{"id":315,"date":"2022-04-14T10:07:16","date_gmt":"2022-04-14T08:07:16","guid":{"rendered":"https:\/\/wp.unil.ch\/digitalskills\/?p=315"},"modified":"2022-04-14T10:07:16","modified_gmt":"2022-04-14T08:07:16","slug":"conference-jen-ross","status":"publish","type":"post","link":"https:\/\/wp.unil.ch\/digitalskills\/2022\/04\/conference-jen-ross\/","title":{"rendered":"Conf\u00e9rence & Workshop"},"content":{"rendered":"\n

Mercredi 27 avril 2022<\/strong><\/p>\n\n\n\n

Dr Jen Ross, University of Edinburgh<\/h2>\n\n\n\n

\u00ab Contact works in multiple ways: online learning communities in higher education \u00bb<\/strong><\/p>\n\n\n\n

Jen Ross parlera de la cr\u00e9ation de communaut\u00e9s d’apprentissage en ligne dans l’enseignement sup\u00e9rieur.<\/p>\n\n\n\n

\"Dr<\/figure>
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Dr Jen Ross<\/strong> is co-director of the Centre for Research in Digital Education<\/a> at the University of Edinburgh, Scotland. She developed and directs the new MSc in Education Futures at the Edinburgh Futures Institute, and has more than 15 years\u2019 experience as an online teacher and course developer on the MSc in Digital Education. She publishes, teaches and supervises on topics including education and learning futures, speculative methods, museum and gallery learning and engagement, surveillance cultures in education, the impact and pedagogy of MOOCs and open education, and student and teacher experiences of online distance learning. She is co-author of The Manifesto for Teaching Online (MIT Press, 2020), and author of the forthcoming book Digital Futures for Learning: Speculative Methods and Pedagogies (Routledge).<\/p>\n<\/div><\/div>\n\n\n\n

Lecture<\/strong><\/h3>\n\n\n\n

The Manifesto for Teaching Online<\/em> (2020) makes a number of claims about the value and potential of digital education. One of the most important is that \u00ab contact works in multiple ways. Face-time is over-valued \u00bb. This talk is a deep dive into this claim, exploring current thinking and practice from online higher education contexts, and research into networked learning, virtual communities and post-digital education. It argues that meaningful, engaging and sustainable communities can be at the heart of digital education practice, but such communities do not emerge from attempts to copy \u2018what works\u2019 from a face-to-face setting. The nature of time and space, contact and interaction, and knowledge sharing is different in mediated settings, and designing for digital communities requires attention to those differences.<\/p>\n\n\n\n

Workshop<\/strong><\/h3>\n\n\n\n

We are the campus: the future of online communities<\/em><\/p>\n\n\n\n

\u00ab Campus envy \u00bb is the tendency to see the university campus and face-to-face encounters on it as embodying the authentic university experience. This workshop is about what might happen if we don\u2019t succumb to campus envy: instead using speculative and activity-centred methods to envisage distributed, accessible, and sustainable online learning communities, and designing approaches to help operationalise this. You will work collaboratively with colleagues to identify values and principles that can inform relational online teaching.<\/p>\n\n\n\n

By the end of the workshop, you will be able to:<\/p>\n\n\n\n