Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography

Abstract

Scholars and practitioners argue that information and communication technology (ICT) provides flexibility of time and place and softens boundaries between students’ learning lives. The fluid movement between formal and informal learning contexts afforded by digi-tal technology has prompted a re-definition of higher education learning environments to harness its potential. Further, technology can cater to diverse learners and promote lifelong learning in ways that the traditional didactic settings characteristic of tertiary contexts can-not. Scholars and practitioners have labelled this new teaching and learning landscape as smart pedagogy. This article engages with this scholarship by analysing a specific Aus-tralian case study in which ICT reforms have been deliberately implemented to adhere to smart pedagogies. Using collective biographies as a methodological tool, this inquiry provides insights into sensemaking experiences of a group of university academics whilst implementing ICT reforms anchored on Smart Pedagogy.