Siân Bayne is Professor of Digital Education, in the School of Education at the University of Edinburgh, and Assistant Principal for Digital Education at Edinburgh.
She is Director of the Centre for Research in Digital Education in the School of Education (http://www.de.ed.ac.uk/), and teaches on the online MSc in Digital Education programme at Edinburgh (http://online.education.ed.ac.uk/).
Her main research focus is on educational change in the context of shifts in digital culture, with particular interests including teacher automation, critical posthumanism, new materialism and digital education, the geographies of distance education, open education and multimodal academic literacies.
Professor Bayne has published widely in peer-reviewed journals in her field, has co-edited three books and is an executive editor of the journal Teaching in Higher Education. She co-edited a recent special issue of Learning, Media and Technology on ‘Critical approaches to open education’ and has given many keynotes and invited talks internationally. With colleagues she authored the ‘Manifesto for Teaching Online’ (https://onlineteachingmanifesto.wordpress.com/).
She is the proud holder of two teaching awards, having won the Chancellor’s Award for teaching in 2008 and the Edinburgh University Student Association award for ‘Best research supervisor’ in 2016.
Peter Goodyear is Professor of Education at the University of Sydney – a position he took up in 2003. He is the founding co-director of the University’s Centre for Research on Learning and Innovation, a multi-faculty collaboration involving over 200 academic staff and PhD students. Previously, he set up and led the Centre for Research on Computer-Supported Learning and Cognition (CoCo) and the Sciences and Technologies of Learning research network
Peter’s research interests include design for learning, networked learning, complex learning spaces, the nature of professional knowledge and professional education. He has published 11 books and over 120 journal articles and book chapters.
In 2008, Peter was awarded a Senior Fellowship of the Australian Learning and Teaching Council and in 2010 he became an Australian Research Council Laureate Fellow – the first and so far the only Laureate Fellow working in the field of Education. His current program of research aims to strengthen the use of ‘designerly ways of thinking’ in education.
From 1993 to 2012 he was Editor in Chief of Instructional Science: an international journal of the learning sciences. His latest books are “Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge” (with Lina Markauskaite, Springer, 2016), “Place-based spaces for networked learning” (with Lucila Carvalho and Maarten de Laat, Routledge, 2016), “The architecture of productive learning networks” (with Lucila Carvalho, Routledge, 2014) and “The Handbook of design in educational technology” (with Rose Luckin and others, Routledge, 2013).
Before moving to Australia in 2003, Peter was Professor of Educational Research, Head of the Department of Educational Research and founding director of the Centre for Studies in Advanced Learning Technology at Lancaster University in England. He has also held academic positions in London, Birmingham and Belfast.
Peter Goodyear’s author page on Amazon
List of publications, as of Feb 2016
Keynote: Shaping Spaces
This talk is about new learning spaces in universities and the scope for learning technologists to help shape better learning spaces. I will focus on design knowledge: knowledge that is useful in (educational) design work. Two ideas are core to my argument. The first is that the analysis and design of complex learning spaces – and learning situations more generally – must pay close attention to students’ activity: what it is they are actually doing. The second is that we need a shared set of actionable concepts that can connect human activity to the physical world (material/digital/hybrid), recognising that activity can be influenced, but is rarely determined, by features of its setting. Without such connecting concepts, it becomes very difficult to design, or to explain the rationale for a new design, or to understand how an existing set of learning arrangements actually works. The title of the talk captures the idea that ‘we shape our spaces and then our spaces shape us’. When learning spaces work well, students also learn how to shape the spaces they need.
Bonnie Stewart is an educator and social media researcher fascinated by who we are when we’re online. An instructor in the Faculty of Education at the University of Prince Edward Island, Canada, and Founder/Director of the media literacy initiative Antigonish 2.0, Bonnie explores the intersections of knowledge, technology, and identity in her work.
Bonnie speaks and consults about digital strategy, digital pedagogy, and community capacity-building around the world. She has done extensive research into academic Twitter and the implications of networks and social media for institutions, and her work aims to enact the open, participatory and collaborative ethos that she examines. She is currently lead researcher and writer of a 10-year Cultural Strategy for the province of Prince Edward Island. Bonnie is widely published in peer-reviewed journals as well as in public and media venues.
Awarded a 2016 Hessian Merit Award for Excellence in Teaching at UPEI, Bonnie has been a teacher and facilitator for more than 20 years. Adult education and professional learning as well as digital and online education are longstanding areas of focus in her teaching, and she enjoys few things more than a lively discussion. Bonnie’s ideas and portfolio can be found at http://bonstewart.com. She does her best thinking out loud on Twitter at @bonstewart.