ORCID Profile
0000-0001-9938-4144
Current Organisation
Deakin University
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Publisher: Center for Open Science
Date: 09-03-2023
Abstract: Over the past decade, the voice and speech recognition industry has established itself as a multibillion-dollar global market, but at whose expense? In this forum article, we scrutinize the case of Sanas, a US-based company offering an AI-powered accent-modification technology that is tailored for the off-shore call center industry. We offer this critique through a virtue-based framework for AI ethics. Our commentary exposes Sanas as an agent of racial commodification and linguistic dominance, as it rests on the perceived superiority of standardized US English. We discuss how racial commodification enables capitalism. Sanas, and similar programs, are not helping build a more understanding world it is helping perpetuate and maintain harmful raciolinguistic ideologies that maintain language discrimination and continue to frame the language practices of racialized speakers as deficient. Thus, we write this piece with the intent to expose the fabricated humanity of accent modification technology whose existence perpetuates capitalism’s reliance on dehumanization for economic advancement and the legacy and reproduction of white language superiority.
Publisher: Informa UK Limited
Date: 14-12-2023
Publisher: Informa UK Limited
Date: 24-01-2022
Publisher: Informa UK Limited
Date: 10-06-2023
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: Qeios Ltd
Date: 26-01-2021
DOI: 10.32388/GSTJ8R
Abstract: Many universities across the globe have been required to abruptly move their education online in response to recent events. In Australia, those events include the 2019-2020 bushfire crisis and, of course, the current COVID-19 pandemic. Technology has always been part of the human experience and has always existed as a disrupter. Prior to these challenging events, ‘the twenty-first century was already bringing an increased emergence of new digital tools which have begun to profoundly change higher education institutions [HEIs]’ ([1], 2020, p. 9). Feedback is a cog in the pedagogical wheel. It is widely recognised that feedback is the driver of student learning ([2], 2007, p. 81). Students’ application of course content is positively associated with feedback ([3] 2007, p. 6). Yet, HEIs are consistently criticised more by students about the quality of feedback than for almost any other aspect of their course (Boud & Molloy, 2013, p. 698). Habits of assessments past are being replaced to make way for our digital world and erse student cohorts ([1] 2020, p. v). Digital is no longer a buzzword but resides at the heart of higher education. ‘The danger is that in our rush to convert our practices from embodied to digital, that we will simply replicate what has been done’ ([1], 2020, p. v). Pedagogic gaps and deficiencies are highlighted in digital learning environments ([1], 2004, p. 173). Moreover, ‘within the multitude demands of academia, teachers may not prioritise feedback, appreciate or understand it fully, or they may perceive that dialogic feedback is impractical’ ([1], p. 99). This conceptual article will examine the shift from feedback as one-way transmission to two-way Socratic, sustainable learning conversations. The article aims to explore the potential for technology to enhance relational dimensions of teaching practice. New paradigm approaches to feedback aim to utilise interrogative feedback ([1], p. 102) and Socratic discussion to facilitate a change in output (e.g. feedback uptake). The aim of feedback is to advise, encourage and improve output. The key is to empower institutions and therefore academics to reap the transformative benefits of digital innovation and encourage Socratic, sustainable and dialogic feedback through re-examining the relational dimensions of tutor/teacher relationships.
Publisher: Center for Open Science
Date: 29-01-2021
Abstract: Higher education institutions (HEIs) have been required to abruptly move their education online in response to recent events. Prior to these challenging events, the twenty-first century was already bringing an increased emergence of new digital tools which have begun to profoundly change higher education.Technology has always existed as a disrupter. The danger is that rapid uptake to online maintains the status quo. This conceptual article will examine the shift from feedback as one-way transmission to two-way Socratic, sustainable learning conversations. It is widely recognised that students consistently report that feedback is provided sub-standardly in higher education. New paradigm approaches to feedback aim to utilise interrogative feedback and Socratic discussion to facilitate a change in output (e.g. feedback uptake). The objective of feedback is to advise, encourage and improve output. The article aims to explore the potential for technology to enhance relational dimensions of teaching practice. The intention is of this work is to serve as a clarion call for intentionally designed digital feedback tools and processes that move beyond technology as yet another means of domineered telling but to aim to empower and provide opportunities for students to respond.The key is to empower institutions and therefore academics to reap the transformative benefits of digital innovation and encourage Socratic, sustainable and dialogic feedback through re-examining the relational dimensions of tutor/teacher relationships.
Publisher: Springer International Publishing
Date: 2023
Publisher: Informa UK Limited
Date: 27-03-2023
Publisher: Qeios Ltd
Date: 09-12-2021
DOI: 10.32388/Q6VAOK.2
Abstract: Online educators must establish the kinds of trust that are uncommon in didactic, mechanical pedagogies. This conceptual paper asserts the importance of building and sustaining trust between higher education students and their instructors within the online environment. Instilling trust can construct sustainable learning environments that are abundant with collaborative inquiry and dialogue. The themes explored in this paper highlight and investigate the conceptual construct of trust and its antecedents. We address the nature and purpose of interpersonal trust in student/instructor relationships within online higher education institutions. We also explore several factors (in particular, performativity, casualisation of teaching staff, neoliberalism, non-traditional student identities and the digital ide) which influence the development of trust. We investigate the role of trust in influencing student feedback-seeking behaviour, engagement and achievement, in terms of attainment of academic goals. Notably, we highlight the importance of further inquiry into methods of rapport-building in higher education. Theoretical foundations have been drawn from Indigenous scholarship as well as organisational and socio-psychological literature. We close by welcoming further discussion of and reflection on institutional practices and performance measures in the digital environment and whether they allow instructors to embed relational aspects and elicit cognitive and affective trust from their students.
Publisher: Queensland University of Technology
Date: 15-03-2021
DOI: 10.5204/SSJ.1865
Abstract: Through the lens of the ‘Community of Inquiry’ education experience (Vaughan & Garrison, 2006), this practice report provides guidance and ex les for online instructors to engage students within discussions in the digital realm. Five elements will be discussed: embedding multi-media, affiliative humour and storytelling, Socratic questioning, ‘reframes’ and, summarising and ‘weaving’. Based on the lived experience of one eLearning Advisor, or online instructor/e-moderator, at Swinburne Online, this practice report offers useful strategies to build engaging, sustainable learning conversations within discussion forums that are abundant with collaborative inquiry, dialogue and sharing of personal learning experiences for online students in higher education.
Publisher: Qeios Ltd
Date: 29-04-2021
DOI: 10.32388/Q6VAOK
Abstract: Online educators must establish the kinds of trust that are uncommon in didactic, mechanical pedagogies. This conceptual paper asserts the importance of building and sustaining trust between higher education students and their instructors within the online environment. Instilling trust can construct sustainable learning environments that are abundant with collaborative inquiry and dialogue. The themes explored in this paper highlight and investigate the conceptual construct of trust and its antecedents. We address the nature and purpose of interpersonal trust in student/instructor relationships within online higher education institutions. We also explore several factors (in particular, performativity, casualisation of teaching staff, neoliberalism, non-traditional student identities and the digital ide) which influence the development of trust. We investigate the role of trust in influencing student feedback-seeking behaviour, engagement and achievement, in terms of attainment of academic goals. Notably, we highlight the importance of further inquiry into methods of rapport-building in higher education. Theoretical foundations have been drawn from Indigenous scholarship as well as organisational and socio-psychological literature. We close by welcoming further discussion of and reflection on institutional practices and performance measures in the digital environment and whether they allow instructors to embed relational aspects and elicit cognitive and affective trust from their students.
No related grants have been discovered for Ameena Payne.