LEADER 02770nam 2200505 450 001 9910558201303321 005 20231110220308.0 010 $a1-4529-6708-3 010 $a1-4529-6707-5 035 $a(MiAaPQ)EBC6915740 035 $a(Au-PeEL)EBL6915740 035 $a(OCoLC)1303085138 035 $a(CKB)21391929200041 035 $a(OCoLC)1306272117 035 $a(MdBmJHUP)musev2_100064 035 $a(NjHacI)9921391929200041 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/89057 035 $a(EXLCZ)9921391929200041 100 $a20230630d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aStudious drift $emovements and protocols for a postdigital education /$fPeter Hyland, Tyson E. Lewis 210 1$aMinneapolis, Minnesota :$cUniversity of Minnesota Press,$d[2022] 215 $a1 online resource (99 pages) 225 1 $aForerunners: Ideas First 300 $aDescription based upon print version of record. 311 08$aPrint version: Hyland, Peter Studious Drift Minneapolis : University of Minnesota Press,c2022 9781517913212 320 $aIncludes bibliographical references. 330 $aWhat kind of university is possible when digital tools are not taken for granted, but hacked for a more experimental future? The global pandemic has underscored contemporary reliance on digital environments. This is particularly true among schools and universities, which, in response, shifted much of their instruction online. Because the rise of e-learning logics, ed-tech industries, and enterprise learning-management systems all threaten to further commodify and instrumentalize higher education, these technologies and platforms have to be creatively and critically struggled over. Studious Drift intervenes in this struggle by reviving the relationship between studying and the generative space of the studio in service of advancing educational experimentation for a world where digital tools have become a permanent part of education. Drawing on Alfred Jarry's pataphysics, the "science of imaginary solutions," this book reveals how the studio is a space-time machine capable of traveling beyond the limits of conventional online learning to redefine education as interdisciplinary, experimental, public study. 410 0$aForerunners: Ideas First 606 $aBlended learning 615 0$aBlended learning. 676 $a296 700 $aHyland$b Peter$f1943-$0465160 702 $aLewis$b Tyson E. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910558201303321 996 $aStudious drift$93399010 997 $aUNINA