Disruptive innovation, the episteme and technology-enhanced learning in higher education
<p class="first" id="d51921e70">This paper combines the theory of disruptive innovation with Foucault's concept of the episteme, in order to analyse the extent to which the integration of Foucauldian analysis clarifies understandings of disrupti...
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| Format: | Article |
| Language: | English |
| Published: |
Pluto Journals
2021-05-01
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| Series: | Prometheus |
| Online Access: | https://www.scienceopen.com/hosted-document?doi=10.13169/prometheus.37.2.0155 |
| Summary: | <p class="first" id="d51921e70">This paper combines the theory of disruptive innovation with Foucault's concept of
the episteme, in order to analyse the extent to which the integration of Foucauldian
analysis clarifies understandings of disruptive innovation; the process by which innovation
happens; and its applications in higher education. The theory of disruptive innovation
is summarized, as is the episteme, and the idea of skeuomorphic design is used to
link disruptive innovation and the episteme, showing how innovation can happen. Disruptive
innovation, the episteme and skeuomorphic design are applied to three, specific technologies
– Second Life, the massive open online course and the virtual learning environment
– arguing that all three offer little or no innovation. The paper contributes to studies
on innovation in technology-enhanced learning by applying a novel theoretical framework
with the potential for new and predictive insights. The paper links disruptive innovation
with Foucault's concept of the episteme and with skeuomorphic design to argue for
the emergence of a new, neoliberal episteme in which technology itself is central.
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| ISSN: | 0810-9028 1470-1030 |