By Michael Flavin
This ebook is ready how applied sciences are utilized in perform to help studying and educating in greater schooling. regardless of digitization and e-learning turning into ever-increasingly well known in collage educating settings, this ebook convincingly argues as an alternative in favour of straightforward and handy applied sciences, therefore disrupting conventional styles of studying, educating and review. Michael Flavin makes use of Disruptive Innovation concept, task concept and the group of perform conception as lenses wherein to check know-how more advantageous studying. This ebook can be of serious curiosity to all lecturers with instructing duties, because it illuminates how applied sciences are utilized in perform, and can be hugely correct to postgraduate scholars and researchers in schooling and expertise greater studying. it is going to be specifically beneficial to leaders and policy-makers in greater schooling, because it presents insights to notify decision-making on expertise stronger studying at either an institutional and sectoral level.
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Additional info for Disruptive Technology Enhanced Learning: The Use and Misuse of Digital Technologies in Higher Education
FLAVIN wear jeans and sneakers and ride scooters and share ofﬁces and sprawl on couches like Great Danes. Their coffee machines look like dollhouse-size factories. They sound like really quite annoying people to work with, but that is not the point. The point is that Disruptive Innovation is seen as a paper-thin, ethereal practice, academically unsound and inadequately supported by poor data and hype. That said, the ease with which Lepore constructs the comparison leads to her being reductive, just as she criticizes Disruptive Innovation for being reductive.
The chapter distinguishes between individual, disruptive technologies and the wider theory of Disruptive © The Author(s) 2017 M. 1057/978-1-137-57284-4_2 19 20 M. FLAVIN Innovation. The chapter concludes by reviewing Disruptive Innovation and its relevance to a study of technology enhanced learning, while also anticipating the two other theoretical perspectives used in the book, namely, Activity Theory and expansive learning, and the Community of Practice theory. CLAYTON CHRISTENSEN AND DISRUPTIVE INNOVATION Bower and Christensen ﬁrst published on disruptive technologies and Disruptive Innovation in the Harvard Business Review in 1995, arguing that disruptive technologies, ‘typically present a different package of performance attributes – ones that, at least at the outset, are not valued by existing customers’ (p.
29 and useful technologies readily available to students and lecturers. ’s (2012) ‘perceived usefulness at work’ determinant can be related to Christensen and Raynor’s (2003) ‘jobs to be done’ lens. 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.