Breaking BAD to bridge the reality/rhetoric chasm

Paper


Jones, David and Clark, Damien. 2014. "Breaking BAD to bridge the reality/rhetoric chasm." Hegarty, Bronwyn, McDonald, Jenny and Loke, Swee-Kin (ed.) 31st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2014). Dunedin, New Zealand 23 - 26 Nov 2014 Sydney, Australia.
Paper/Presentation Title

Breaking BAD to bridge the reality/rhetoric chasm

Presentation TypePaper
AuthorsJones, David (Author) and Clark, Damien (Author)
EditorsHegarty, Bronwyn, McDonald, Jenny and Loke, Swee-Kin
Journal or Proceedings TitleProceedings of the 31st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2014)
Number of Pages11
Year2014
Place of PublicationSydney, Australia
ISBN9780473307509
Web Address (URL) of Paperhttp://ascilite2014.otago.ac.nz/files/fullpapers/221-Jones.pdf
Conference/Event31st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2014)
Event Details
Rank
C
C
C
C
C
Event Details
31st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2014)
Parent
Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
Delivery
In person
Event Date
23 to end of 26 Nov 2014
Event Location
Dunedin, New Zealand
Abstract

The reality of using digital technologies to enhance learning and teaching has a history of falling short of the rhetoric. Past attempts at bridging this chasm have tried: increasing the perceived value of teaching; improving the pedagogical and technological knowledge of academics; redesigning organisational policies, processes and support structures; and, designing and deploying better pedagogical techniques and technologies. Few appear to have had any significant, widespread impact, perhaps because of the limitations of the (often implicit) theoretical foundations of the institutional implementation of e-learning. Using a design-based research approach, this paper develops an alternate theoretical framework (the BAD framework) for institutional e-learning and uses that framework to analyse the development, evolution, and very different applications of the Moodle Activity Viewer (MAV) at two separate universities. Based on this experience it is argued that the reality/rhetoric chasm is more likely to be bridged by interweaving the BAD framework into existing practice.

Keywordsbricolage; learning analytics; e-learning; augmented browsing; Moodle; higher education research
ANZSRC Field of Research 2020390405. Educational technology and computing
390303. Higher education
390102. Curriculum and pedagogy theory and development
Public Notes

© 2014 ascilite, and the authors of individual articles. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.

Byline AffiliationsSchool of Teacher Education and Early Childhood
Central Queensland University
Institution of OriginUniversity of Southern Queensland
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