By Michael Flavin
This publication is ready how applied sciences are utilized in perform to aid studying and educating in better schooling. regardless of digitization and e-learning changing into ever-increasingly well known in collage educating settings, this booklet convincingly argues as a substitute in favour of straightforward and handy applied sciences, hence disrupting conventional styles of studying, instructing and evaluate. Michael Flavin makes use of Disruptive Innovation idea, task conception and the group of perform idea as lenses during which to ascertain expertise more suitable studying. This e-book might be of significant curiosity to all lecturers with instructing obligations, because it illuminates how applied sciences are utilized in perform, and is usually hugely suitable to postgraduate scholars and researchers in schooling and expertise more advantageous studying. will probably be in particular important to leaders and policy-makers in better schooling, because it offers insights to notify decision-making on expertise improved studying at either an institutional and sectoral level.
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Extra resources for Disruptive Technology Enhanced Learning: The Use and Misuse of Digital Technologies in Higher Education
Soto-Acosta, P. (2016). Factors propelling the adoption of m-learning among students in higher education. Electronic Markets. 1007/s12525-015-0214-x. CHAPTER 2 Free, Simple and Easy to Use: Disruptive Technologies, Disruptive Innovation and Technology Enhanced Learning INTRODUCTION Disruptive Innovation describes a process whereby an innovation threatens and can dislodge an established market leader. It is used by Clayton Christensen as a lens to analyse a range of goods and services, from motor bikes to education (Christensen 1997; Christensen et al.
In both cases, technologies appeal because of their demonstrable use value. While acknowledging the applicability of the Technology Acceptance Model as a general guide to understanding technology adoption in education, the Disruptive Innovation approach is a more useful and more illuminating lens for this book because Disruptive Innovation’s primary focus is on both the technology and practice with the technology, with emphasis on the latter. Disruptive Innovation hones in on practice with the technology being used more than it focuses on the individual human subject undertaking the usage.
82), an argument repeated by Christensen and Raynor (2003). Relating Christensen’s core thesis to technology enhanced learning, innovation can come from students who arrive at universities as new entrants and who bring their pre-existing practices with technologies with them, but it is up to more senior ﬁgures, and to the university itself on an institutional level, to decide what to do about disruptive technologies, whether to welcome or prohibit their usage. One of Christensen’s (1997) case studies is the Honda motor cycle in the USA.