LEADER 04466nam 22005775 450 001 9910309661303321 005 20200706050603.0 010 $a3-319-99160-4 024 7 $a10.1007/978-3-319-99160-3 035 $a(MiAaPQ)EBC5637237 035 $a(DE-He213)978-3-319-99160-3 035 $a(CKB)4100000007522444 035 $a(EXLCZ)994100000007522444 100 $a20190116d2018 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aConceptualising the Digital University $eThe Intersection of Policy, Pedagogy and Practice /$fby Bill Johnston, Sheila MacNeill, Keith Smyth 205 $a1st ed. 2018. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2018. 215 $a1 online resource (278 p.) $cill 225 1 $aDigital Education and Learning 327 $aSection 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. 330 $aDespite the increasing ubiquity of the term, the concept of the digital university remains diffuse and indeterminate. This book examines what the term 'digital university' should encapsulate and the resulting challenges, possibilities and implications that digital technology and practice brings to higher education. Critiquing the current state of definition of the digital university construct, the authors propose a more holistic, integrated account that acknowledges the inherent diffuseness of the concept. The authors also question the extent to which digital technologies and practices can allow us to re-think the location of universities and curricula; and how they can extend higher education as a public good within the current wider political context. Framed inside a critical pedagogy perspective, this volume debates the role of the university in fostering the learning environments, skills and capabilities needed for critical engagement, active open participation and reflection in the digital age. This pioneering volume will be of interest and value to students and scholars of digital education, as well as policy makers and practitioners. 410 0$aDigital Education and Learning 606 $aHigher education 606 $aEducational technology 606 $aEducational policy 606 $aEducation and state 606 $aHigher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O36000 606 $aEducational Technology$3https://scigraph.springernature.com/ontologies/product-market-codes/O21000 606 $aTechnology and Digital Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O47000 606 $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000 615 0$aHigher education. 615 0$aEducational technology. 615 0$aEducational policy. 615 0$aEducation and state. 615 14$aHigher Education. 615 24$aEducational Technology. 615 24$aTechnology and Digital Education. 615 24$aEducational Policy and Politics. 676 $a378.1734 700 $aJohnston$b Bill$4aut$4http://id.loc.gov/vocabulary/relators/aut$0742929 702 $aMacNeill$b Sheila$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aSmyth$b Keith$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910309661303321 996 $aConceptualising the Digital University$92534929 997 $aUNINA