ORCID Profile
0000-0002-7743-3248
Current Organisations
Deakin University
,
Queen Mary University of London
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Publisher: Springer Science and Business Media LLC
Date: 29-10-2021
DOI: 10.1007/S42438-021-00259-Z
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.
Publisher: The Sax Institute
Date: 2022
DOI: 10.17061/PHRP3222217
Publisher: Springer International Publishing
Date: 2020
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 25-11-2018
DOI: 10.14742/AJET.3843
Abstract: The integration of social media into higher education is having a significant impact on learning and teaching. As they become enmeshed in the fabric of academia, they are also becoming a site of contestation, especially in relation to teaching and learning. This research paper explores the key issues dominating current debates about the use of social media in higher education in Australasia. By exploring themes emerging from a debate around the use of social media in higher education in Australasia, it integrates additional comments from the collective wisdom of experienced colleagues from around the globe, as captured in the debate’s Twitter feed and live Periscope streaming. These comments highlight points of sensitivity in the adoption of social media in higher education in Australasia. This paper presents the findings and some key ideas that emerged from the debate.
Publisher: Informa UK Limited
Date: 24-11-2017
Publisher: Springer Science and Business Media LLC
Date: 10-12-0010
Publisher: Cambridge University Press (CUP)
Date: 29-01-2016
DOI: 10.1017/S0047404515000974
Abstract: In this article, I explore the notions of indexicality and stancetaking practice through the analysis of a single lexical item embedded in the speech act of complimenting among young Japanese speakers. After revisiting prominent frameworks of indexicality and stance, I illustrate the ways in which the lexical item sugoi ‘amazing’ performs multiple pragmatic functions: as a marker of praise, surprise, or mock impoliteness an intensifier or silence-filler in the act of complimenting. On the basis of extensive sociolinguistic interviews and ethnographic metadata, I discuss how and why Japanese speakers use the variants sugoi and sugee to build intricately on their indexical field in the context of complimenting. I argue that sugoi and sugee , canonically assumed to index speaker gender, are used as a linguistic resource to perform larger interactional functions and stancetaking practice among young Japanese speakers. (Compliments, indexicality, stance, interactional analysis, Japanese, pragmatic function)*
Publisher: Oxford University Press
Date: 24-11-2011
Publisher: Informa UK Limited
Date: 2020
Publisher: Informa UK Limited
Date: 15-06-2017
Publisher: University of Otago Library
Date: 15-12-2015
Publisher: Wiley
Date: 15-03-2017
DOI: 10.1111/MEDU.13254
Publisher: Informa UK Limited
Date: 12-05-2020
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Chie Adachi.