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201230s2020 maua ob 001 0 eng d |
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|a 9780262361071
|q (ebook)
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|a 0262361078
|q (ebook)
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|a 9780262539838
|q (paperback)
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|a 0262539837
|q (paperback)
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|a (OCoLC)1228349548
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|a (OCoLC)on1228349548
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|a U@S
|b spa
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|a LB2395.7
|b .M365 2020eb
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|a Recurso electrónico en INTERNET
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|a Bayne, S
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|a The manifesto for teaching online
|h [recurso electrónico] /
|c Siân Bayne ... [et al.] ; illustrated by Kirsty Johnston.
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|a Cambridge, Mass. :
|b The MIT Press,
|c c2020.
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|a 1 recurso en línea (xxx, 242 p.) :
|b il.
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|a Libro electrónico.
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|a Autores: Siân Bayne, Peter Evans, Rory Ewins, Jeremy Knox, James Lamb, Hamish Macleod, Clara O'Shea, Jen Ross, Philippa Sheail, Christine Sinclair.
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|a Título tomado de la pantalla de presentación (visto 30 de diciembre de 2020)
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|a Modo de acceso: Disponible en línea a través de Internet.
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|a Incluye referencias bibliográficas e índice.
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|a The 2016 Manifesto for Teaching Online -- Introduction. We Are the Campus -- I. Politics and Instrumental Logics. Introduction to Part I ; 1. There Are Many Ways to Get It Right Online . "Best Practice" Neglects Context ; 2. We Should Attend to the Materialities of Digital Education . the Social Isn't the Whole Story ; 3. Online Teaching Need Not Be Complicit with the Instrumentalization of Education ; 4. Online Teaching Should Not Be Downgraded to "Facilitation" ; 5. Can We Stop Talking about Digital Natives? ; Conclusion. Valuing Complexity, Valuing the Teacher -- II. Beyond Words. Introduction to Part II ; 6. Text Has Been Troubled. Many Modes Matter in Representing Academic Knowledge ; 7. Aesthetics Matter. Interface Design Shapes Learning ; 8. Remixing Digital Content Redefines Authorship ; 9. Assessment Is an Act of Interpretation, Not Just Measurement ; 10. A Digital Assignment Can Live On : it Can Be Iterative, Public, Risky, and Multivoiced ; Conclusion. Beyond Words, Beyond the Author -- III. Recoding Education: Introduction to Part III ; 11. Openness Is Neither Neutral Nor Natural : It Creates and Depends On Closures ; 12. Massiveness Is More Than Learning at Scale : It Also Brings Complexity and Diversity ; 13. Algorithms and Analytics Recode Education : Pay Attention! ; 14. Automation Need Not Impoverish Education : We Welcome Our New Robot Colleagues ; Conclusion. The Politics of "Technical Disruptions" -- IV. Face, Space, and Place: Introduction to Part IV ; 15. Online Can Be the Privileged Mode : Distance Is a Positive Principle, Not a Deficit ; 16. Contact Works in Multiple Ways : Face Time Is Overvalued; Digital Education Reshapes Its Subjects : The Possibility of the "Online Version" Is Overstated ; 17. Place Is Differently, Not Less, Important Online ; 18. Distance Is Temporal, Affective, Political : Not Simply Spatial ; Conclusion. Beyond the Deficit Model -- V. Surveillance and (Dis)trust: Introduction to Part V ; 19. Online Courses Are Prone to Cultures of Surveillance : Visibility Is a Pedagogical and Ethical Issue ; 20. A Routine of Plagiarism Detection Structures-in Distrust -- Conclusion: Strategies of Future Making -- Conclusion.
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|a "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 Digital Education Centre at the University of Edinburgh released "A 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."-- Descripción del editor.
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|a Internet in higher education.
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|a Web-based instruction.
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|a Education, Higher
|x Computer-assisted instruction.
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|a Internet en la educación superior.
|2 UDESA
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| 650 |
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|a Enseñanza basada en el uso de la web.
|2 UDESA
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| 650 |
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|a Educación superior
|x Instrucción asistida por computadora.
|2 UDESA
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| 700 |
1 |
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|a Bayne, Siân.
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|z Solo para usuarios autorizados, sin límite de accesos simultáneos
|u https://ebookcentral.proquest.com/lib/sanandres/detail.action?docID=6317960
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