Pedagogical Disruption then Construction

Traditional approaches to education are evolving in order to improve student engagement in course content and enhance learning outcomes. The image of students passively absorbing information from an educator who is lecturing from behind a podium does not reflect the current scope and dimensions of higher education. In many post-secondary institutions, students are encouraged to participate, engage, and collaborate with educators and peers in the design, development, and delivery of educational content for blended environments. The use and integration of exciting new technology enable educators to disrupt traditional learning experiences by breaking down the status quo that characterizes many teaching and learning spaces and then recreating or (re)constructing teaching approaches that meet the learning needs of today's students. Although this article includes the description of a research project that was conducted in a blended environment as a disruptive strategy, the article is primarily an expository piece around the need for disruptive pedagogies in post-secondary institutions and for construction of new philosophies and practices of teaching from theory, policy, and innovation.