The session will use Disruptive Innovation (Christensen, 1997; Christensen and Raynor, 2003; Christensen et al., 2016) as a lens through which to analyse the strategies, arguing that they advocate incremental improvements (Sustaining Innovation) and practices offering enhanced cost-efficiency (Efficiency Innovation), but that the strategies neglect the possibilities of Disruptive Innovation. Following a quantitative survey of the forty-four strategies, a smaller number will be presented as case studies, adopting a qualitative approach and examining the language used to articulate HEIs’ positions and aspirations in relation to technology enhanced learning. The session will argue, based on the evidence from the survey, that HEIs’ technology enhanced learning strategies resist engaging with and promoting substantial innovation.
Participants will gain insights into the prevalent patterns in HEIs’ technology enhanced learning strategies. Participants will also be encouraged to discuss means by which technology enhanced learning strategies could be enhanced (including through the greater involvement of learning technologists), in order to engage with substantial innovation in the use of digital technologies to enhance learning and teaching.
Christensen, C. M. (1997) The innovator’s dilemma: When new technologies cause great firms to fail, Boston, Mass: Harvard Business School Press.
Christensen, C.M., Bartman, T. and van Bever, D. (2016) ‘The Hard Truth About Business Model Innovation’, MIT Sloan Management Review, Fall 2016. Retrieved from http://sloanreview.mit.edu/article/the-hard-truth-about-business-model-innovation/
Christensen, C. M., and Raynor, M. E. (2003) The innovator’s solution: Creating and sustaining successful growth, Boston, Mass: Harvard Business School Press.