Jeremy Knox

Credentials: Co-director of the Centre for Research in Digital Education at the University of Edinburgh

Jeremy Knox headshot

Dr. Jeremy Knox is co-director of the Centre for Research in Digital Education at the University of Edinburgh, leading a research theme on the ‘Data Society’. He also co-directs the MSc in Digital Education programme at the Moray School of Education, which has been fully-online since 2006. Jeremy’s research interests include the relationships between education, data-driven technologies, and wider society, and his published work includes critical perspectives on artificial intelligence (AI) in education, learning analytics, data and algorithms, as well as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). Jeremy is associate editor for new journal Postdigital Science and Education with Springer, and co-convenes the Society for Research in Higher Education (SRHE) Digital University network. He is currently leading a collaborative project on AI ethics with education company Squirrel AI, funded by the ESRC in the UK.

The Manifesto for Teaching Online

With Prof. Siân Bayne

“The Manifesto for Teaching Online” is a series of research-based position statements co-authored by a team of faculty at the University of Edinburgh. Taking the form of twenty-one short and provocative statements, the Manifesto is intended to articulate a pedagogy, politics and philosophy of teaching online. It is intended to be a resource and source of inspiration for those teaching in online environments, but also has a critical agenda as it challenges the techno-instrumentalism of many current ‘edtech’ approaches. We see it as a ‘call to attention’, a piece of work aiming to jolt the truisms, solutionist narratives and commonsense clichés of educational technology into some other future: one which is challenging, critical and exciting.

This talk will explore how and why we created the Manifesto, from the first version issued in 2011, to the updated 2016 version, and then the book recently published by MIT Press. Then it will discuss some specific Manifesto points and linked examples of practice, emphasizing ways in which the academic community can develop a scholarly and reflective approach to the study of educational technologies, while at the same time opening up new, creative, and highly engaged ways of teaching online.