examples of doing analyses, the paper discusses how analytic assemblages change and move research and the researcher in unpredictive and performative ways that troubles the expectations of a singularised doctoral journey
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