ORCID Profile
0000-0003-1067-6066
Current Organisation
University of Canterbury
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Publisher: Routledge
Date: 15-09-2014
Publisher: Routledge
Date: 02-01-2018
Publisher: Informa UK Limited
Date: 03-04-2023
Publisher: Wiley
Date: 18-07-2016
DOI: 10.1111/BJET.12485
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: Springer Science and Business Media LLC
Date: 10-08-2023
DOI: 10.1007/S42438-023-00410-Y
Abstract: This paper draws on the collective knowledge-building of nine women from erse disciplines, roles, cultures, and institutions in Australasian women in leadership programme. Brought together during Covid-19 through a shared interest and purpose concerning current and future developments in digital education, we offer knowledge and insight from our perspective as women leaders in academia, on co-designing futures in a postdigital world. Drawing on a duoethnographic research design, we reflected on our experiences as academic leaders and practitioners to systematically explore people, situations, and contexts through co-construction and dialogue. Our joint exploration uncovered themes of visibility, gravitas, and relationships. We provide evidence of the role co-design plays in our own practices, in our classrooms, and how our research design was strengthened through co-design. Finally, we offer an evolving model of co-design for leadership in higher education with communities of practice at its core.
Publisher: Springer Science and Business Media LLC
Date: 25-09-2023
Publisher: Routledge
Date: 02-07-2010
No related grants have been discovered for Cheryl Brown.