Giving higher education professionals the language and tools they need
to seize new opportunities in digital learning.
A quiet revolution is sweeping across US colleges and universities. As
schools rethink how students learn - both inside and outside the
classroom - technology is changing not only what should be taught but
how best to teach it. From active learning and inclusive pedagogy to
online and hybrid courses, traditional institutions are leveraging their
fundamental strengths while challenging long-standing assumptions about
how teaching and learning happen.
At this intersection of learning, technology, design, and organizational
change lies the foundation of a new academic discipline of digital
learning. Coalescing around this new field of study is a common critical
language, along with a set of theoretical frameworks, methodological
practices, and shared challenges and goals. In Learning Innovation and
the Future of Higher Education, Joshua Kim and Edward Maloney explore
the context of this new discipline, show how it exists within a larger
body of scholarship, and give examples of how this scholarship is being
used on campuses.
What Kim and Maloney demonstrate in this foundational text is an
understanding that change is a complex dynamic between what happens in
the classroom and the larger institutional structures and traditions at
play. Ultimately, the authors make a compelling case not only for this
turn to learning but also for creating new pathways for nonfaculty
learning careers, understanding the limits of professional organizations
and social media, and the need to establish this new interdisciplinary
field of learning innovation.
