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Amy Collier
Researcher at Middlebury College
Publications - 7
Citations - 231
Amy Collier is an academic researcher from Middlebury College. The author has contributed to research in topics: Higher education & Digital learning. The author has an hindex of 4, co-authored 6 publications receiving 181 citations. Previous affiliations of Amy Collier include Stanford University.
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Digging deeper into learners' experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking and contexts surrounding content consumption
TL;DR: Learner interactions in social networks outside of MOOC platforms, notetaking, and the contexts that surround content consumption are reported on to contribute to a greater understanding of the MOOC phenomenon and to the limitations of clickstream-based research methods.
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Dissolving the Dichotomies Between Online and Campus-Based Teaching:a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
Alison MacKenzie,Alexander Bacalja,Devisakti Annamali,Argyro Panaretou,Prajakta Girme,Maria Cutajar,Sandra Abegglen,Marshall Evens,Fabian Neuhaus,Kylie Wilson,Katerina Psarikidou,Marguerite Koole,Stefan Hrastinski,Sean Sturm,Chie Adachi,Karoline Schnaider,Aras Bozkurt,Chrysi Rapanta,Chryssa Themelis,Klaus Thestrup,Tom Gislev,Alex Örtegren,Eamon Costello,Gideon Dishon,Michael Hoechsmann,Jackeline Bucio,Guadalupe Vadillo,Melchor Sánchez-Mendiola,Greta Goetz,Helder Lima Gusso,Janine Aldous Arantes,Pallavi Kishore,Mikkel Lodahl,Juha Suoranta,Lina Markauskaite,Sara Mörtsell,Tanya O’Reilly,Jack Reed,Ibrar Bhatt,Cheryl Brown,Kathryn MacCallum,Cecile Ackermann,Carolyn Alexander,Ameena Leah Payne,Rebecca J. Bennett,Cathy Stone,Cathy Stone,Amy Collier,Sarah Lohnes Watulak,Petar Jandrić,Petar Jandrić,Michael A. Peters,Lesley Gourlay +52 more
TL;DR: A collective response to the 2020 iteration of The Manifesto for Teaching Online can be found in this paper, where the authors highlight the challenges of moving to digital, distant, online teaching under unprecedented conditions, including poor digital networks and access, and simple digital poverty.
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For whom, and for what? Not-yetness and thinking beyond open content
Amy Collier,Jennifer L. Ross +1 more
TL;DR: The concept of not-yetness emerged as a response to a dominant discourse of technology in education, including technologies of openness, that has been characterised by rhetoric of control, efficiency, and enhancement as discussed by the authors.