Siân Bayne
Biographic Data
| ID | 1505508 |
|---|---|
| NAME | Siân Bayne |
| GIVEN NAMES | Siân |
| FAMILY NAME | Bayne |
| SIGNATURE | BAYNE S |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0002-0133-7647 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Haraway’s cyborg manifesto in education
This paper critically assesses the impact of Haraway’s ‘A Cyborg Manifesto’ on education, 40 years since it was published and after AI. It provides a significant re-evaluation of the manifesto’s prescience in mapping the future of education, an aspect of the essay which has been under-recognized within the field. It then reviews the main points of divergence between the manifesto and contemporary theory, providing a synthesis of the ways in which…
Utopia, hope and desire in education futures
This paper explores the intersection of utopian imagination with higher education, addressing the opportunities and tensions between pragmatic, holistic and transversal utopias and their place within education theory and practice. In response to contemporary crises in higher education, we argue that we must reimagine educational futures by broadening the frameworks through which utopian educational institutions, systems and practices can be imagi…
Digital education utopia
This paper uses Levitas's (2013) 'utopia as method' as a way to approach the histories of digital education and its utopian possibilities.The themes of emergence, openness and desire are woven through the three modes of Levitas's method.First, an archaeological analysis considers the relationship between digital education, lifelong learning and utopia in the political programmes of UNESCO, OECD and the UK government.Second, Levitas's 'utopia as o…
Networked Learning in 2021
Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. The…
Near Future Teaching
When considering digital futures for universities it is the instrumentalising narratives developed by corporate ‘ed-tech’ which often drive the debate. These are narratives which, aligning tightly to marketisation, unbundling and other dominant ideological trends, describe a highly technologised, datafied and surveillant future for teaching. This future is often framed as an imperative, leaving university communities with the sense that a future …
Machine behaviourism
This paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice architectures. Firstly, ‘machine learning’ is discussed as an important example of how data-driven t…
The datafication of teaching in Higher Education
Contemporary culture is increasingly defined by data, indicators and metrics. Measures of quantitative assessment, evaluation, performance, and comparison infuse public services, commercial compani
What's the matter with ‘technology-enhanced learning’?
In recent years, ‘technology-enhanced learning’, or ‘TEL’, has become a widely accepted term in the UK and Europe for describing the interface between digital technology and higher education teaching, to a large extent taking the place of other recently popular terminologies such as ‘e-learning’, ‘learning technology’ and ‘computer-based learning’. Yet there has been little critique in the literature of the assumptions embedded within the termino…
Objects, subjects, bits and bytes
This paper is concerned with online museum education, exploring the themes of user-centredness, digitization, authority and control. Taking as its starting point the shift of focus in museum policy from the collection to the user-learner, it suggests that this movement from object to subject – this ‘de-centring’ of the cultural institution – is further complicated by a fundamental change in the nature of the object, as a result of digitization pr…
Socially reconstructing history
For centuries, print media controlled by powerful gatekeepers have played a dominant part in the recording and construction of history. Digital media open up new opportunities for the social construction of historical narratives that reveal personal and situated viewpoints. In January 2012, work began at the University of Edinburgh on the design, development and distribution of a web-based Social History Timestream application for social history …
Guest Editors’ Notes
Education in Cyberspace
No prominent works on this page.
Education in Cyberspace
Guest Editors’ Notes
What's the matter with ‘technology-enhanced learning’?
In recent years, ‘technology-enhanced learning’, or ‘TEL’, has become a widely accepted term in the UK and Europe for describing the interface between digital technology and higher education teaching, to a large extent taking the place of other recently popular terminologies such as ‘e-learning’, ‘learning technology’ and ‘computer-based learning’. Yet there has been little critique in the literature of the assumptions embedded within the termino…
Objects, subjects, bits and bytes
This paper is concerned with online museum education, exploring the themes of user-centredness, digitization, authority and control. Taking as its starting point the shift of focus in museum policy from the collection to the user-learner, it suggests that this movement from object to subject – this ‘de-centring’ of the cultural institution – is further complicated by a fundamental change in the nature of the object, as a result of digitization pr…
Socially reconstructing history
For centuries, print media controlled by powerful gatekeepers have played a dominant part in the recording and construction of history. Digital media open up new opportunities for the social construction of historical narratives that reveal personal and situated viewpoints. In January 2012, work began at the University of Edinburgh on the design, development and distribution of a web-based Social History Timestream application for social history …
Machine behaviourism
This paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice architectures. Firstly, ‘machine learning’ is discussed as an important example of how data-driven t…
The datafication of teaching in Higher Education
Contemporary culture is increasingly defined by data, indicators and metrics. Measures of quantitative assessment, evaluation, performance, and comparison infuse public services, commercial compani
Networked Learning in 2021
Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. The…
Near Future Teaching
When considering digital futures for universities it is the instrumentalising narratives developed by corporate ‘ed-tech’ which often drive the debate. These are narratives which, aligning tightly to marketisation, unbundling and other dominant ideological trends, describe a highly technologised, datafied and surveillant future for teaching. This future is often framed as an imperative, leaving university communities with the sense that a future …
Digital education utopia
This paper uses Levitas's (2013) 'utopia as method' as a way to approach the histories of digital education and its utopian possibilities.The themes of emergence, openness and desire are woven through the three modes of Levitas's method.First, an archaeological analysis considers the relationship between digital education, lifelong learning and utopia in the political programmes of UNESCO, OECD and the UK government.Second, Levitas's 'utopia as o…
Haraway’s cyborg manifesto in education
This paper critically assesses the impact of Haraway’s ‘A Cyborg Manifesto’ on education, 40 years since it was published and after AI. It provides a significant re-evaluation of the manifesto’s prescience in mapping the future of education, an aspect of the essay which has been under-recognized within the field. It then reviews the main points of divergence between the manifesto and contemporary theory, providing a synthesis of the ways in which…
Utopia, hope and desire in education futures
This paper explores the intersection of utopian imagination with higher education, addressing the opportunities and tensions between pragmatic, holistic and transversal utopias and their place within education theory and practice. In response to contemporary crises in higher education, we argue that we must reimagine educational futures by broadening the frameworks through which utopian educational institutions, systems and practices can be imagi…
Computer Science (7 works) · Digital Education and Society (6 works) · Political science (6 works) · Sociology (6 works) · Engineering (4 works) · Higher education (4 works) · Pedagogy (4 works) · Psychology (4 works) · World Wide Web (4 works) · Engineering ethics (3 works)