This, from ALT Research in Learning Technology:
The publication of institutional strategies for learning, teaching and assessment in UK higher education is practically ubiquitous. Strategies for technology-enhanced learning are also widespread. This article examines 44 publically [sic] available UK university strategies for technology-enhanced learning, aiming to assess the extent to which institutional strategies engage with and accommodate innovation in technology-enhanced learning. … The article argues that sustaining innovation and efficiency innovation are more commonplace in the strategies than disruptive innovation, a position which is misaligned with the technology practices of students and lecturers.
After being called ‘disruptive’ before I was drawn to this paper as I don’t believe the disruption is in the traditional sense of someone sitting at the back of a classroom being a distraction or taking up too much time of others. No, this ‘disruption’ is more about the desire to think about the work, the technology, the learning, the students, etc. in a different way or from a different perspective. Once something is written in a policy or set of guidelines, it becomes the providence that is recommended and thus ‘normal’.
Being disruptive is, for me, just about understanding the policy or guidelines and thinking “Hmm, is this in our best interest? Is this still valid? Can we still innovate and improve our teaching, our students, our work?” This, from Flavin and Quintero‘s conclusion sums it up (emphasis my own) …
The examination of UK HEIs’ technology-enhanced learning strategies indicates a willingness to adapt on the part of universities but a disinclination to disrupt. Universities can describe themselves in their strategies as innovative yet, in practice, they are often ameliorative, more likely to pursue sustaining or efficiency than disruptive innovation.
Flavin, M. and Quintero, V. (2018). UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation. Research in Learning Technology, [online] 26(0). Available at: https://journal.alt.ac.uk/index.php/rlt/article/view/1987 [Accessed 2 May 2018].