Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography

Vicente Reyes; Katherine McLay; Lauren Thomasse; Karen Olave-Encina; Arafeh Karimi; Mohammed Tareque Rahman; Lalanthi Seneviratne; Tran Le Nghi Tran

doi:10.1007/s10758-021-09495-5

Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography

Vicente Reyes^*, Katherine McLay, Lauren Thomasse, Karen Olave-Encina, Arafeh Karimi, Mohammed Tareque Rahman, Lalanthi Seneviratne, Tran Le Nghi Tran

^*Corresponding author for this work

School of Education

Research output: Contribution to journal › Article (Academic Journal) › peer-review

6 Citations (Scopus)

Abstract

Scholars and practitioners argue that information and communication technology (ICT) provides flexibility of time and place and softens boundaries between students’ learning lives. The fluid movement between formal and informal learning contexts afforded by digital technology has prompted a re-definition of higher education learning environments to harness its potential. Further, technology can cater to diverse learners and promote lifelong learning in ways that the traditional didactic settings characteristic of tertiary contexts cannot. Scholars and practitioners have labelled this new teaching and learning landscape as smart pedagogy. This article engages with this scholarship by analysing a specific Australian case study in which ICT reforms have been deliberately implemented to adhere to smart pedagogies. Using collective biographies as a methodological tool, this inquiry provides insights into sensemaking experiences of a group of university academics whilst implementing ICT reforms anchored on Smart Pedagogy.

Original language	English
Pages (from-to)	1153-1168
Number of pages	16
Journal	Technology, Knowledge and Learning
Volume	26
Issue number	4
Early online date	11 Feb 2021
DOIs	https://doi.org/10.1007/s10758-021-09495-5
Publication status	Published - Dec 2021

Bibliographical note

Funding Information:
A viewpoint advocating for schools to be technology-rich environments that champion ‘twenty-first century learning” (Nielsen et al. ) has indubitably become embedded in Australia. This is represented primarily by the Teaching Teachers for the Future (TTF) initiative started almost a decade ago. TTF involved all 39 Australian teacher education institutions in a project funded by the Australian Government (Australian Government ). The aim was to build the capacity of Australian preservice teachers to equip school students with the requisite ICT knowledge and skills to engage productively in twenty-first century work and life. Our case study is a by-product of TTF.

Publisher Copyright:
© 2021, The Author(s).

Keywords

Australia
Collective biographies
Higher education
ICT
Sensemaking
Smart pedagogy

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title = "Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography",

abstract = "Scholars and practitioners argue that information and communication technology (ICT) provides flexibility of time and place and softens boundaries between students{\textquoteright} learning lives. The fluid movement between formal and informal learning contexts afforded by digital technology has prompted a re-definition of higher education learning environments to harness its potential. Further, technology can cater to diverse learners and promote lifelong learning in ways that the traditional didactic settings characteristic of tertiary contexts cannot. Scholars and practitioners have labelled this new teaching and learning landscape as smart pedagogy. This article engages with this scholarship by analysing a specific Australian case study in which ICT reforms have been deliberately implemented to adhere to smart pedagogies. Using collective biographies as a methodological tool, this inquiry provides insights into sensemaking experiences of a group of university academics whilst implementing ICT reforms anchored on Smart Pedagogy.",

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Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography

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