There is little doubt that the nature of higher education, academic life, and work is changing, both for faculty and students. It seems to us that this is a complex array of global phenomena, with many aspects. Giroux places pedagogy as a central element of these changes [1]. We think that these changes are also inextricably linked to Technology Enhanced Learning (TEL), both its pedagogies and its research, because many of them are animated and facilitated by the same forms of digitization that support TEL. We think that there is a need both to theorise and organize in the face of these complex and emerging realities. One of the tasks with which we are challenged is to ‘reimagine’ the nature of our work, and with it the nature of TEL. It is our hope that this paper may be a further contribution to that process. In earlier work [2] we commenced the task by looking explicitly at interdisciplinarity in relation to TEL. For example, we reported on the central role of Art and Design Education in bringing creative practices into informal TEL learning communities, and talked with researchers who were members of an interdisciplinary TEL team in Scotland, UK.