Titlebook: Conceptualising the Digital University; The Intersection of Bill Johnston,Sheila MacNeill,Keith Smyth Book 2018 The Editor(s) (if applicab

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Hormones

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Exploring the Digital University: Developing and Applying Holistic Thinkingok are based. The process is founded in notions of . (Jones and Goodfellow, Int J Learn Media 4(3–4):59–63, 2012) and . (Freire 2005). A number of key development stages are described, including engagement with the educational community via blog posts and presentations, preparation of conference and

在前面

The Myth of Digital Transformationtice is explored and challenged. Claims and descriptions of digital technology as radically transformative are revealed as, at worst, a myth and at best as a conflation of transformation with what is actually closer to enhancement. The evidence for a notional digital transformation of universities i

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Digital Participation and Open Communities: From Widening Access to Porous Boundariesrent approach to widening participation is considered and critiqued from perspectives in concepts of porosity, open education practice, and the concept of the commons. Perspectives on open education drawn from critical pedagogy (Zobel 2015; Farrow, Learn, Media and Technol 42:130–146, 2017) are cont

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Information Literacy, Digital Capability, and Individual Agencypreferred characteristics of the digital university. Information in society (Buckland, Information and society. The MIT Press, Cambridge, MA/London, 2017) and Information Literacy in the curriculum (Anderson and Johnston, From information literacy to social epistemology: insights from psychology. Ch

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Digitally Enriched Learning Spaceselements of the matrix presented in Chap. .. Space is presented as being physical, digital, pedagogical, and social and located both within and without the walls of the university. Space so conceived enables the design of suitable learning environments, not only for students enrolled on degree progr

连锁

The Digitally Distributed Curriculumor developing the digital university, and describes a number of enabling factors for such development. The idea of ‘third space thinking’ (Oldenburg 1989) is deployed to conceptualise the nature and potential development of curriculum. Current thinking on curriculum is reviewed, including critiques

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An Extended Conceptual Matrix for the Digital Universityanisational development of the digital university. In extended form, the Matrix refocuses the original four quadrants of . and . and incorporates the themes of critical pedagogy, open education, praxis, and education as public good, which have been developed in the preceding chapters. The Matrix is

古代

Institutional Practice and Praxisnd democratic harnessing of the digital into enabling institutional strategies, policies, and practices. The expanded conceptual matrix and digitally distributed curriculum constructs are positioned as tools to guide collective critical reflection, dialogue, decision-making, and action. Key challeng