Sandra Abegglen
Biographic Data
| ID | 3448461 |
|---|---|
| NAME | Sandra Abegglen |
| GIVEN NAMES | Sandra |
| FAMILY NAME | Abegglen |
| SIGNATURE | ABEGGLEN S |
| AFFILIATIONS | University of Calgary |
| ORCID | 0000-0002-1582-9394 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
To be (or not to be) a global citizen in an algorithmic world? A cartographic, ethical and reflexive framework for higher education
As generative artificial intelligence (GenAI) reshapes educational priorities, governance and pedagogical norms, global citizenship education (GCE) in higher education (HE) faces intensifying tensions between ethical imperatives and algorithmic rationalities. This article offers a human-centred, critical-decolonial reframing of GCE in the era of artificial intelligence (AI). It argues that the dominant approaches to GCE risk reinforcing neolibera…
Stories of Hope: Reimagining Education
Bringing together a diverse range of educators and practitioners, this collection showcases real-world innovations that challenge the status quo and offer glimpses of a more humane and inspiring educational future. From rethinking systems and curriculum design to fostering imaginative collaboration and exploring the role of technology, the book highlights practical, hopeful interventions that are already making a difference.
Collective Writing: The Continuous Struggle for Meaning-Making
This paper is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The main body of the paper summarises the community’s insights into the many faces of collective writing. Appendix 1 presents the workflow of the article’s development. Appendix 2 lists approximately 100 collectively wri…
Understanding Digital Inequality: A Theoretical Kaleidoscope
The pandemic affected more than 1.5 billion students and youth, and the most vulnerable learners were hit hardest, making digital inequality in educational settings impossible to overlook. Given this reality, we, all educators, came together to find ways to understand and address some of these inequalities. As a product of this collaboration, we propose a methodological toolkit: a theoretical kaleidoscope to examine and critique the constitutive …
Designing Educational Futures: Imagine a Collaborative Bloom
This commentary is a working out loud of what a liberatory education might entail that builds on partnership and co-creation. Proposed is the addition of collaboration as a central element to education, to break individuality and hierarchy – for collective, socially just action. The perquisites for this is openness – and the abandonment of the neoliberal competitive approach to education as well as the conscious development and use of Open EdTech…
Teaching in the Age of Covid-19—The New Normal
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Health-Promoting Quality of Life at Work during the Covid-19 Pandemic: A 12-Month Longitudinal Study on the Work-Related Sense of Coherence in Acute Care Healthcare Professionals
(1) Background: During a pandemic, the wellbeing of healthcare professionals is crucial. We investigated the long-term association of the Work-related Sense of Coherence (Work-SoC) and the evolution of psychological health symptoms of acute care healthcare professionals during the first year of the COVID-19 pandemic. (2) Methods: This longitudinal observational study enrolled 520 multinational healthcare professionals, who completed an online sur…
Teaching in the Age of Covid-19—1 Year Later
In March 2020 I published the 'emergency editorial' in Postdigital Science and Education and invited the community to 'explore all imaginable aspects of this large social experiment that the Covid-19 pandemic has lain down in front of us' (Jandri 2020a: 237). Articles immediately started pouring in; within weeks, the journal's contributions had been recognized by institutions such as the World Health Organization, the US National Library of Medic…
Communication content during debriefing in simulation-based medical education: An analytic framework and mixed-methods analysis
BACKGROUND: Debriefing is an indispensable component of simulation-based medical education, and it has great potential for contributions to reflective learning. Little is known about the relevance of communication during debriefings. We developed a category framework to assess the communication content of debriefings, which we used to analyze possible relationships to participant learning outcomes. METHOD: We deductively and inductively developed…
Teaching in the Age of Covid-19
This article presents a collection of short testimonies and workspace photographs received between 18 March and 5 May in response to my Call for Testimonies reproduced in the next section. The testimonies are lined up in order of when they were received. Each section starts with the place and time of writing, followed by a brief author biography, their testimony, and one workspace photograph. In numbers, the collection consists of 81 textual test…
Teaching in the Age of Covid-19
This article presents a collection of short testimonies and workspace photographs received between 18 March and 5 May in response to my Call for Testimonies reproduced in the next section. The testimonies are lined up in order of when they were received. Each section starts with the place and time of writing, followed by a brief author biography, their testimony, and one workspace photograph. In numbers, the collection consists of 81 textual test…
Teaching in the Age of Covid-19
This article presents a collection of short testimonies and workspace photographs received between 18 March and 5 May in response to my Call for Testimonies reproduced in the next section. The testimonies are lined up in order of when they were received. Each section starts with the place and time of writing, followed by a brief author biography, their testimony, and one workspace photograph. In numbers, the collection consists of 81 textual test…
Teaching in the Age of Covid-19—1 Year Later
In March 2020 I published the 'emergency editorial' in Postdigital Science and Education and invited the community to 'explore all imaginable aspects of this large social experiment that the Covid-19 pandemic has lain down in front of us' (Jandri 2020a: 237). Articles immediately started pouring in; within weeks, the journal's contributions had been recognized by institutions such as the World Health Organization, the US National Library of Medic…
Communication content during debriefing in simulation-based medical education: An analytic framework and mixed-methods analysis
BACKGROUND: Debriefing is an indispensable component of simulation-based medical education, and it has great potential for contributions to reflective learning. Little is known about the relevance of communication during debriefings. We developed a category framework to assess the communication content of debriefings, which we used to analyze possible relationships to participant learning outcomes. METHOD: We deductively and inductively developed…
Teaching in the Age of Covid-19—The New Normal
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Health-Promoting Quality of Life at Work during the Covid-19 Pandemic: A 12-Month Longitudinal Study on the Work-Related Sense of Coherence in Acute Care Healthcare Professionals
(1) Background: During a pandemic, the wellbeing of healthcare professionals is crucial. We investigated the long-term association of the Work-related Sense of Coherence (Work-SoC) and the evolution of psychological health symptoms of acute care healthcare professionals during the first year of the COVID-19 pandemic. (2) Methods: This longitudinal observational study enrolled 520 multinational healthcare professionals, who completed an online sur…
Collective Writing: The Continuous Struggle for Meaning-Making
This paper is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The main body of the paper summarises the community’s insights into the many faces of collective writing. Appendix 1 presents the workflow of the article’s development. Appendix 2 lists approximately 100 collectively wri…
Understanding Digital Inequality: A Theoretical Kaleidoscope
The pandemic affected more than 1.5 billion students and youth, and the most vulnerable learners were hit hardest, making digital inequality in educational settings impossible to overlook. Given this reality, we, all educators, came together to find ways to understand and address some of these inequalities. As a product of this collaboration, we propose a methodological toolkit: a theoretical kaleidoscope to examine and critique the constitutive …
Designing Educational Futures: Imagine a Collaborative Bloom
This commentary is a working out loud of what a liberatory education might entail that builds on partnership and co-creation. Proposed is the addition of collaboration as a central element to education, to break individuality and hierarchy – for collective, socially just action. The perquisites for this is openness – and the abandonment of the neoliberal competitive approach to education as well as the conscious development and use of Open EdTech…
Stories of Hope: Reimagining Education
Bringing together a diverse range of educators and practitioners, this collection showcases real-world innovations that challenge the status quo and offer glimpses of a more humane and inspiring educational future. From rethinking systems and curriculum design to fostering imaginative collaboration and exploring the role of technology, the book highlights practical, hopeful interventions that are already making a difference.
To be (or not to be) a global citizen in an algorithmic world? A cartographic, ethical and reflexive framework for higher education
As generative artificial intelligence (GenAI) reshapes educational priorities, governance and pedagogical norms, global citizenship education (GCE) in higher education (HE) faces intensifying tensions between ethical imperatives and algorithmic rationalities. This article offers a human-centred, critical-decolonial reframing of GCE in the era of artificial intelligence (AI). It argues that the dominant approaches to GCE risk reinforcing neolibera…
Digital Education and Society (7 works) · Sociology (5 works) · Psychology (4 works) · 2019-20 coronavirus outbreak (3 works) · Computer Science (3 works) · COVID-19 and Mental Health (3 works) · Medicine (3 works) · Pandemic (3 works) · Political science (3 works) · Art (2 works)