- Last 7 days
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Dolnicar, S., & Zare, S. (2020). CORONAVIRUS AND AIRBNB – Disrupting the Disruptor. https://doi.org/10.31235/osf.io/t9n6q
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Jena, P. K. (2020). Challenges and Opportunities created by Covid-19 for ODL: A case study of IGNOU [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jy2td
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psyarxiv.com psyarxiv.com
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Chatterjee, A., & Chatterjee, A. (2020). Managing through uncertain times: A study to understand the effects of conducting socio-academic life online during COVID-19. https://doi.org/10.31234/osf.io/vcbrw
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- Jun 2020
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psyarxiv.com psyarxiv.com
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Domínguez-Álvarez, B., López-Romero, L., Isdahl-Troye, A., Gómez-Fraguela, J. A., & Romero, E. (2020). Children Coping, Contextual Risk and their Interplay during the COVID-19 Pandemic: A Spanish Case [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/bt6kr
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www.theguardian.com www.theguardian.com
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editor, D. C. H. policy. (2020, June 27). It’ll take four years for NHS to recover from Covid-19, health chiefs warn. The Observer. https://www.theguardian.com/society/2020/jun/27/itll-take-four-years-for-nhs-to-recover-from-covid-19-health-chiefs-warn
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read.oecd-ilibrary.org read.oecd-ilibrary.org
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Youth and COVID 19: Response, Recovery and Resilience—OECD. (n.d.). Retrieved June 17, 2020, from https://read.oecd-ilibrary.org/view/?ref=134_134356-ud5kox3g26&title=Youth-and-COVID-19-Response-Recovery-and-Resilience
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psyarxiv.com psyarxiv.com
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Chatterjee, A., & Chatterjee, A. (2020). Managing through uncertain times: A study to understand the effects of conducting socio-academic life online during COVID-19 [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/zjaey
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www.theguardian.com www.theguardian.com
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Donegan, M. (2020, May 21). This pandemic threatens to undo what generations of feminists have fought for | Moira Donegan. The Guardian. https://www.theguardian.com/commentisfree/2020/may/21/this-pandemic-threatens-to-undo-what-generations-of-feminists-have-fought-for
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nymag.com nymag.com
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Walsh, J. D. (2020, May 11). The Coming Disruption to College. Intelligencer. https://nymag.com/intelligencer/2020/05/scott-galloway-future-of-college.html
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psyarxiv.com psyarxiv.com
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Saiful Islam, Md., Sujan, S. H., Tasnim, R., Sikder, T., Potenza, M. N., & Van Os, J. (2020). Psychological responses during the COVID-19 outbreak among university students in Bangladesh [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cndz7
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- May 2020
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www.weforum.org www.weforum.org
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We must prioritise climate change as we emerge from COVID-19. (n.d.). World Economic Forum. Retrieved May 29, 2020, from https://www.weforum.org/agenda/2020/05/climate-action-top-global-agenda-covid-19/
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www.theguardian.com www.theguardian.com
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Correspondent, H. D. S. (2020, May 27). Cancer undiagnosed “for nearly 2,000 people in UK every week.” The Guardian. https://www.theguardian.com/society/2020/may/28/cancer-undiagnosed-for-nearly-2000-people-in-uk-every-week
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science.sciencemag.org science.sciencemag.org
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Cobey, S. (2020). Modeling infectious disease dynamics. Science, 368(6492), 713–714. https://doi.org/10.1126/science.abb5659
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www.thelancet.com www.thelancet.com
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Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Tarbox, C., Silverman, E. A., Chastain, A. N., Little, A., Bermudez, T. L., & Tarbox, J. (2020, April 30). Taking ACTion: 18 Simple Strategies for Supporting Children with Autism During the COVID-19 Pandemic. Retrieved from psyarxiv.com/96whj
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psyarxiv.com psyarxiv.com
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Hamilton, J. L., Nesi, J., & Choukas-Bradley, S. (2020, April 29). Teens and social media during the COVID-19 pandemic: Staying socially connected while physically distant. Retrieved from psyarxiv.com/5stx4
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www.thelancet.com www.thelancet.com
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Newton, P. N., Bond, K. C., Adeyeye, M., Antignac, M., Ashenef, A., Awab, G. R., Babar, Z.-U.-D., Bannenberg, W. J., Bond, K. C., Bower, J., Breman, J., Brock, A., Caillet, C., Coyne, P., Day, N., Deats, M., Douidy, K., Doyle, K., Dujardin, C., … Zaman, M. (2020). COVID-19 and risks to the supply and quality of tests, drugs, and vaccines. The Lancet Global Health, S2214109X20301364. https://doi.org/10.1016/S2214-109X(20)30136-4
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arxiv.org arxiv.org
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Koren, M., & Petö, R. (2020, March 20). Business disruptions from social distancing. Cornel University. arXiv:2003.13983.
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- Feb 2020
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Local file Local file
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an O’Byrne,assistant professor of education at the College of Charleston, wrote, “Power and money ultimately influence decisions made by democratic bodies. With growing unrest,citizens can use social media and current/new digital tools to make themselves heard. Ultimately this will be pushed back again by existing powerholders and nothing may ultimately change. The existing powerholders will continue to exert their influence, and citizens will be left to continue to voice their opinions by shouting into the cyberverse.”
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- May 2019
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www.insidehighered.com www.insidehighered.com
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adjunctification of institutions founded on “gift” logic
I still don't see how institutions are continuing to miss the inevitable outcome, when adjuncts who feel no connection to an institution hop right over to the Mother-of-all-MOOCs online institution that makes the first credible bid to disrupt/replace them?
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www.tandfonline.com www.tandfonline.com
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web annotation as a disruptive media practice, as well as web annotation as performative publishing
Disruptive of hierarchy.
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- Feb 2019
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www.eurozine.com www.eurozine.com
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L’un des piliers de cet ordre commun, c’était le partage d’un vecteur commun qui allait du local et de l’archaïque vers le global et le futur. Ce cliché permettait de distinguer ce qui est réactionnaire et ce qui est progressiste. La désorientation actuelle rend cette distinction plus difficile dans la mesure où l’on revient, dans tous les pays du monde, à une définition régressive de l’État-nation dans le meilleur des cas, aux racines ethniques dans le pire : l’horizon commun a été explicitement abandonné.
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- Oct 2018
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www.educause.edu www.educause.edu
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Meanwhile, IT organizations are often defined by what's necessary rather than what's possible, and the cumulative weight of an increasingly complex communications infrastructure weighs ever heavier.
In the middle of a deeper exploration of the 2014 edtech landscape.
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hybridpedagogy.org hybridpedagogy.org
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For those of us on the frontline of K-12 teaching, “education as the practice of freedom” requires forthright discussion and action regarding subjects that are messy (at least in terms of their challenge to the agreed narrative and the cultural status quo) and this messiness can potentially make people uncomfortable, confused, upset, angry, and even potentially confrontational or worse, violent. Administrators and teachers and colleagues generally do not want to embrace the concept of education as the practice of freedom if it means rocking the boat too much.
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- Aug 2018
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www.theguardian.com www.theguardian.com
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what our children and older students are not developing
As mentioned before: if schools are teaching reading, but not digital reading, are we promoting this negative disruption?
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- Mar 2018
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teresa-nextsteps.blogspot.com teresa-nextsteps.blogspot.com
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When you look at the literature around the use of technology in education you will soon come across references to disruption. Having been an early adopter of technology in language teaching I have experienced this and my Master's research (on the user perceptions of voice over the internet) also identified that embedding technology in learning design does require a return to first principles if it is to be embedded successfully. As such it is a useful mechanism if you need to focus teacher attention on why we do what we do. This perspective from IMS Global on disruption clearly assumes that there is something inherent in the existing status quo in education which needs a shake up and gives an industry insight into learning technology in the business of education
Disruption, technology
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- Aug 2016
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blogs.reuters.com blogs.reuters.com
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The problem, as Taylor explained, is that the rise of e-commerce and social media has lowered the cost of entry for new competitors.
Sounds like a very quick summary of what Ben Thompson was saying two weeks ago. But, in this case, it’s from “the horse’s mouth”.
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- Jul 2016
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www.christenseninstitute.org www.christenseninstitute.org
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disruption is a positive force. Disruptive innovations are not breakthrough technologies that make good products better; rather they are innovations that make products and services more accessible and affordable, thereby making them available to a much larger population.
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- Dec 2015
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edumorphology.com edumorphology.com
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Yes, my intention was to show the most easily replaced in dark and move it to the least easily replaced.
One linear model, represented in something of a spiral… Agreed that the transformative experience is tough to “disrupt”, but the whole “content delivery” emphasis shows that the disruption isn’t so quick.
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www.forbes.com www.forbes.com
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As a result, new disruptive innovations emerge that are more modular—or unbundled
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- Feb 2014
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s3.amazonaws.com s3.amazonaws.com
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First, the popularization of the Internet upset the copyright paradigm and led to vigorous public and governmental lobbying by copyright holders in the face of rampant infringem ent.
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