teaching disruption disruptively

sonja grussendorflse

apt talk 2016

disruption• disruption; disruptive innovation• narrative axis• academic practice• transformation; change• immersion reflection• buzzy rhetoric caution (cui

bono?)• ‘message’

disruptive innovation• ACADEMIC PRACTICE &

TECHNOLOGY conference• Breaks in continuity: identifying

the opportunities that technology-enhanced academic practice offers for disrupting and transforming institutional practice; addressing teaching, learning and assessment that create rifts and fractures in established practice

narrative axis• executive LSE Mgmt course, 120

students• a session on the dynamics of

creative destruction = disruption of a market by the emergence of a radical technology• 3 parts: • 1 h f2f trad lecture (theory)• unannounced changeover to video

delivery, twitter, etc• discussion & reflection & feedback

immediate questions/ objections• a single subjective experiment• a false model of online

education• technologies used not new, but

mainstream• not rehearsed• feedback: deeply uncomfortable

for the students• …ah, but! That was the point

academic practice• Lourdes changed her/ standard

practice• the object was to create an

immersion (within disruption), not a disruption (for its own sake)

immersion• immersive experience• experiential learning

“…the value of education is mostly created while you are there. It is not only about what you learn, but how you learn it. And therefore the approach has to involve some sort of immersion for the student , so that the student can perceive the knowledge as b e i n g c r e a t e d w i t h h i s o r h e r p a r t i c i p a t i o n . ”

reflection• Lourdes’ students were given

space to reflect• To bring together – synthesise -

the theoretical learning with their practical, experiential, learning

changeLourdes’ students experienced change and had ’visceral access’ to what change feels like, and how (why) resistance of change emerges• change is not a good in itself, it

only is. • "we want change"• "we want transformation"

transformation• promises of eLearning• not (yet) fulfilled• what do we really want? • do we want too much?

• cycle of enthusiasm & despair

detour: Über, airbnb• ‘completely disrupted/ changed/

transformed’ chauffeur service, hospitality sector• really? • booking system change?• small sector?

• Why is education SO resistant to change?• false comparison• education:the whole market=

lecture:airbnb

rhetoric• radical • revolutionary • explosive • disruptive• innovative• transformative

logos

pathosethos

buzz• why are we so interested in

‘disruptive innovation’?

cui bono?L u c i u s C a s s i u s i l l e q u e m p o p u l u s R o m a n u s v e r i s s i m u m e t s a p i e n t i s s i m u m

i u d i c e m p u t a b a t i d e n t i d e m i n c a u s i s q u a e r e r e s o l e b a t ' c u i b o n o ' f u i s s e t .

• Smartboard• LMS vendors• Apple• coursera & pals• HEI administrations?

• Cui should bono?• students• academics• practice

[caution]• patience• research• reflection• grounding

finally

“what do we want?”

transformation

“when do we want it?”

when it is entirely appropriate