Mastodawn

sbayne Mar 13, 2024

Senior Lecturer in Futures: another new post at Edinburgh, working across our new Futures Institute and Education. We are looking for a great teacher with a strong research portfolio in critical futures studies, methodologies and approaches to education.
https://elxw.fa.em3.oraclecloud.com/hcmUI/CandidateExperience/en/sites/CX_1001/job/9949/?utm_medium=jobshare

Senior Lecturer in Futures

The Edinburgh Futures Institute and the Moray House School of Education and Sport are inviting applications for the post of Senior Lecturer in Futures. We are looking for a talented and ambitious individual to lead on teaching and research in areas relating to critical futures studies, futuring methodologies and transdisciplinary approaches to education. The post is an exciting opportunity to lead on new approaches to interdisciplinary teaching in the Edinburgh Futures Institute and to join the thriving Centre for Research in Digital Education in Moray House.

University of Edinburgh

sbayne Mar 11, 2024

Lecturer in Digital Education in the Global South: new post now recruiting at the Centre for Research in Digital Education, Edinburgh University. Focused on critical research relating to digital education and marginalisation. https://elxw.fa.em3.oraclecloud.com/hcmUI/CandidateExperience/en/sites/CX_1001/job/9963/?utm_medium=jobshare

Lecturer in Digital Education and the Global South

We are looking for a talented and ambitious individual to undertake teaching and critical research in areas relating to the role of digital technologies in education in the Global South, particularly as it applies to marginalisation for traditionally underrepresented groups.

University of Edinburgh

sbayne Oct 4, 2023

My new paper is out! Digital Education Utopia - open access in Learning, Media and Technology here: https://www.tandfonline.com/doi/full/10.1080/17439884.2023.2262382 Utopia as method, and as the education of desire

sbayne Aug 22, 2023

We are recruiting! Lecturer/Senior Lecturer in Education Futures, based in the Centre for Research in Digital Education at Edinburgh University. Closing date for applications 9th September. Happy to chat if that would be helpful. Apply here: https://elxw.fa.em3.oraclecloud.com/hcmUI/CandidateExperience/en/sites/CX_1001/job/8278

Lecturer / Senior Lecturer in Education Futures

The Moray House School of Education and Sport is inviting applications for the post of Lecturer/Senior Lecturer in Education Futures, with a focus on the societal, political and economic impact of data and AI on education. We are looking for a talented and ambitious individual to undertake teaching and research in areas relating to the future of education and the social, ethical and pedagogical impact of data-driven technologies. The post is an exciting opportunity to be part of the thriving Centre for Research in Digital Education, and to connect with the new Edinburgh Futures Institute.

University of Edinburgh Jobs

sbayne Aug 4, 2023

The 2023 report for our Centre for Research in Digital Education is out https://www.de.ed.ac.uk/news/centre-report-2023 Take a dip, especially if you're interested in how we are trying to de-doomify digital education

Centre report 2023 | Digital Education

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sbayne Feb 13, 2023

fix all the above and we can get on with imagining creative, scholarly, profound and fun ways to use ChatGPT and other interesting new technologies in our teaching 9/9

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sbayne Feb 13, 2023

partly due to all the above, dependence on data-extractive platforms for policing plagiarism are normalised in HE: these directly profit from the panic while their use drives a wedge of distrust between students and teachers: see our @CRDE book https://blogs.ed.ac.uk/manifestoteachingonline/ 8/9

Manifesto for Teaching Online – from Digital Education at the University of Edinburgh

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sbayne Feb 13, 2023

there is moral panic around ChatGPT misconduct in public forums but, as with essay-writing services, we have little evidence of the extent to which students are actually interested in using generative AI to ‘cheat’: Scottish Centre for Crime and Justice Research on contract cheating https://www.sccjr.ac.uk/wp-content/uploads/2022/05/SCCJR-Criminal-Grades_FINAL.pdf 7/9

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sbayne Feb 13, 2023

this gets in the way of other understandings of the value of assessment – eg as being developmental, authentic or demonstrative of students’ transformative relationship with knowledge: Jan McArthur on rethinking authentic assessment https://eprints.lancs.ac.uk/id/eprint/165545/1/Rethinking_Authentic_Assessment_CLEAN_REVISED_after_review.pdf 6/9

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sbayne Feb 13, 2023

commodification and the ‘student as consumer’ ethos has created a focus on the ‘policing’ of misconduct to protect the ‘exchange value’ of the qualifications universities provide: Sioux Mckenna on plagiarism and commodification https://link.springer.com/article/10.1007/s10734-022-00926-5 (sorry, paywall) 5/9

Plagiarism and the commodification of knowledge - Higher Education

Universities have put in place various policies and punishments to manage plagiarism and it is an issue of significant interest. This article looks at how plagiarism is discussed in the 55 Higher Education articles between 1982 and June 2022 that make some reference to the term. Many of the articles focused on a police-catch-punish approach and imbued a strong moral charge to the issue. In contrast to such articles were those that presented citation as a complex academic practice that needs to be engaged with educationally. Our understandings of and responses to plagiarism emerge from a number of causal mechanisms but I argue that a key mechanism is the commodification of knowledge. Where knowledge is a product to be packaged, bought, and sold, then ownership and attribution become more important than engagement and personal meaning making. Instead of our obsession with a police-catch-punish approach to plagiarism, at a more micro-level, we should be inducting students into the many roles citations serve, and at a macro-level, we should be engaging in considerations of the purposes of a higher education and how we might better enable students to enjoy a transformative relationship to knowledge.

SpringerLink