An update to a provocative manifesto intended to serve as a platform for debate and as a resource and inspiration for those teaching in online environments. In 2011, a group of scholars associated with the Centre for Research in Digital Education at the University of Edinburgh released “The Manifesto for Teaching Online,” a series of provocative statements intended to articulate their pedagogical philosophy. In the original manifesto and a 2016 update, the authors counter both the “impoverished” vision of education being advanced by corporate and governmental edtech and higher education's traditional view of online students and teachers as second-class citizens. The two versions of the manifesto were much discussed, shared, and debated. In this book, Siân Bayne, Peter Evans, Rory Ewins, Jeremy Knox, James Lamb, Hamish Macleod, Clara O'Shea, Jen Ross, Philippa Sheail and Christine Sinclair have expanded the text of the 2016 manifesto, revealing the sources and larger arguments behind the abbreviated provocations. The book groups the twenty-one statements (“Openness is neither neutral nor natural: it creates and depends on closures”; “Don't succumb to campus envy: we are the campus”) into five thematic sections examining place and identity, politics and instrumentality, the primacy of text and the ethics of remixing, the way algorithms and analytics “recode” educational intent, and how surveillance culture can be resisted. Much like the original manifestos, this book is intended as a platform for debate, as a resource and inspiration for those teaching in online environments, and as a challenge to the techno-instrumentalism of current edtech approaches. In a teaching environment shaped by COVID-19, individuals and institutions will need to do some bold thinking in relation to resilience, access, teaching quality, and inclusion.

The authors use their own experiences of social software to argue for the need for caution in its uses in education. They particularly draw attention to difficulties in engagement, the effects on identity, an emphasis on superficial issues, lack of coherence, and problems with authenticity and trust. While Facebook and Second Life appear to have potential for educational applications, the disquiet associated with them may need to be taken into account: and this can affect both students and their teachers. One of the authors is a student on an online course and extracts from her blogs and journal capture the emotional and psychological effects of engaging in these new worlds at the time it happened. Both authors have noticed changes in their responses over time and point to the need for integration and coherence for "virtual identities" to play an appropriate part in higher education. The paper raises more questions than it answers and suggests that there is an urgent need to theorise online identity, roles of academics and students and codes of practice in such environments. If social software has a serious place in academic life, these issues will need to be widely debated.

This article explores the concept of community of enquiry through an examination of 3 case studies: (a) a school-based community of enquiry involving pupils, teachers, and researchers; (b) a community of enquiry involving teachers from around 100 different schools in a Scottish local authority, together with policy advisers and researchers; and (c) the project team involved in the present study itself. The 3 case studies are considered in relation to 7 factors identified in previous research as significant considerations when attempting to build a community of enquiry, namely: dialogue and participation; relationships; perspectives and assumptions; structure and context; climate; purpose; and control. The authors conclude by highlighting key issues and potential implications for attempts to foster collaborative partnerships between educational researchers and practitioners

IntroductionThe Applied Educational Research Scheme (AERS) is jointly funded by the Scottish Higher Education Funding Council and the Scottish Executive Education Department with the intended purpose to "enhance educational research capability in Scottish HE institutions, and to use that capability to conduct high-quality research which will benefit school education in Scotland." One of the hallmarks of the research networks established under AERS is a collaborative model of educational research. The present study arises from one of the projects of the AERS Learners, Learning and Teaching Network. The aim of the study was to review the relevant literature and offer suggestions to support the building of communities of educational enquiry. We have come from different institutions around Scotland and a range of academic "tribes" (Becher 1989;Becher and Trowler 2001), including Education, Philosophy, Psychology and Social Policy.We have met a number of times and also communicate electronically, through email, video conferencing and a virtual "space" dedicated to the work of the parent project within which we have our own private space. The "voice" of this group comes not only through the ideas presented in this paper, but also through boxed reflections. As these arise during the paper, the reader should be able to see some of the tensions, contradictions and dilemmas faced by our group as we became established as a community.

Water deficit, exacerbated by global population increases and climate change, necessitates the investigation of alternative non-traditional water sources to augment existing supplies.Indirect potable reuse (IPR) represents a promising alternative water source in water-stressed 2 regions. Of high concern is the presence of pathogenic microorganisms in wastewater, such as enteric viruses, protozoa and bacteria. Therefore, a greater understanding of the potential impact to human health is required. The aim of this research was to use a quantitative microbial risk assessment (QMRA) approach to calculate the probability of potential pathogen infection to the public in surface waters used for a range of recreational activities under scenarios: 1) existing de facto wastewater reuse conditions; 2) after augmentation with conventionally treated wastewater; and 3) after augmentation with reclaimed wastewater from proposed IPR schemes. Fourty-four 31 L samples were collected from river sites and a coastal wastewater treatment works from July 2016-May 2017. Concentrations of faecal indicator organisms (enterococci, faecal coliforms, somatic coliphages and Bacteroides phages) determined using culture-based approaches and selected pathogens (adenovirus, Salmonella and Cryptosporidium) determined using molecular approaches (qPCR) were used to inform QMRA. The mean probability of infection from adenovirus under de facto conditions was high (>0.90) for all recreational activities, per single event. The risk of adenovirus and Cryptosporidium infection increased under augmentation scenario (2) (mean probability 0.95-1.00 and 0.01-0.06 per single event, respectively). Adenovirus and Cryptosporidium infection risk decreased under reclaimed water augmentation scenario (3) (mean probability <0.79, excluding swimming, which remained 1.00 and <0.01 per single event, respectively). Pathogen reduction after reclaimed water augmentation in surface waters impacted by de facto reuse, provides important evidence for alternative water supply option selection. As such, this evidence may inform water managers and the public of the potential benefits of IPR and improve acceptance of such practices in the future.