This chapter explores potentially disruptive pedagogies. A conceptual frame is developed from characteristic features of disruptive pedagogies, including motivation, engagement, higher-order thinking, sociability, and fun in learning. The frame is applied to review how an undergraduate consumer behaviour learning design is used, preferred, and experienced by learners using data from two face-to-face cohorts in comparison to historic course feedback. Evidence of disruptive pedagogies existed in the context of technology-rich and focused activity and interactive collaborative learning settings. The design engaged and supported learning and its experience, in different ways, for different learners. Results indicate the importance of multiple, varied technologies with deep embedment in the learning design and disruptive pedagogies that confer control to learners. Socio-affective design elements using technologies increased diverse learner participation in voluntary and informal activities, in class and online.
|Title of host publication
|Outlooks and opportunities in blended and distance learning
|B. Tynan, J. Willems, R. James
|Place of Publication
|Hershey, Pennsylvania, USA
|Number of pages
|Published - 1 Jun 2013