Conceptualising the Digital University : The Intersection of Policy, Pedagogy and Practice.

By: Johnston, BillContributor(s): MacNeill, Sheila | Smyth, KeithMaterial type: TextTextSeries: eBooks on DemandDigital Education and Learning Ser: Publisher: Cham : Palgrave Macmillan US, 2019Copyright date: ©2018Description: 1 online resource (278 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9783319991603Subject(s): Education, Higher-Computer-assisted instructionGenre/Form: Electronic books.Additional physical formats: Print version:: Conceptualising the Digital University : The Intersection of Policy, Pedagogy and PracticeDDC classification: 378.17344678 LOC classification: L1-991Online resources: Click here to view this ebook.
Contents:
Intro -- Foreword -- Rethinking the Culture of the Digital University -- Deconstructing the Political Economy of Digital Hegemony -- Critical Literacy and the Digital University -- Reinventing the University as Public Good -- Acknowledgements -- Praise for Conceptualising the Digital University -- Contents -- List of Figures -- Section I: Visioning the Digital University -- 1: Neoliberalism and the Digital University: The Political Economy of Learning in the Twenty-First Century -- Introduction: Locating 'The Digital' in a Contested Environment -- On the Nature of 'The Digital' -- Neoliberalism and the Neoliberalisation of the University: The Architecture of the Digital University -- Technology in the Neoliberal University -- Critical Pedagogy: Paulo Freire and Higher Education -- Thematic Overview -- Conclusion and Forecast of the Book -- References -- 2: The Digital University: An Impoverished Concept -- Introduction -- On the Nature of the Digital: A Basis for Critical Discussion -- Patterns of Critical Consciousness: An Engagement with the Literature -- Government Policy: Value for Money -- The Scholars: Collini, Selwyn, McCluskey, and Winter -- Collini -- Selwyn -- McCluskey and Winter -- The Management Consultancy: Price Waterhouse Cooper (PWC) -- The Think Tank: Leading the Entrepreneurial University: Meeting the Entrepreneurial Development Needs of Higher Education (Gibbs et al. 2012) -- The Institutional Mission Statement: Monash University -- Conclusion: Reflections on the Literature -- References -- 3: Exploring the Digital University: Developing and Applying Holistic Thinking -- Introduction: Praxis, Process, and Products -- Early Directions in Understanding the Digital University: What Is a University for? -- Contextual Influence and Response: Were Universities Being 'Transformed'?.
Developing a Discursive Construction: A Dynamic Model and Conceptual Matrix for the Digital University -- An Overview of the Conceptual Matrix -- Digital Participation and Information Literacy: Addressing the Essential and the Unfamiliar Through the Matrix -- The Edinburgh Napier University Exemplar: Using the Matrix and Developing the Digitally Distributed Curriculum Construct -- The Digitally Distributed Curriculum: An Initial Holistic Clustering -- Key Lessons Learned: Developing Critical Consciousness of Curriculum Development -- Conclusion -- References -- Section II: Deconstructing the Digital University -- 4: The Myth of Digital Transformation -- Introduction -- Alternative Views of Transformation: The Social Context for Change in Higher Education and What a University Is for -- Transformation as a Troublesome Concept -- The Evidence for Digital Transformation: Macro, Meso, and Micro Engagements -- Emerging Possibilities for Transformative Change -- Conclusions -- References -- 5: Digital Participation and Open Communities: From Widening Access to Porous Boundaries -- Introduction -- Widening Participation: Pedagogy of the Disadvantaged? -- Digital Access and Participation: Open Education as Conduit of Participation -- A Brief History of Open Education -- The Beginning Was Not MOOCs -- Open Education Now -- The Commons, Open Education, and Open Educational Practice -- The Open Conundrum -- Digital Participation and Inclusion: The Wider View -- Macro, Meso, and Micro Participation -- Conclusion: Digital Oppression Versus Digital Transformation? -- References -- 6: Information Literacy, Digital Capability, and Individual Agency -- Introduction: At the Intersection of Economy, Information, and Education -- Information Literacy and Related Literacies: Enhancing Learning in a Digital University -- Related Literacies: Media, Digital, and Academic.
Critical Perspectives on the Nature of Digital Capability: Institutional Agendas for Learning and Student Skills -- Agency and Personhood -- Critical Pedagogy in a Digital Age: What Is the Internet for? -- Conclusions -- References -- 7: Digitally Enriched Learning Spaces -- What Is a 'Learning Space'? -- The University Learning Environment -- Physical and Digital -- Pedagogical and Social -- Enquiry and Scholarship -- Defining Features of Digitally Enriched Learning Spaces -- Teaching as Activity Design -- Democratic Engagement in Designed Learning Spaces -- Asynchronicity and Participation -- Making Thinking Visible -- Bringing the Outside In -- Situating the Digital Outside -- Porous Learning and 'Leaky Knowledge' -- Permanence and Portability -- Conclusion -- References -- 8: The Digitally Distributed Curriculum -- Conceptualising Curriculum -- The Bounded Curriculum -- The Prevalence of Curriculum as Product -- Modularisation -- Institutional Digital Silos -- Clustering and Social Action -- Assessment and the Bounding of Intellectual Property -- Culturally Bounded Curricula -- The Distributed Curriculum as Learning and Praxis -- Reframing Open Education -- Towards the Digitally Distributed Curriculum -- Conceptualising the Digitally Distributed Curriculum: A Values-Based Structure for Renewal, Development, and Outreach -- Values Underpinning the Digitally Distributed Curriculum -- Enabling Dimensions -- Instantiation and Enactment -- Conclusion: A Critical Footnote -- References -- Section III: Reimagining the Digital University -- 9: An Extended Conceptual Matrix for the Digital University -- Introduction: From Analytical Tool to Critical Representation -- The Matrix as a Symbol for/of Change -- How the Matrix Has Been Used and Developed -- The Revised Matrix -- How the Matrix Could Be Used.
Developing a Critical Perspective: Value Pluralism and Critical Consciousness -- Universities in Transition: The Myth of Digital Transformation Revisited -- Participation in the Digital Age: Inclusion, Data, Control, and Critique -- Universities as Value Systems: A Humanist Perspective -- Conclusion -- References -- 10: Institutional Practice and Praxis -- Distributed Academic Leadership -- Reconciling Value Pluralism -- Permissive Institutional Policies and Strategies -- Institutional Praxis and Social Justice -- Aspirations for Future Developments -- Conclusion -- References -- 11: Academic Development for the Digital University -- Introduction -- What Is Academic Development: History and Current State of Play -- Who Is Academic Development for and is it Inclusive? -- Academic Development Versus Tech Consultancy -- Academic Development as Critical Practice: A Reflection -- Academic Development as Critical Intervention -- Academic Development as a Means for Open, Extended Collegiality -- References -- 12: Conclusion: Advancing the Digital and Open Education Agenda -- Introduction: The Digital University as Contested Space -- From Here to Where? -- The Digital University as a Liberating Social Force: The Purposes of Learning Spaces and Environments in the Information Age -- Creating the Digital University: Prospects for Practice -- Agendas for Change: Research as Regeneration and Strategic Transformation -- Conclusion -- References -- Index.
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Intro -- Foreword -- Rethinking the Culture of the Digital University -- Deconstructing the Political Economy of Digital Hegemony -- Critical Literacy and the Digital University -- Reinventing the University as Public Good -- Acknowledgements -- Praise for Conceptualising the Digital University -- Contents -- List of Figures -- Section I: Visioning the Digital University -- 1: Neoliberalism and the Digital University: The Political Economy of Learning in the Twenty-First Century -- Introduction: Locating 'The Digital' in a Contested Environment -- On the Nature of 'The Digital' -- Neoliberalism and the Neoliberalisation of the University: The Architecture of the Digital University -- Technology in the Neoliberal University -- Critical Pedagogy: Paulo Freire and Higher Education -- Thematic Overview -- Conclusion and Forecast of the Book -- References -- 2: The Digital University: An Impoverished Concept -- Introduction -- On the Nature of the Digital: A Basis for Critical Discussion -- Patterns of Critical Consciousness: An Engagement with the Literature -- Government Policy: Value for Money -- The Scholars: Collini, Selwyn, McCluskey, and Winter -- Collini -- Selwyn -- McCluskey and Winter -- The Management Consultancy: Price Waterhouse Cooper (PWC) -- The Think Tank: Leading the Entrepreneurial University: Meeting the Entrepreneurial Development Needs of Higher Education (Gibbs et al. 2012) -- The Institutional Mission Statement: Monash University -- Conclusion: Reflections on the Literature -- References -- 3: Exploring the Digital University: Developing and Applying Holistic Thinking -- Introduction: Praxis, Process, and Products -- Early Directions in Understanding the Digital University: What Is a University for? -- Contextual Influence and Response: Were Universities Being 'Transformed'?.

Developing a Discursive Construction: A Dynamic Model and Conceptual Matrix for the Digital University -- An Overview of the Conceptual Matrix -- Digital Participation and Information Literacy: Addressing the Essential and the Unfamiliar Through the Matrix -- The Edinburgh Napier University Exemplar: Using the Matrix and Developing the Digitally Distributed Curriculum Construct -- The Digitally Distributed Curriculum: An Initial Holistic Clustering -- Key Lessons Learned: Developing Critical Consciousness of Curriculum Development -- Conclusion -- References -- Section II: Deconstructing the Digital University -- 4: The Myth of Digital Transformation -- Introduction -- Alternative Views of Transformation: The Social Context for Change in Higher Education and What a University Is for -- Transformation as a Troublesome Concept -- The Evidence for Digital Transformation: Macro, Meso, and Micro Engagements -- Emerging Possibilities for Transformative Change -- Conclusions -- References -- 5: Digital Participation and Open Communities: From Widening Access to Porous Boundaries -- Introduction -- Widening Participation: Pedagogy of the Disadvantaged? -- Digital Access and Participation: Open Education as Conduit of Participation -- A Brief History of Open Education -- The Beginning Was Not MOOCs -- Open Education Now -- The Commons, Open Education, and Open Educational Practice -- The Open Conundrum -- Digital Participation and Inclusion: The Wider View -- Macro, Meso, and Micro Participation -- Conclusion: Digital Oppression Versus Digital Transformation? -- References -- 6: Information Literacy, Digital Capability, and Individual Agency -- Introduction: At the Intersection of Economy, Information, and Education -- Information Literacy and Related Literacies: Enhancing Learning in a Digital University -- Related Literacies: Media, Digital, and Academic.

Critical Perspectives on the Nature of Digital Capability: Institutional Agendas for Learning and Student Skills -- Agency and Personhood -- Critical Pedagogy in a Digital Age: What Is the Internet for? -- Conclusions -- References -- 7: Digitally Enriched Learning Spaces -- What Is a 'Learning Space'? -- The University Learning Environment -- Physical and Digital -- Pedagogical and Social -- Enquiry and Scholarship -- Defining Features of Digitally Enriched Learning Spaces -- Teaching as Activity Design -- Democratic Engagement in Designed Learning Spaces -- Asynchronicity and Participation -- Making Thinking Visible -- Bringing the Outside In -- Situating the Digital Outside -- Porous Learning and 'Leaky Knowledge' -- Permanence and Portability -- Conclusion -- References -- 8: The Digitally Distributed Curriculum -- Conceptualising Curriculum -- The Bounded Curriculum -- The Prevalence of Curriculum as Product -- Modularisation -- Institutional Digital Silos -- Clustering and Social Action -- Assessment and the Bounding of Intellectual Property -- Culturally Bounded Curricula -- The Distributed Curriculum as Learning and Praxis -- Reframing Open Education -- Towards the Digitally Distributed Curriculum -- Conceptualising the Digitally Distributed Curriculum: A Values-Based Structure for Renewal, Development, and Outreach -- Values Underpinning the Digitally Distributed Curriculum -- Enabling Dimensions -- Instantiation and Enactment -- Conclusion: A Critical Footnote -- References -- Section III: Reimagining the Digital University -- 9: An Extended Conceptual Matrix for the Digital University -- Introduction: From Analytical Tool to Critical Representation -- The Matrix as a Symbol for/of Change -- How the Matrix Has Been Used and Developed -- The Revised Matrix -- How the Matrix Could Be Used.

Developing a Critical Perspective: Value Pluralism and Critical Consciousness -- Universities in Transition: The Myth of Digital Transformation Revisited -- Participation in the Digital Age: Inclusion, Data, Control, and Critique -- Universities as Value Systems: A Humanist Perspective -- Conclusion -- References -- 10: Institutional Practice and Praxis -- Distributed Academic Leadership -- Reconciling Value Pluralism -- Permissive Institutional Policies and Strategies -- Institutional Praxis and Social Justice -- Aspirations for Future Developments -- Conclusion -- References -- 11: Academic Development for the Digital University -- Introduction -- What Is Academic Development: History and Current State of Play -- Who Is Academic Development for and is it Inclusive? -- Academic Development Versus Tech Consultancy -- Academic Development as Critical Practice: A Reflection -- Academic Development as Critical Intervention -- Academic Development as a Means for Open, Extended Collegiality -- References -- 12: Conclusion: Advancing the Digital and Open Education Agenda -- Introduction: The Digital University as Contested Space -- From Here to Where? -- The Digital University as a Liberating Social Force: The Purposes of Learning Spaces and Environments in the Information Age -- Creating the Digital University: Prospects for Practice -- Agendas for Change: Research as Regeneration and Strategic Transformation -- Conclusion -- References -- Index.

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