Education 2.0 & 3.0

Abstract:

The article adopts a narrative inquiry approach to foreground informal learning and exposes a collection of stories from tutors about how they adapted comfortably to the digital age. We were concerned that despite substantial evidence that bringing about changes in pedagogic practices can be difficult, there is a gap in convincing approaches to help in this respect. In this context, this project takes a “bottom-up” approach and synthesises several life-stories into a single persuasive narrative to support the process of adapting to digital change. The project foregrounds the small, every-day motivating moments, cultural features and environmental factors in people's diverse lives which may have contributed to their positive dispositions towards change in relation to technology enhanced learning. We expect that such narrative approaches could serve to support colleagues in other institutions to warm up to ever-changing technological advances.

What stories can be told about the fast-changing world of higher education, and what can we learn from them? Adapting to new situations, conquering fears and overcoming obstacles are familiar storylines, with particular relevance for university lecturers having to introduce new technologies in their working practices.

This is not the only story, there are many others, all unique, all with the potential to move us and make us reflect on our own situation.

This paper reports on a research project undertaken at London Metropolitan University, UK, with the aim of gathering and sharing personal accounts of successful adaptation to the digital age.