selected publications

Please see my page on the Edinburgh Research Explorer for the full list.

If you can’t find something of mine you need, please email or DM me.

Bayne, S. and Ross, J. (forthcoming) Speculative Futures for Higher Education. International Journal of Educational Technology in Higher Education.

Bayne, S. (2023) Digital Education Utopia. Learning, Media and Technology (e-pub ahead of print).

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.

Bayne, S. and Ross, J. (2011) ‘Digital native’ and ‘digital immigrant’ discourses: a critique, in Sian Bayne & Ray Land (eds) Digital differences: perspectives on online education, pp. 159-170, Rotterdam: Sense Publishers.

Land, R. and Bayne, S., (eds) (2011) Digital differences: perspectives on online education, Rotterdam: Sense Publishers.

Bayne, S. (2010) Academetron, automaton, phantom: uncanny digital pedagogies. London Review of Education. Vol. 8 (1), pp. 5-13.

Bayne, S., Ross, J., Williamson, Z. (2009) Objects, subjects, bits and bytes: learning from the digital collections of the National Museums, Museum and Society. Vol. 7(2). pp. 110-124.

Hemmi, A, Bayne, S, and Land, R (2009) Imitation or theft? The appropriation and re-purposing of social technologies in higher education, Journal of Computer Assisted Learning. Vol. 25, pp. 19-30.

Bayne, S. (2008) Uncanny spaces for higher education: teaching and learning in virtual worlds. Alt-J, Research in Learning Technology, September 2008, Vol 16, No 3, pp.197-205. 

Bayne, S. (2008) Higher education as a visual practice: seeing through the virtual learning environment, Teaching in Higher Education, August 2008, Vol 13, issue 4, pp. 395-410. 

Ross, J., Bayne, S. and Williamson, Z., (2008) Reach, Relevance, Relationship and Recontextualisation: The 4 Rs of Inclusive Online Museum Learning The International Journal of the Inclusive Museum, Vol. 1(1), pp. 67-74.

Kreber, C, Klampfeitner, M, McCune, V, Bayne, S and Knottenbelt, M  (2007) What do you mean by “authentic”? A review of the literature on conceptions of authenticity in teaching, Adult Education Quarterly, vol  58, no 1, pp.22-43. 

Bayne, S (2006) Temptation, trash and trust: the authorship and authority of digital texts, E-learning, vol 3, issue 1, pp.16-26. 

Bayne, S (2006) Networked learning with digital texts, in S Banks et al (eds) Proceedings of the fourth international conference on networked learning. Lancaster: Lancaster University.

Land, R and Bayne S (2006) Issues in cyberspace education, in Maggi Savin-Baden (ed) Problem-based learning online. Buckingham: Open University Press. pp. 14-23.

Bayne, S (2005) Deceit, desire and control: learner identities in cyberspace, in Ray Land and SianBayne (eds) Education in Cyberspace. London: RoutledgeFalmer.

Land, R and Bayne, S (eds.) (2005) Education in Cyberspace. London: RoutledgeFalmer.

Bayne, S (2004) Smoothness and striation in digital learning spaces, E-learning, vol 1, issue 2. pp.302-316. 

Bayne, S (2004) Mere jelly: the bodies of networked learners in S Banks et al (eds) Proceedings of the fourth international conference on networked learning. Lancaster University and Sheffield University). pp. 372-379.

Land, R and Bayne, S (2002) Screen or monitor? Surveillance and disciplinary power in online learning environments in Rust, C. (ed) Improving Student Learning using Learning Technology. (Oxford, OCSLD). pp.125-38.

 

From ‘Digital Education Utopia’ (2023)

As I have suggested throughout this paper, the unholy lockdown of the logics of advanced capitalism, human exceptionalism and technology acceleration can make it hard to imagine utopian alternatives. Scholars are, however, starting to imagine what a counter-move from critical, digital education might look like.