Online postgraduate education in a postdigital world: beyond technology

Series Editor’s Preface
Foreword
Acknowledgements
Introduction: A Postdigital Position on Online Postgraduate Education
	Why Online Postgraduate Education?
	Online Learning as Embodied, Socially Meaningful Experience2
	What’s New?
	What’s in the Book?
Contents
About the Editors
About the Authors
Moving Beyond ‘You Said, We Did’: Extending an Ethic of Hospitality to the Student Feedback Process
	1 Introduction
	2 Extending an Ethic of Hospitality to the Feedback Process
	3 Student Narrative Accounts
		3.1 Angi Pinkerton (MSc Mental Health in Children and Young People: Psychological Approaches)
		3.2 Arfang Faye (MSc Clinical Education)
		3.3 Jeremy Moeller (MSc Clinical Education)
		3.4 Elizabeth Hurst (MSc Mental Health in Children and Young People: Psychological Approaches)
	4 Discussion
	5 Concluding Comments
	References
Taking Time to Get Messy Outside the Online Classroom
	1 Introduction
	2 Place-Based Approaches to Teaching and Learning
	3 Case Example: Developing Place-Responsiveness
	4 Discussion: Presence of Place in Online Postgraduate Education
		4.1 Recognising Embodiment in Online Learning
		4.2 Benefits and Challenges of Connecting with Place
		4.3 Methods to Connect with Place
	5 Recommendations
	6 Conclusions
	References
Feedback in Postgraduate Online Learning: Perspectives and Practices
	1 Introduction
	2 Postgraduate Habits of Mind and Feedback
	3 Strategies for Optimising Postgraduate Feedback
		3.1 Generative Feedback
		3.2 Actionability and Feedforward
		3.3 Feedback Between Peers
	4 Concluding Comments
	References
Embracing Authenticity and Vulnerability in Online PhD Studies: The Self and a Community
	1 Introduction
	2 Introducing Autoethnography
	3 Situating the Autoethnography in Published Literature
	4 Situating the Autoethnography in Pedagogical Context
	5 Autoethnography in Online Doctoral Studies
		5.1 Managing Impressions
			Tutor’s Autobiography
			Making Sense of the Story
		5.2 Encountering Discomfort
			Tutor’s Autobiography
			Making Sense of the Story
		5.3 Discussing Vulnerability
			Tutor’s Autobiography
			Making Sense of the Story
		5.4 Embracing Vulnerability
			Tutor’s Autobiography
			Making Sense of the Story
		5.5 Becoming a Community
			Making Sense of the Narratives
	6 Conclusion
	References
Towards Ecological Evaluation of Online Courses: Aiming for Thick Description
	1 Introduction: Evaluation in a Postdigital Context
		1.1 Whose Purposes Are Prioritised in Evaluation?
		1.2 How Has Datafication Affected Course Evaluation?
		1.3 What Counts as Learning and Teaching in Contemporary Course Evaluation?
	2 An Ecological Perspective on Higher Education
		2.1 Developing Quality and Evaluation in an Ecological Way
	3 The Case for Thick Descriptions in Evaluations of Postgraduate Online Education
		3.1 Thin and Thick Descriptions
		3.2 Examples of Thick Descriptions in Educational Literature
			Example 1: Applying a Theoretical Lens to Interpret One’s Own Practice (On-Campus Masters)
			Example 2: Attention to Timing, Context and Student Perspectives (3rd Year Undergraduate Online)
			Example 3: Combining Academic and Professional Meaning-Making (Postgraduate Online)
	4 Features of Thick Descriptions in Evaluation
	5 Conclusion
	References
Inclusivity in Online Postgraduate Teaching
	1 The Onerous Labour of Online Teaching
	2 Visibility
	3 Disability and Ableism
		3.1 Health Difficulties
		3.2 Caring Responsibilities
		3.3 Equality, Equity, Declaration and Discrimination
	4 Institutional Preparation and Support for Online Teachers
		4.1 Training and Development for Online Teachers
		4.2 Institutional Support for Teachers
		4.3 Team Dynamics and Peer Relationships
	5 Considerations for Improving Inclusivity in Online Postgraduate Teaching
		5.1 Principles for Consideration
	6 Conclusion
	References
Networked Professional Learning in the Postdigital Age: Asking Critical Questions of Postgraduate Education
	1 Introduction
	2 The Utility of Postdigital Theory for Education
	3 Postgraduate Education for Australian Teachers
	4 Networked Professional Learning
	5 Using Twitter as a Pedagogical Tool in a Postgraduate Teacher Education Course
	6 A Postdigital Perspective on Twitter as a Pedagogical Tool
		6.1 Examining the Architecture of Digital Technologies
		6.2 Taking into Account the Non-Digital
		6.3 Digital Spaces Are Not Immaterial
		6.4 The Changing Social Relations of Online Spaces
	7 Towards a Transformative Postdigital Education
	8 Conclusion
	References
Online Postgraduate Teaching: Re-Discovering Human Agency
	1 Introduction
	2 Policy Critique
	3 Institutional Concerns
	4 Online PGT as a Growing, But Under-Explored Area
	5 The Importance of Teaching
	6 Student Support
	7 Online Postgraduate Education as a Bridge Between Academic and Professional Settings
	8 Positionality Reveals the Diverse Postdigital Roles of Online Students and Educators
	9 Online Teaching Is Complex and Messy: One Size Does Not Fit All
	10 Changing Nature of Academic Work
	11 In Conclusion
	References
Improving Student Retention and Success Within the Context of Complex Lives and Diverse Circumstances
	1 Introduction
	2 Online Student Experience
	3 Recognising the Multiple and Conflicting Identities of the Online Student
	4 Difference Does Not Equal Deficit
	5 Engaging Online Students
	6 Engaging Through a More Flexible Approach
	7 Flexibility and Gender
	8 Institutional Barriers
	9 Discussion
	10 Recommendations
	11 Conclusion
	References
Postgraduate Education in a Postcurriculum Context
	1 Introduction
	2 What is a Curriculum?
		2.1 The Modernist Curriculum
		2.2 Post-Modernism and the Curriculum
		2.3 The New Modernist Curriculum
		2.4 Postcurriculum
		2.5 What Does it Mean to be ‘Post’?
	3 Postcurriculum and Postgraduate Education
	4 Conclusion
	References
Institutional Contexts in Supporting Quality Online Postgraduate Education: Lessons Learned from Two Initiatives at the University of Edinburgh
	1 Introduction
	2 Who Is the Institution?
	3 Recognising Educational Expertise
	4 Comparing and Contrasting Two Institutional Initiatives Aimed at Shifting Educational Practice
		4.1 The Distance Education Initiative (DEI)
		4.2 Near Future Teaching: Values and Preferred Futures
	5 Governance and Development
	6 Alignment and Coherence
	7 Meeting in the Middle: Negotiating Top-Down and Bottom-Up Activity
	8 Conclusion
	References
A Little More Conversation, A Little Less Factionalisation: Thoughts for the Postdigital Future of Online Postgraduate Education
	1 An Opening for More Dialogue
	2 The Experiences of Online PGT Students are Unique, but in Similar Ways
	3 Tower of Babel
	4 What’s the Point of It All?
	5 What Constitutes Quality and Expertise, and Who Decides?
	6 Training or Transformation: Being Explicit About Our Approach
	7 Money, Money, Money
	8 Marginal Gains
	9 Having Your Cake… And Eating It
	10 Looking Beyond Technology
	References
Afterwords: Considering the Postgraduate, Postdigital and Postcritical
	1 Introduction
	2 Clearing Some Ground, and the Air
	3 What Did They Learn, and How? What Have We Learned, and How?
	4 Positioning, and a Spoonful of History
	5 Master’s Courses as Neglected Sites for Study, and the Opportunities That Arise
	6 Rehabilitating Teaching Without Marginalising Learning, and Especially What to Learn
	7 Educational Design and Analysis as Situated Activities, and the Creation of Design Knowledge
	8 Sharpening Our Sense of the Critical, and Moving Towards the Post-Critical
	9 Postscript: Critical After Thoughts, and Going Meta-
	References
Index