Interdisciplinarity and technology-enhanced learning: reflections from art and design and educational perspectives

Sclater, M. and Lally, V. (2018) Interdisciplinarity and technology-enhanced learning: reflections from art and design and educational perspectives. Research in Comparative and International Education, 13(1), pp. 46-69. (doi: 10.1177/1745499918768111)

Abstract

The main focus of this article is our project of reimagining higher education for ourselves and our students using the central theme of technology-enhanced learning (TEL), which is inextricably linked to education in the present and in the future in many contexts. We argue that interdisciplinarity and interdisciplinary working are central and essential features of TEL and, yet, they are largely invisible in the TEL literature. TEL itself is still largely invisible in the sociology of education literature and, hence, suffers ‘dual invisibility’. We suggest that this may be connected to the crisis that has beset TEL research and pedagogy. We examine the power of theory in TEL work, citing the use of cultural–historical activity theory (CHAT) in our own TEL work. A detailed account of an interdisciplinary, theory-informed TEL project is provided, and this is analysed to explore how the weave between disciplines, particularly art and design, and education, and interdisciplinary project working can be mutually beneficial in our project of reimagining higher education for work and study.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Lally, Professor Victor
• Authors: Sclater, M., and Lally, V.
• College/School: College of Social Sciences > School of Education > Interdisciplinary Science Education Technologies and Learning
• Journal Name: Research in Comparative and International Education
• Publisher: SAGE Publications
• ISSN: 1745-4999
• ISSN (Online): 1745-4999
• Published Online: 17 May 2018
• Copyright Holders: Copyright © 2018 The Authors
• First Published: First published in Research in Comparative and International Education 13(1): 46-49
• Publisher Policy: Reproduced in accordance with the publisher copyright policy