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A routine of plagiarism detection structures-in distrust. Plagiarism detection systems are seen by many as merely administrative aids to ease the academic assessment workload. Hamish Macleod argues…

Online can be the privileged mode. Distance is a positive principle, not a deficit. Resistance to online teaching sometimes stems from the view that it is a ‘second best’ mode. Christine…

Text has been troubled: many modes matter in representing academic knowledge. Online education extends the possibilities of producing assignments and artefacts that are both highly creative and…

Arguing that authorship isn’t what it used to be - how we assess students and understand plagiarism needs to shift. Manifesto authors Dr James Lamb, Dr Hamish Macleod and Dr Christine Sinclair…

Online teaching need not be complicit with the instrumentalisation of education. Digital education is often championed by those who see the health of the knowledge economy and employability as the…

Algorithms and analytics recode education: pay attention! Data-driven technologies often promise disruption, objectivity and new kinds of precision to how we teach. Jeremy Knox looks beyond the…

Online courses are prone to cultures of surveillance. Visibility is a pedagogical and ethical issue. The creeping normalisation of surveillance often accompanies technology decisions, even when…

Can we stop talking about digital natives? The trope of the ‘digital native’ still continues to shape how many understand the challenge of teaching online. Rory Ewins discusses some of…

Distance is temporal, affective, political. Distance education is often seen as a spatial challenge which can be overcome with communications technology. Philippa Sheail argues that digital…

Don’t succumb to campus envy: we are the campus. Being co-present on campus is still seen by many as the main marker of quality higher education. Sian Bayne argues that we need to move on and…

Challenging the idea that online teaching is ‘second best’, and arguing that the distancing in ‘distance learning’ is more complex than we might think, Manifesto authors…

Whose interests do automation, algorithms and datafication serve? Manifesto authors Dr Jen Ross, Dr Jeremy Knox and Dr Pete Evans are joined by Professor Neil Selwyn from Monash University in the…

A video for the Manifesto for Teaching Online, created by researchers from the MSc in Digital Education at the University. Video by James Lamb. Read more about the Manifesto at:…

Dr Jeremy Knox and Dr Michael Gallagher of the MSc in Digital Education at Moray House School of Education and Sport (MHSES) at the University of Edinburgh. This podcast represents the first of many…