{"id":13096,"date":"2017-05-22T10:00:42","date_gmt":"2017-05-22T10:00:42","guid":{"rendered":"http:\/\/jenrossity.net\/blog\/?p=13096"},"modified":"2017-06-15T09:36:41","modified_gmt":"2017-06-15T09:36:41","slug":"references-for-learning-with-digital-provocations","status":"publish","type":"post","link":"http:\/\/jenrossity.net\/blog\/?p=13096","title":{"rendered":"Notes from keynote lecture, “Learning with Digital Provocations\u201d"},"content":{"rendered":"

I was delighted to give\u00a0a keynote talk at the Digital Day of Ideas<\/a> here at the University of Edinburgh on 17 May 2017. Here are the slides, notes and references from my talk.<\/p>\n

\u201cLearning with Digital Provocations\u201d<\/strong><\/p>\n

Abstract:<\/strong> One of the most significant tensions in the convergence of technology and education is how the promise\/threat of \u2018disruption\u2019 comes up against theories, practices and structures of formal and informal education. Disruption in educational technology contexts has come to be aligned with neo-liberal discourses of efficiency, enhancement, personalisation, scale and automation; and we can be forgiven for cynicism about its critical and creative potential in education. This talk aims to reanimate the debate by reframing disruption in terms of inventiveness, provocation, uncertainty and the concept of \u2018not-yetness\u2019. Focusing on the recent AHRC-funded Artcasting project, and with other examples drawn from the work of the Centre for Research in Digital Education at the University of Edinburgh, it\u00a0argues that inventive digital approaches can help us develop critical responses to assumptions about the role of the digital in contexts including higher education, museums and galleries.<\/p>\n

Slides:<\/strong><\/p>\n