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The Manifesto for Teaching Online
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, Siân Bayne, Peter Evans, Rory Ewins, Jeremy Knox, James Lamb, Hamish Macleod, Clara O'Shea, Jen Ross, Philippa Sheail and Christine Sinclair 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 it creates and depends on closures”; “Don’t succumb to campus 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.
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, Siân Bayne, Peter Evans, Rory Ewins, Jeremy Knox, James Lamb, Hamish Macleod, Clara O'Shea, Jen Ross, Philippa Sheail and Christine Sinclair 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 it creates and depends on closures”; “Don’t succumb to campus 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.
224 pages, Paperback
Published September 15, 2020
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Displaying 1 of 1 review
February 8, 2021
I’ve been teaching community college art and art history classes online for several years, besides this years fully-online move because of the pandemic.
This book is a refreshing celebration of what online teaching can be. Too often colleagues have seen online as lesser, this books fights that concept while also bringing up other relevant issue.
I found the book mostly inspiring and exciting as it articulated a lot of things I and my colleagues have been saying for years. The last section in patti it gave me a lot to think about with regards to surveillance.
Highly recommend, though I think this might resonate better with folks who’ve been teaching online for sometime, compared to folks who are relatively new to online.
This book is a refreshing celebration of what online teaching can be. Too often colleagues have seen online as lesser, this books fights that concept while also bringing up other relevant issue.
I found the book mostly inspiring and exciting as it articulated a lot of things I and my colleagues have been saying for years. The last section in patti it gave me a lot to think about with regards to surveillance.
Highly recommend, though I think this might resonate better with folks who’ve been teaching online for sometime, compared to folks who are relatively new to online.
Displaying 1 of 1 review