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The inequities rooted in our education systems and wider societies have been thrown into relief by responses to the COVID-19 pandemic. This paper presents four situational studies of the FemEdTech network, asking how we characterise activities of the network, what they tell us about the nature of diffuse, convivial networks, and what opportunities they provide for challenging inequities in the field of technology and/in education. The study draws on practices and materials produced through FemEdTech activities from 2017 to 2020. Data and its analysis are presented as a spiral of 'turns' which fold back on each other to create connections between lines of research, moving fluidly between the objective and subjective. The four studies present shared curation, collaborative writing and purposeful reflection as contested fields of action. On one hand they build solidarity and shared resources -- 'holding up' the flow of knowledge in networks, potentially redistributing the capital of attention and connectivity. At the same time, they underscore the costs of shared work which are different in open networks from those that operate in the reified, accelerated production cycles of academic roles -- yet connected with them, not least because they always involve investments of care.

This paper draws on actor-network theory and on the sociology of cultural consumption to examine the phenomenon of corporate Massive Open Online Courses. Through an analysis of texts available in the public domain, the paper argues that over a short period (between 2012 and 2013) digitisation technology became associated with the emergence of a hybrid "actor": the digital video-recorder teacher. A parallel is drawn between the "interactive affordances" of digital instruction and the playback and cataloguing options that have contributed to shifts in television viewing habits. The digital video-recorder teacher is described as an artefact in the service of a postmodern project of self-improvement through cultural consumption, which recruits digitisation to meet a growing demand for "upgrades to the self". In the conclusion, the paper explores how the study of digital education could benefit from an interface between sociomaterial studies and the sociology of culture.

Open educational resources (OER) have been promoted as a path to universal education, supporting economic development and intercultural dialogue. However, to realise these benefits requires greater understanding of the factors that influence both OER supply and use. This paper examines an aspect of the supply side of the OER lifecycle--the motives prompting release--and the resultant tensions in the release process. It draws evidence from a major program of OER release projects (UKOER) funded by the UK government. The paper sets the UKOER program within the global context of OER initiatives. It uses grounded theory to identify five candidate motive types. Then, by mapping the actions evident in the UKOER program against an organisational framework derived from an activity system, it examines tensions or contradictions encountered by the projects, revealing unstated motives. The findings will be of interest to funders, institutions and educators releasing OER as they reveal potential limitations and barriers to realising the benefits of OER.

e-Learning research is an expanding and diversifying field of study. Specialist research units and departments proliferate. Postgraduate courses recruit well in the UK and overseas, with an increasing focus on critical and research-based aspects of the field, as well as the more obvious professional development requirements. Following this year's launch of a National e-Learning Research Centre, it is timely to debate what the field of study should be prioritising for the future. This discussion piece suggests that the focus should fall on questions that are both clear and tractable for researchers, and likely to have a real impact on learners and practitioners. Suggested questions are based on early findings from a series of JISC-funded projects on e-learning and pedagogy. (Contains 1 table.)

e-Learning research is an expanding and diversifying field of study. Specialist research units and departments proliferate. Postgraduate courses recruit well in the UK and overseas, with an increasing focus on critical and research-based aspects of the field, as well as the more obvious professional development requirements. Following this year's launch of a National e-Learning Research Centre, it is timely to debate what the field of study should be prioritising for the future. This discussion piece suggests that the focus should fall on questions that are both clear and tractable for researchers, and likely to have a real impact on learners and practitioners. Suggested questions are based on early findings from a series of JISC-funded projects on e-learning and pedagogy. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Bibliotecologia is the property of Universidad de Antioquia, Escuela Interamericana de Bibliotecologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social media wellness is an emerging topic due to the numerous adverse effects of social media (SM) usage, yet it is an uncommon topic in marketing curricula and research. This paper introduces this novel topic as an opportunity to extend macromarketing curricula. Following a class survey and activity, an analysis of 187 respondents indicates that the majority of students feel that too much SM consumption may impact their time management, course success, and well-being. Many students note they consume more SM than desired, and they overwhelmingly agree that this topic should be included in marketing curricula and that marketers should consider consumers' SM wellness. These findings highlight the importance of the SM wellness topic integration into course materials to enhance students' awareness and behavior with SM, with an opportunity to enhance systems-thinking. We close with recommended resources and activities where students take an active role to reflect, critically evaluate, and ideate on how this impacts consumers and marketers. [ABSTRACT FROM AUTHOR]

The adoption of digital technologies in higher education offers new opportunities for student learning but also adds complexity to course design and development processes. Although practice varies across institutions and nations, a common response is that teams of people are now involved in the development and creation of blended and online courses. Members of such teams typically include instructional designers, academics, learning designers and technologists, and production teams, and courses are developed over time, often across separate locations and organisations. These factors are creating a need for tools that support the sharing of design information in distributed course design teams. This paper introduces such a course design tool, EdVee, which supports pedagogical innovation through the sharing and visualisation of constructive alignment of learning outcomes, content, learning, and teaching activities and assessment. Key concepts that underpin EdVee are drawn from systems engineering and product development. We demonstrate its value to course design through two case studies: the design of a new course and the evaluation of an existing course. [ABSTRACT FROM AUTHOR]

Copyright of Grafica: Journal of Graphic Design / Documents de Disseny Gràfic is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is growing attention to student assessments designed to reach beyond the classroom, including assessments with an immediate or future audience. The impact of audience, however, has not been examined in multimodal assessments across continents, institutions, disciplines, and teaching contexts. Using qualitative data, this article examines the impact on student learning of incorporating audience and awareness of audience in diverse settings through multimodal projects. These include a core assignment in an interdisciplinary, semester-long graduate class in the United States, a year-long capstone project for geography undergraduates in Northern Ireland, and a supplemental assignment for graduate and undergraduate biology students in Norway. This article investigates the impact of audience through multimodal assessments across these three settings and concludes that it can positively influence student learning, motivation, and skill development. [ABSTRACT FROM AUTHOR]

Copyright of Trabalho & Educação is the property of Work & Education of the Graduate Program, Faculty of Education, Federal University of Minas Gerais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Higher education institutions have a critical role to play in preparing students to meet the demands of an increasingly technological world. Drawing on a survey of 762 undergraduate students in two universities in the United Arab Emirates (UAE), this paper examines the actual experiences of digital technology of students during their academic studies while seeking to develop a better understanding of the realities that the students encounter when using technology inside and outside their classrooms. The study also investigates what students really need to enhance their learning. The collected data confirm the international research findings that the digital age is not 'transforming' the nature of university. Additionally, traditional teaching methods and conventional 'in-the-box' student thinking and practices with technology still prevail. Bearing in mind the particularities of students in the UAE context, blending technology with the formal in-person approach can produce significant benefits in relation to effectively improving student learning and success. [ABSTRACT FROM AUTHOR]

Service design has gained ground in the field of education. This article aims to reveal current approaches of service design applied to higher education pedagogy. The methodological approach is thematic literature review. Great variation in the application of service design can be found through review of selected literature. Three key categories were used for analysis: service, method and value. Four main approaches emerge from the results: service design applied on (1) courses and assignments; (2) pedagogical methods or models; (3) pedagogical applications for specific groups and (4) pedagogy outside formal education. Managers, teachers or researchers can use the results of this study to develop higher education pedagogy with service design approaches. Results also indicate possibilities for further research in the area of participatory design, international and national collaboration or value creation. [ABSTRACT FROM AUTHOR]

Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal instruction; however, more and more we are seeing the application of blended and online instruction and outreach implemented within our discipline. To this point, much of the movement in this direction has been related to a greater administrative emphasis on filling university classrooms, as well as the increasing importance of public outreach and engagement when it comes to presenting our research. More recently, we have all had to adjust our activities and interactions in reaction to physical distancing requirements during a pandemic. Whether in a physical classroom or online, archaeologists must learn to properly leverage digital technology in order to create enthusiastic, engaging, respectful, and accessible (from-place and in-place) learning environments. This article brings together scholars who are learning to do just that. We apply a usable and easily navigated framework for archaeologists to consider while in either formal or informal educational environments and provide examples of how digital technologies can be applied to satisfy the three "presences"-- social/emotional, teaching, and cognitive--required for a successful "community of inquiry" experience in archaeology. Examples are drawn from our personal experiences in North America, Central America, and Europe. [ABSTRACT FROM AUTHOR]

Video production offers a way for students to learn content-area knowledge while simultaneously developing technology skills deemed important in contemporary society. Yet, the research has not been examined in a systematic way to reveal how these types of projects are oriented to align to instructional goals or how learning is investigated when they are implemented as part of content-area pedagogy. A scoping study was conducted to review the research literature on implementation of student video production in content-area classrooms. A total of 61 studies published from 2006 through 2017 were selected and analyzed through a systematic process. Findings suggest that video production projects were conducted to meet information, performance, composition, literacy, or creativity learning goals in content-area classrooms. Strategies used to investigate student learning included evaluation of learner perceptions, analysis of the process of creating video, assessment of the final video project, or a combination of these approaches. [ABSTRACT FROM AUTHOR]

Purpose E-learning environments and services (ELES) adoption and success rates challenge ELES designers, practitioners and organisations. Enterprise decision makers continue to seek effective instruments in launching such systems. The purpose of this paper is to understand users’ perceptions of ELES effectiveness and develop a theoretical framework which improves understanding of success factors for adoption.Design/methodology/approach Grounded theory method is used to reflect on the relationships between changing users’ requirements and expectations, technological advances and ELES effectiveness models. A longitudinal study collecting data from social media blogs over four years was authenticated based on the context evaluation, language structure and conversational constructs.Findings Identification of a new core dimension named “Concept Functionality” which can be used to understand the relationships between e-learning effectiveness factors including the relationships with other domains such as security. The findings are also used to validate major existing models for the success of ELES.Practical implications The new framework potentially improves system design process in the fields of education technology, enterprise systems, etc.Originality/value Concept functionality dimension can offer more insights to understand ELES effectiveness and further improve system design process in a variety of domains including enterprise systems, process modelling and education technology. [ABSTRACT FROM AUTHOR]

This article examines two different cases or "events"in Twitter to understand the role that negative emotions play in online discussions of academic labour. As academic labour conditions deteriorate and academics take to online spaces, they do so to critique, connect, and organize. We suggest that negative emotions may play a productive role in raising awareness of labour issues, as well as serving as a site for organizing across academic hierarchies and beyond the university. Additionally, negative emotions may fuel the production of new networks, personal, and professional connections. However, as we show, anger online can also provoke substantive repercussions, both personally and institutionally. We suggest that paying attention to the role that negative emotions play on Twitter can help academics gain a better sense of how to use their digital labour for collective action. [ABSTRACT FROM AUTHOR]