Bøker av Sean Michael Morris

Too many approaches to teaching with technology are instrumental at best, devoid of heart and soul at worst. The role of the teacher is made impersonal and mechanistic by a desire for learning to be efficient and standardized. Solutionist approaches like the learning management system, the rubric, quality assurance, all but remove the will of the teacher to be compassionate, curious, and to be a learner alongside their students.As the authors write in their introduction: "It is urgent that we have teachers. In a political climate increasingly defined by obstinacy, lack of criticality, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege; in a digital culture shaped by algorithms that neither know nor accurately portray truth, teaching has an important (urgent) role to play."This collection of essays explores the authors' work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy. The ideas of this volume span almost two decades of pedagogical thinking, practice, outreach, community development, and activism.

Not everyone has had a straight and narrow path into academia. Many higher education teachers were professionals before they became part of the university or college where they work; and many keep one foot in both worlds even while they teach. And yet the demands of scholarship remain a component of their academic work-research, publishing, and the rest.What are the challenges we face when transitioning to an academic job from our field of practice? How do our professional perspectives and experiences inform our teaching, our interpretation of curricula, assessment, evaluation, and grades? And what is the relationship between scholarship and work? Inspired by scholarly narratives like those from Ruth Behar, bell hooks, Jonathan Kozol, and others, Voices of Practice inspects, interrupts, questions what it means to be a scholar, using deeply personal reflections, poignant vignettes, and carefully examined timelines of intellectual and professional development. This volume features educators who may not at first call themselves "academics" and who have focused their careers on the practice rather than the publishing of scholarship. Contributors: Maha Bali, Sean Michael Morris, Lucy Rai, Karen Littleton, Anne Butterworth, Arley Cruthers, Sara Clayson, Susannah Wilson, Jeanette Maritz, Paul Prinsloo, Teresa Cremin, Fay Akindes, John Parry, Jim Wolper, Kathleen Harris, Xia Zhu, Neil Summers, Ed Nagelhout, Bryony Black, Gareth Bramley, Kate Campbell Pilling, Louise Glover, Zoe Ollerenshaw, Laurence Pattacini, Joan Upson, Sean Robinson, Joe Stommel, Chloe de los Reyes, Tanya Elias, Keith Heggert, Sarah Yardley, Justin Dunne.