04466nam 22005775 450 991030966130332120200706050603.03-319-99160-410.1007/978-3-319-99160-3(MiAaPQ)EBC5637237(DE-He213)978-3-319-99160-3(CKB)4100000007522444(EXLCZ)99410000000752244420190116d2018 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierConceptualising the Digital University The Intersection of Policy, Pedagogy and Practice /by Bill Johnston, Sheila MacNeill, Keith Smyth1st ed. 2018.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2018.1 online resource (278 p.) illDigital Education and LearningSection I: Visioning the Digital University -- Chapter 1. Neoliberalism and the Digital University: The political economy of learning in the 21st century -- Chapter 2. The digital university: An impoverished concept -- Chapter 3. Exploring the digital university: Developing and applying holistic thinking -- Section II: Deconstructing the Digital University -- Chapter 4. The myth of digital transformation -- Chapter 5. Digital participation and open communities: From widening access to porous boundaries -- Chapter 6. Information literacy, digital capability and individual agency -- Chapter 7. Digitally enriched learning spaces -- Chapter 8. The digitally distributed curriculum -- Section III: Reimagining the Digital University -- Chapter 9. An extended conceptual matrix for the digital university -- Chapter 10. Institutional Practice and Praxis -- Chapter 11. Academic development for the Digital University -- Chapter 12. Conclusion: Advancing the digital and open education agenda.Despite the increasing ubiquity of the term, the concept of the digital university remains diffuse and indeterminate. This book examines what the term 'digital university' should encapsulate and the resulting challenges, possibilities and implications that digital technology and practice brings to higher education. Critiquing the current state of definition of the digital university construct, the authors propose a more holistic, integrated account that acknowledges the inherent diffuseness of the concept. The authors also question the extent to which digital technologies and practices can allow us to re-think the location of universities and curricula; and how they can extend higher education as a public good within the current wider political context. Framed inside a critical pedagogy perspective, this volume debates the role of the university in fostering the learning environments, skills and capabilities needed for critical engagement, active open participation and reflection in the digital age. This pioneering volume will be of interest and value to students and scholars of digital education, as well as policy makers and practitioners.Digital Education and LearningHigher educationEducational technologyEducational policyEducation and stateHigher Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O36000Educational Technologyhttps://scigraph.springernature.com/ontologies/product-market-codes/O21000Technology and Digital Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O47000Educational Policy and Politicshttps://scigraph.springernature.com/ontologies/product-market-codes/O19000Higher education.Educational technology.Educational policy.Education and state.Higher Education.Educational Technology.Technology and Digital Education.Educational Policy and Politics.378.1734Johnston Billauthttp://id.loc.gov/vocabulary/relators/aut742929MacNeill Sheilaauthttp://id.loc.gov/vocabulary/relators/autSmyth Keithauthttp://id.loc.gov/vocabulary/relators/autBOOK9910309661303321Conceptualising the Digital University2534929UNINA