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Index
Cover
Contents
The 2016 Manifesto for Teaching Online
Introduction: We Are the Campus
I Politics and Instrumental Logics
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?
II Beyond Words
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.
III Recoding Education
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.
IV Face, Space, and Place
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.
V Surveillance and (Dis)trust
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
References
Index
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