Re-imagining Technology Enhanced Learning : Critical Perspectives on Disruptive Innovation / / by Michael Flavin

• Record Nr.: UNINA9910863175003321
• Autore: Flavin Michael
• Pubbl/distr/stampa: Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2020
• ISBN: 9783030557850; 3030557855
• Edizione: [1st ed. 2020.]
• Descrizione fisica: 1 online resource (IX, 200 p.)
• Collana: Digital Education and Learning, , 2753-0752
• Disciplina: 378.17344678
• Soggetti: Education, Higher; Educational technology; Learning, Psychology of; Higher Education; Digital Education and Educational Technology; Instructional Psychology
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Chapter 1. Whatever happened to technology enhanced learning? -- Chapter 2. Virtual Library Environment? VLEs in Practice -- Chapter 3. This chapter is a stub: Wikipedia as a Disruptive Innovation -- Chapter 4. Putting a brave Face on it: Social Media Technologies and Disruptive Innovation -- Chapter 5. Cash in the academic: Technology enhanced learning and the monetisation of higher education -- Chapter 6. Reboot the messenger: A narrative for technology enhanced learning -- Chapter 7. Conclusion – Switch it off, switch it on again: Reimagining technology enhanced learning in higher education. .
• Sommario/riassunto: This book analyses technology enhanced learning through the lens of Disruptive Innovation theory. The author argues that while technology has not disrupted higher education to date, it has the potential to do so. Drawing together various case studies, the book analyses established technologies through a Disruptive Innovation perspective, including virtual learning environments, and includes Wikipedia as an example of successful innovative disruption. The author also examines ; the disruptive potential of social media technologies and the phenomenon of user-owned technologies. Subsequently, the author explores strategic narratives for technology enhanced learning and imagines what the Disruptive University might look like in the future. This book will be valuable for scholars of technology enhanced learning in higher education as well as those looking to increase their understanding of and practice with technology enhanced learning.