Emergence and Innovation in Digital Learning (2016) - ebook overview

 This book, Emergence and Innovation in Digital Learning: Foundtions and Applications : published in 2016 by Athabasca University and edited by Dr. George Velesianos, is available as an open access ebook. 

I downloaded the book last year and a wet weekend provided the opportunity to read it more thoroughly. Although a relatively new book, some of the concepts have dated especially due to the rapid move to blended/ online learning due to the pandemic. The first few chapters provide good frameworks for understanding aspects of educational innovation and the emergence of 'new' pedagogies.

 The book has two sections. Part 1 has a series of chapters providing 'foundation' followed by the next section with 6 chapters as on 'applications'. Below are short overview of the chapters in the 'foundation' section.

Section 1 - foundations

chapter 1 by the editor, grounds the book's premises and concepts by defining the characteristics of emerging technologies and emerging practices in digital education. Of note is the 'fluid' and contextualised nature of 'emergence'. What is innovative in one discipline / sector may already be mainstream in another. 

The second chapter by J. Ross and A. Collier, continues on from the discussion in the first chapter. The contention is that 'innovative', 'new', and 'emergent' technologies for teaching online are complex, messy and often at a state of 'not-yetness' requiring careful, reflective, agile and sensitive (to learner perspectives) introduction, development and support.

Terry Anderson summarises the theories of learning pertinent to working with emerging technologies. His framework on learning interactions is introduced along with summaries, discussion and critiques of relevant theories of learning. These include social constructivism, complexity theory, net-aware theories of learning, heutagogy, connectivism, groups nets and sets, and threshold concepts. A bit of an eclectic collation!

Royce Kimmons and  Cassidy Hall then propose an 'emerging technology integration model. There are many examples of models including TPACK, SAMR, Replacement Amplification Transformation (RAT), Technology Integration Matrix (TIM), Technology Acceptance Model (TAM) and Technology Integration Planning (TIP)! Six criteria are important when applying and evaluating models - compatibility, scope, fruitfulness, role of technology, student outcomes, and clarity. The chapter provides good discussion and critiques of the various models.

The last chapter in in the foundations section is by Elizabeth Wellburn and B. J. Eib who propose ' multiple learning roles in a connected age' - when distance means less than ever. The chapter focuses on the perspective of learners and how their role has changed, from empty receptacle for 'knowledge' to be poured in, to active and co-construction partner. The chapter overviews various ways to understand how learning has been shifted by access to information and the need to provision learners with the metacognitive skills to navigate a complex and ever shifting environment. This especially important when distance learning is the major means by which learners access learning. 

All in, the foundation chapters provide good anchors to ground thinking on the introduction and implementation of technology into education.