ABSTRACT
This chapter begins by exploring the politics of learning onscreen in higher education and examines the impact of pedagogical content knowledge and signature pedagogies. It argues that gaming and creativity require more recognition, as does the idea of playful learning and the need for more imaginative learning spaces. The next section examines the idea of spaces of interruption which includes the exploration of ecotones, communities of inquiry and connected learning. The final section of the chapter suggests that students use information differently in the twenty-first century than in former years through produsage and mashups, as well as remixing, and also through participating across diverse social and traditional media.
