Fact, fiction, and disruptive pedagogies

are we having fun yet, Miranda?

Jacqueline L. Kenney*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.

Original languageEnglish
Title of host publicationOutlooks and opportunities in blended and distance learning
EditorsB. Tynan, J. Willems, R. James
Place of PublicationHershey, Pennsylvania, USA
PublisherIGI Global
Pages17-34
Number of pages18
ISBN (Electronic)9781466642065
ISBN (Print)146664205X, 9781466642058
DOIs
Publication statusPublished - 1 Jun 2013

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    Kenney, J. L. (2013). Fact, fiction, and disruptive pedagogies: are we having fun yet, Miranda? In B. Tynan, J. Willems, & R. James (Eds.), Outlooks and opportunities in blended and distance learning (pp. 17-34). Hershey, Pennsylvania, USA: IGI Global. https://doi.org/10.4018/978-1-4666-4205-8.ch002