ABSTRACT
This chapter begins by exploring digital tethering as something that offers choice, development and opportunities for becoming in the context of a behavioural learning culture. It suggests the need to shift away from the current (and possibly future) rhetoric about flexible pedagogies, student satisfaction and engagement, and instead move towards new spaces, where students’ choices and responses are recognized as being central to the way learning is configured and structured. It suggests that digital tethering is creating ‘new spaces of response’ and prompting pedagogies of the imagination.
