Are We Having Fun Yet? Institutional Resistance and the Introduction of Play and Experimentation into Learning Innovation through Social Media

Autor/inn/en	Bryant, Peter; Coombs, Antony; Pazio, Monika
Titel	Are We Having Fun Yet? Institutional Resistance and the Introduction of Play and Experimentation into Learning Innovation through Social Media
Quelle	In: Journal of Interactive Media in Education, 2014 (2014) 2, Artikel 4 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Institutional Characteristics; Resistance to Change; Play; Learning Strategies; Educational Innovation; Mass Media Use; Program Implementation; Educational Change; Change Strategies; Technology Integration; Educational Development; Qualitative Research; Focus Groups; Interviews; Participant Satisfaction; Knowledge Management; Higher Education; Social Networks; Experimental Programs; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Spiel; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Instructional innovation; Bildungsinnovation; Mediennutzung; Bildungsreform; Lösungsstrategie; Bildungsentwicklung; Qualitative Forschung; Interviewing; Interviewtechnik; Wissensmanagement; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social network; Soziales Netzwerk; Erprobungsprogramm; Ausland; Großbritannien
Abstract	Recognising and responding to behaviours and patterns of resistance is critical to the successful implementation of technology-enhanced learning strategies at higher education institutions. At institutional, academic and student levels, resistance manifests itself in a variety of forms, at best supporting a critical culture and at worst creating inertia and active disquiet. Through the lens of an institution-wide strategic learning innovation vision at the University of Greenwich, designed to enhance connectivity and collaboration, this paper will explore the modes and pathways of resistance that occurred in the process of implementing and embedding an openness agenda at a learning and teaching level. Through supporting experimentation and play with social media creation and sharing as a mechanism of curricula transformation, we identified a number of patterns of resistance to sharing and openness. Using an approach informed by grounded theory we have attempted to represent these patterns in the form of a model of institutional resistance to technology-led change. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01