Tiffany Winchester
Biographic Data
| ID | 9605600 |
|---|---|
| NAME | Tiffany Winchester |
| GIVEN NAMES | Tiffany |
| FAMILY NAME | Winchester |
| SIGNATURE | WINCHESTER T |
| AFFILIATIONS | Federation University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Reshaping Higher Education Designs and Futures
This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewe…
Designing for diversity
This scoping review examines the impact of blended learning, especially the dichotomy of synchronous and asynchronous, on equity in higher education. Employing the Arksey and O’Malley (2005) framework, the literature is systematically reviewed to understand how these educational paradigms can facilitate or hinder equitable learning experiences, particularly in response to the educational shifts brought about by the COVID-19 pandemic. The review r…
No prominent works on this page.
Reshaping Higher Education Designs and Futures
This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewe…
Designing for diversity
This scoping review examines the impact of blended learning, especially the dichotomy of synchronous and asynchronous, on equity in higher education. Employing the Arksey and O’Malley (2005) framework, the literature is systematically reviewed to understand how these educational paradigms can facilitate or hinder equitable learning experiences, particularly in response to the educational shifts brought about by the COVID-19 pandemic. The review r…
Higher education (2 works) · Asynchronous communication (1 work) · Blended Learning (1 work) · Computer Science (1 work) · COVID-19 and Mental Health (1 work) · Digital Education and Society (1 work) · Digital Media and Philosophy (1 work) · Educational Equity (1 work) · Educational Innovations and Technology (1 work) · Educational technology (1 work)