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1. Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

Author

MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., Abegglen, S., Evens, M., Neuhaus, F., Wilson, K., Psarikidou, K., Koole, M., Hrastinski, S., Sturm, S., Adachi, C., Schnaider, K., Bozkurt, A., Rapanta, C., Themelis, C., Thestrup, K., Gislev, T., Örtegren, A., Costello, E., Dishon, G., Hoechsmann, M., Bucio, J., Vadillo, G., Sánchez-Mendiola, M., Goetz, G., Gusso, H. L., Arantes, J. A., Kishore, P., Lodahl, M., Suoranta, J., Markauskaite, L., Mörtsell, S., O’Reilly, Tanya, Reed, J., Bhatt, I., Brown, C., MacCallum, K., Ackermann, C., Alexander, C., Payne, A. L., Bennett, R., Stone, C., Collier, A., Lohnes Watulak, S., Jandrić, P., Peters, M., Gourlay, L., MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., Abegglen, S., Evens, M., Neuhaus, F., Wilson, K., Psarikidou, K., Koole, M., Hrastinski, S., Sturm, S., Adachi, C., Schnaider, K., Bozkurt, A., Rapanta, C., Themelis, C., Thestrup, K., Gislev, T., Örtegren, A., Costello, E., Dishon, G., Hoechsmann, M., Bucio, J., Vadillo, G., Sánchez-Mendiola, M., Goetz, G., Gusso, H. L., Arantes, J. A., Kishore, P., Lodahl, M., Suoranta, J., Markauskaite, L., Mörtsell, S., O’Reilly, Tanya, Reed, J., Bhatt, I., Brown, C., MacCallum, K., Ackermann, C., Alexander, C., Payne, A. L., Bennett, R., Stone, C., Collier, A., Lohnes Watulak, S., Jandrić, P., Peters, M., and Gourlay, L.

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.

Published
2022
Full Text
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2. Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

Author

MacKenzie, A, Bacalja, A, Annamali, D, Panaretou, A, Girme, P, Cutajar, M, Abegglen, S, Evens, M, Neuhaus, F, Wilson, K, Psarikidou, K, Koole, M, Hrastinski, S, Sturm, S, Adachi, C, Schnaider, K, Bozkurt, A, Rapanta, C, Themelis, C, Thestrup, K, Gislev, T, Örtegren, A, Costello, E, Dishon, G, Hoechsmann, M, Bucio, J, Vadillo, G, Sánchez-Mendiola, M, Goetz, G, Gusso, HL, Arantes, JA, Kishore, P, Lodahl, M, Suoranta, J, Markauskaite, L, Mörtsell, S, O’Reilly, T, Reed, J, Bhatt, I, Brown, C, MacCallum, K, Ackermann, C, Alexander, C, Payne, AL, Bennett, R, Stone, C, Collier, A, Lohnes Watulak, S, Jandrić, P, Peters, M, Gourlay, L, MacKenzie, A, Bacalja, A, Annamali, D, Panaretou, A, Girme, P, Cutajar, M, Abegglen, S, Evens, M, Neuhaus, F, Wilson, K, Psarikidou, K, Koole, M, Hrastinski, S, Sturm, S, Adachi, C, Schnaider, K, Bozkurt, A, Rapanta, C, Themelis, C, Thestrup, K, Gislev, T, Örtegren, A, Costello, E, Dishon, G, Hoechsmann, M, Bucio, J, Vadillo, G, Sánchez-Mendiola, M, Goetz, G, Gusso, HL, Arantes, JA, Kishore, P, Lodahl, M, Suoranta, J, Markauskaite, L, Mörtsell, S, O’Reilly, T, Reed, J, Bhatt, I, Brown, C, MacCallum, K, Ackermann, C, Alexander, C, Payne, AL, Bennett, R, Stone, C, Collier, A, Lohnes Watulak, S, Jandrić, P, Peters, M, and Gourlay, L

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.

Published
2022

3. Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

Author

MacKenzie, A, Bacalja, A, Annamali, D, Panaretou, A, Girme, P, Cutajar, M, Abegglen, S, Evens, M, Neuhaus, F, Wilson, K, Psarikidou, K, Koole, M, Hrastinski, S, Sturm, S, Adachi, Chie, Schnaider, K, Bozkurt, A, Rapanta, C, Themelis, C, Thestrup, K, Gislev, T, Örtegren, A, Costello, E, Dishon, G, Hoechsmann, M, Bucio, J, Vadillo, G, Sánchez-Mendiola, M, Goetz, G, Gusso, HL, Arantes, JA, Kishore, P, Lodahl, M, Suoranta, J, Markauskaite, L, Mörtsell, S, O’Reilly, T, Reed, J, Bhatt, I, Brown, C, MacCallum, K, Ackermann, C, Alexander, C, PAYNE, Ameena Leah, Bennett, R, Stone, C, Collier, A, Lohnes Watulak, S, Jandrić, P, Peters, M, Gourlay, L, MacKenzie, A, Bacalja, A, Annamali, D, Panaretou, A, Girme, P, Cutajar, M, Abegglen, S, Evens, M, Neuhaus, F, Wilson, K, Psarikidou, K, Koole, M, Hrastinski, S, Sturm, S, Adachi, Chie, Schnaider, K, Bozkurt, A, Rapanta, C, Themelis, C, Thestrup, K, Gislev, T, Örtegren, A, Costello, E, Dishon, G, Hoechsmann, M, Bucio, J, Vadillo, G, Sánchez-Mendiola, M, Goetz, G, Gusso, HL, Arantes, JA, Kishore, P, Lodahl, M, Suoranta, J, Markauskaite, L, Mörtsell, S, O’Reilly, T, Reed, J, Bhatt, I, Brown, C, MacCallum, K, Ackermann, C, Alexander, C, PAYNE, Ameena Leah, Bennett, R, Stone, C, Collier, A, Lohnes Watulak, S, Jandrić, P, Peters, M, and Gourlay, L

Abstract

AbstractThis 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.

Published
2021

4. Dissolving the dichotomies between online and Campus-Based Teaching: A collective response to The Manifesto for teaching online (Bayne et al. 2020)

Author

MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., Abegglen, S., Evens, M., Neuhaus, F., Wilson, K., Psarikidou, K., Koole, M., Hrastinski, S., Sturm, S., Adachi, C., Schnaider, K., Bozkurt, A., Rapanta, C., Themelis, C., Thestrup, K., Gislev, T., Örtegren, A., Costello, E., Dishon, G., Hoechsmann, M., Bucio, J., Vadillo, G., Sánchez-Mendiola, M., Goetz, G., Gusso, H.L., Arantes, J.A., Kishore, P., Lodahl, M., Suoranta, J., Markauskaite, L., Mörtsell, S., O’Reilly, T., Reed, J., Bhatt, I., Brown, C., MacCallum, K., Ackermann, C., Alexander, C., Payne, A.L., Bennett, R., Stone, C., Collier, A., Lohnes Watulak, S., Jandrić, P., Peters, M., Gourlay, L., MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., Abegglen, S., Evens, M., Neuhaus, F., Wilson, K., Psarikidou, K., Koole, M., Hrastinski, S., Sturm, S., Adachi, C., Schnaider, K., Bozkurt, A., Rapanta, C., Themelis, C., Thestrup, K., Gislev, T., Örtegren, A., Costello, E., Dishon, G., Hoechsmann, M., Bucio, J., Vadillo, G., Sánchez-Mendiola, M., Goetz, G., Gusso, H.L., Arantes, J.A., Kishore, P., Lodahl, M., Suoranta, J., Markauskaite, L., Mörtsell, S., O’Reilly, T., Reed, J., Bhatt, I., Brown, C., MacCallum, K., Ackermann, C., Alexander, C., Payne, A.L., Bennett, R., Stone, C., Collier, A., Lohnes Watulak, S., Jandrić, P., Peters, M., and Gourlay, L.

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.

Published
2021

5. Multicultural classroom discourse dataset on teachers' and students' dialogic empathy.

Author

Rapanta C, Gonçalves C, Pereira JR, Cascalheira D, Gil B, Morais R, Čermáková A, Peck J, Brummernhenrich B, Jucks R, Garcia-Milà M, Miralda-Banda A, Luna J, Vrikki M, Evagorou M, and Macagno F

Abstract

This dataset belongs to a large-scale educational intervention project introducing cultural literacy learning in schools. The dataset includes transcribed dialogic interactions from 111 lessons conducted in classrooms of five countries: England, Portugal, Germany, Spain, and Cyprus. The lessons were part of the same Cultural Literacy Learning Programme made available to teachers from three age groups (pre-primary, primary, secondary) to implement with their ordinary classes during ten sessions. The data are from the third and eighth sessions and followed the same structure, content, and objectives. As the main goal of the project to which the dataset belongs was on cultural literacy learning, understood as dialogic dispositions and values, the data were coded according to a Dialogic Empathy coding scheme presented in detail in Macagno et al. (2020). This rich multicultural, and multilinguistic, dataset is offered for further analysis by different types of researchers, such as linguists interested in intercultural pragmatics or educational psychologists interested in cross-sectional studies of dialogue and reasoning skills., Competing Interests: No conflict of interest is declared by the authors., (© 2021 The Author(s).)

Published
2021
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6. "Argue With Me": A Method for Developing Argument Skills.

Author

Iordanou K and Rapanta C

Abstract

Philosophers, psychologists, and educators all acknowledge the need to support individuals to develop argument skills. Less clear is how to do so. Here, we examine a particular program, the "Argue with Me" dialogue-based pedagogical approach, having this objective. Reviewing approximately 30 studies that have used the "Argue with Me" (AWM) method with students of different backgrounds and educational levels-primary, middle, high school, and university-across five different countries, we examine its strengths and limitations in terms of what develops and how this development occurs. Dense engagement in goal-based activities involving extended dialogic practice and reflection is shown to be effective in fostering argument skills and dispositions. Studies examining the mechanisms of such development identify the role of meta-level understanding regarding the purpose of argument. This understanding is epistemological in nature and supports the development of dialogic skills at the strategic level. In addition to examining the AWM method as a means for supporting the development of argument skills, this review examines how empirical research employing the method in varying contexts provides insights into the nature of argument skills and their development, as well as the relations between argument skills and other skills or forms of understanding. For instance, we examine how studies employing the AWM method answer questions such as "How general or content-specific are argument skills?" or "How do dialogic argument and individual written or spoken argument connect as they develop?" We address these questions by examining evidence regarding the transfer of gains across topics, domains, and individual vs. dialogic modes of expression. Finally, the pedagogical implications of the "Argue with Me" approach are discussed, especially with regard to its potential both as a stand-alone method for developing argument skills and integrated into traditional literacy and social studies curricula., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Iordanou and Rapanta.)

Published
2021
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