Teaching disruption disruptively: short presentation paper for APT conf Greenwich 5th July 2016. Exploring notions around disruption, innovation and change. These slides contain some text/ keywords.

1. teaching disruption disruptively
sonja grussendorf
lse
apt talk 2016

2. disruption
• disruption; disruptive innovation
• narrative axis
• academic practice
• transformation; change
• immersion  reflection
• buzzy rhetoric  caution (cui
bono?)
• ‘message’

3. disruptive innovation
• ACADEMIC PRACTICE &
TECHNOLOGY conference
• Breaks in continuity: identifying
the opportunities that
technology-enhanced academic
practice offers for disrupting and
transforming institutional
practice; addressing teaching,
learning and assessment that
create rifts and fractures in
established practice

4. narrative axis
• executive LSE Mgmt course, 120
students
• a session on the dynamics of
creative destruction = disruption
of a market by the emergence of
a radical technology
• 3 parts:
• 1 h f2f trad lecture (theory)
• unannounced changeover to video
delivery, twitter, etc
• discussion & reflection & feedback

5. immediate questions/ objections
• a single subjective experiment
• a false model of online
education
• technologies used not new, but
mainstream
• not rehearsed
• feedback: deeply uncomfortable
for the students
• …ah, but! That was the point

6. academic practice
• Lourdes changed her/ standard
practice
• the object was to create an
immersion (within disruption),
not a disruption (for its own
sake)

7. immersion
• immersive experience
• experiential learning
“…the value of education is mostly created while you are there.
It is not only about what you learn, but how you learn it.And therefore the
approach has to involve some sort of immersion for the
student, so that the student can perceive the knowledge as b e i n g
c r e a t e d w i t h h i s o r h e r p a r t i c i p a t i o n . ”

8. reflection
• Lourdes’ students were given
space to reflect
• To bring together – synthesise -
the theoretical learning with
their practical, experiential,
learning

9. change
Lourdes’ students experienced
change and had ’visceral access’
to what change feels like, and how
(why) resistance of change
emerges
• change is not a good in itself, it
only is.
• "we want change"
• "we want transformation"

10. transformation
• promises of eLearning
• not (yet) fulfilled
• what do we really want?
• do we want too much?
• cycle of enthusiasm & despair

11. detour: Über, airbnb
• ‘completely disrupted/ changed/
transformed’ chauffeur service,
hospitality sector
• really?
• booking system change?
• small sector?
• Why is education SO resistant to
change?
• false comparison
• education:the whole market=
lecture:airbnb

12. rhetoric
• radical
• revolutionary
• explosive
• disruptive
• innovative
• transformative
logos
pathos
ethos

13. buzz
• why are we so interested in
‘disruptive innovation’?

14. cui bono?
Luc ius Cas s ius
i l l e que m
pop u lus
Ro m anus
v eris s imum et
s a p i e n t i s s i m u m
i u d i c e m
p u t a b a t i d e n t i d e m
i n c a u s i s q u a e r e r e
s olebat 'cui
b o n o '
fuis s et .
• Smartboard
• LMS vendors
• Apple
• coursera & pals
• HEI administrations?
• Cui should bono?
• students
• academics
• practice

15. [caution]
• patience
• research
• reflection
• grounding

16. finally
“what do we want?”
transformation
“when do we want it?”
when it is entirely appropriate