The Post-Autonomy Era of Education
Group-Mediated Learning Design for Locally and Globally Distributed Participants using a Belonging-Based Practice
Post-Autonomy and Learning Design
According to Mary Ann Francis (2007) of University of Brighton, the concept of Post-Autonomy was a term first coined in Art by German thinker Michael Lingner. It pointed to the idea of Art being part of society and this was developed further by David Goldenberg who became focused on art within social interaction as Post-Autonomous.

The Post-Autonomy Era of Education (Bowskill) explores these and related ideas applied and developed within Education. Post-Autonomy in this new setting is a distinctive group-situated approach to learning design for intra-group and inter-group development organised around a sense of belonging as the primary aim of the design approach. 

We gave a presentation to the SmartEducation Conference in Beijing, China
The title of the paper was Post-Autonomy Era of Education. The conference was both online and in Beijing with the paper being delivered live to participants mainly around Asia. This is our theory of learning for a pandemic. See the video below for the presentation.
A Belonging-Based Practice
The key idea of this practice is to design learning and teaching with the primary aim to foster a sense of belonging in a group and to  develop pedagogy at both individual and collective levels.  
Pandemics and Learning Design
Pandemics impact local and global society with consequences for learners, teachers and institutions. Huge uncertainty arises at a time of maximum pressure on educational systems. The Post-Autonomy Era of Education is a designed approach to respond to uncertainty at multiple levels creating 'residual knowledge' both locally and globally. This is achieved with group-level theory and the development of a belonging-based practice.
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