Manifesto sequence as presented
The Manifesto as created by the authors
Begin this path
- Online can be the privileged mode. Distance is a positive principle, not a deficit.
- Place is differently, not less, important online.
- Text has been troubled: many modes matter in representing academic knowledge.
- We should attend to the materialities of digital education. The social isn’t the whole story.
- Openness is neither neutral nor natural: it creates and depends on closures.
- Can we stop talking about digital natives?
- Digital education reshapes its subjects. The possibility of the ‘online version’ is overstated.
- There are many ways to get it right online. ‘Best practice’ neglects context.
- Distance is temporal, affective, political: not simply spatial.
- Aesthetics matter: interface design shapes learning
- Massiveness is more than learning at scale: it also brings complexity and diversity.
- Online teaching need not be complicit with the instrumentalisation of education.
- A digital assignment can live on. It can be iterative, public, risky, and multi-voiced.
- Remixing digital content redefines authorship
- Contact works in multiple ways. Face-time is over-valued.
- Online teaching should not be downgraded into ‘facilitation’.
- Assessment is an act of interpretation, not just measurement.
- Algorithms and analytics re-code education: pay attention!
- A routine of plagiarism detection structures-in distrust.
- Online courses are prone to cultures of surveillance. Visibility is a pedagogical and ethical issue.
- Automation need not impoverish education: we welcome our new robot colleagues.
- Don’t succumb to campus envy: we are the campus.