Students as Produsers
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Students as Produsers



A presentation prepared for the 2013 ePortfolio Forum at the University of Canberra.

A presentation prepared for the 2013 ePortfolio Forum at the University of Canberra.



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Students as Produsers Students as Produsers Presentation Transcript

  • Students as Produsers Keith Lyons 3 October 2013
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  • Produsing In collaborative communities the creation of shared content takes place in a networked, participatory environment which breaks down the boundaries between producers and consumers and instead enables all participants to be users as well as producers of information and knowledge – frequently in a hybrid role of produser where usage is necessarily also productive. Link
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  • Assessment item 1: Presentation Assessment item 2: Coaching/Teaching Practical Assessment item 3: E-Portfolio
  • “Not all the value produced by a community or a network is immediately realized. Activities and interactions can produce “knowledge capital” whose value lies in its potential to be realized later.” Etienne Wenger, Beverly Trayner and Maarten de Laat (2011)
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  • “we're about to career into a Great Collision — people bumping up against the self-imposed perimeter of their own carefully constructed lives; human potential crashing headlong against choices that make the least of it. ... It's a collision that's going to happen inside each of us — and then, maybe, result in a collision that happens outside each of us.” Umair Haque (2012)
  • “I did all my recording last week and included some underwater footage. I thought it would be different and interesting for the viewer to see. However, I never thought it would be as useful as it has turned out to be. When I looked back over the footage that had been taken of my swimmer’s I was amazed at the amount of technique issues that I couldn’t see from above the water.” Link
  • “Hi Keith, This is my prezi. I've never done one of these before, so this was a great learning experience. Hopefully it all works.”
  • “If our ultimate goal is to educate human beings, then we must focus not only on knowledge and information, discipline and surveillance as measured by tests, but also on non-academic pleasures, motivations, skills, and the full array of human engagement that sustains attention and meaning.” Susan Bloom, 2013