Please see my page on the Edinburgh Research Explorer for the full list.
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Bayne S, Gallagher M. (2021) Near Future Teaching: Practice, policy and digital education futures. Policy Futures in Education, 19(5), 607-625.
Bayne, S., Evans, P., Ewins, R., Knox, J., Lamb, J., Macleod, H., O’Shea, C., Ross, J., Sheail, P. and Sinclair, C. (September 2020) The Manifesto for Teaching Online. Cambridge: MIT Press.
Williamson, B., Bayne, S. and Shay, S. (2020) The datafication of teaching in higher education: critical issues and perspectives. Teaching in Higher Education, 25(4), 351-365.
Knox, J., Williamson, B. and Bayne, S. (2020), Machine behaviourism: Future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies. Learning, Media and Technology, 45(1), 31-45.
Ross, J., Bayne, S. and Lamb, J. (2019) 2. Critical approaches to valuing digital education: learning with and from the Manifesto for Teaching Online. Digital Culture and Education. 11(1). [open access]
Bayne, S., Connelly, L., Osborne, N., Tobin, R., Grover, C., Beswick, E. & Rouhani, L. (2019) The social value of anonymity on campus: A study of the decline of Yik Yak. Learning, Media and Technology, 44(2), 92-107. [open access]
Bayne, S. (2018) Robotmaestro: Intervenciones en enseñanza automatizada. Apertura, 10(2), 140-154.
Bayne, S. (2018), Posthumanism: A navigation aid for educators. on_education: Journal for Research and Debate. 2(1), 1-7. [open access]
Bayne, S. and Jandric, P. (2017) From anthropocentric humanism to critical posthumanism in digital education. Knowledge Cultures, 5(2), 197-216.
Gallagher, M., Lamb, J. & Bayne, S. (2016) The sonic spaces of online, distance learners. In Place-based Spaces for Networked Learning. Carvalho, L., Goodyear, P. & de Laat, M. (eds.). Oxford: Taylor & Francis
Bayne S. (2016) Posthumanism and research in digital education. SAGE Handbook of E-learning Research. London: SAGE. pp.82-100.
Bayne, S., Knox, J. and Ross, J. (2015) Editorial: Open education – the need for a critical approach. Learning, Media and Technology, 30(3), 247-250. [open access]
Bayne, S. (2015) Introduction: MOOC Futures, in The Europa World of Learning 2016, Sian Bayne (ed). Abingdon: Routledge. [open access]
Bayne, S. (2015) Teacherbot: interventions in automated teaching. Teaching in Higher Education, 20(4), 455-467. [open access]
Bayne, S. (2014) What’s the matter with ‘Technology Enhanced Learning’? Learning, Media and Technology. 40(1), 5-20.
Knox, J. and Bayne, S. (2014) Multimodal Profusion in the Literacies of the Massive Open Online Course. Research in Learning Technology, 21, 21422. [open access]
Bayne, S. and Ross, J. (2014) The pedagogy of the Massive Open Online Course: the UK view. Report for the UK Higher Education Academy.AdvanceHE. [open access]
Bayne, S., Gallagher, M. and Lamb, J. (2013) Being ‘at’ University: the social topologies of distance students. Higher Education. 67(5), 569-583.
Bayne, S. and Ross, J. (2013) Posthuman literacy in heterotopic space: a pedagogic proposal, Literacy in the Digital University. Robin Goodfellow and Mary Lea (eds). London: Routledge, 95-110.
From ‘Near Future Teaching: practice, policy and digital education futures’ (2021), with Michael Gallagher
Our starting point was that universities need to get better at crafting their own, compelling counter-narratives concerning the future of technology in teaching, in order to assert the agency and presence of the academic and student bodies in the face of technological change. In working toward this, we drew on recent thinking in anticipation studies in education and developed an original methodology for participative futures work within universities.