Seite - 102 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

108 J.Cullen WorkcarriedoutbytheauthoronfurtherdevelopingtheDigCompEduassessment tool—which included a reviewof state of the art in the use of digital technologies tosupportstudentcollaboration,personalisationof learning,self-regulatedlearning, activeengagementanddigitalcontentcreation—suggested that theadoptionofped- agogic approaches, including the use of digital tools, to support student–educator collaboration, co-design and co-production, is not widespread and the techniques and practices used across educational sectors, including higher education, varies considerably.4 This conclusion chimeswith other reviews carried out in the field. For example, a structured reviewof theuseof theflippedclassroom inhigher edu- cation,whichanalysed28studies in thefield,concludedthat,whilst there is indirect evidence emerging of improved academic performance and student and staff satis- factionwiththeflippedapproach,thereislittleconclusiveevidencethatitcontributes to building lifelong learning and other twenty-first-century skills in undergraduate educationandpostgraduateeducation (O’Flaherty&Phillips, 2015). 7.2 TheGrowing Influenceof Prosumerismon Higher Education The debate over whether the use of co-productionmethods, techniques and prac- tices in the learning environment leads to better teaching and learning outcomes reflects amuchbroader debate over prosumerism itself in the education landscape, andparticularly inhigher education. It has longbeen recognised that the shift from aconceptionofknowledgethat isabstract,disciplinarybasedandvaluedfor itsown saketoanacknowledgement thatexperiential learningisalsoofvaluehasbeenwel- comed. The adoption of constructivism into academe has had a decentring effect, drawing on local and particularised knowledge to challenge dominant disciplinary discourses,structuresandpowerrelations.Knowledgeisnowseentoservedifferent purposes. One clearly discernible tendency relates to knowledge being valued for whatLyotard (1984) termed its ‘performativity’. In termsof educational purposes, it represents a shift away fromcritical enquiry (enlightenment) andpersonal trans- formation towards learning experienceswhere knowledgeutilisation is uppermost. This explains the increasing interest in the student learning experience, and a shift towardsmorestudent-centredteachingandlearning.Thishasbeendrivenbyquality agendas, a greater responsiveness on thepart of institutions to the changingdemo- graphicprofileofstudentsenteringhighereducation,arecognitionoftheimportance of informal learningprocesses,aswellas thenotionof theneedtoprovide‘learning richsettings’ (Knight, 2001). However, there has been a strong thread in the literature that has been critical of this shift towards ‘individuation’.MalcolmandZukas (2001), for example, refer towhat they see as the dominant psychological paradigm in teaching and learning 4Cullen (2019).Deliverable 2:Report on the content and structure ofDigCompEduSAT (unpub- lished).