Learner Generated Contexts Katerina Avramides IDEAS Lab, University of Sussex LGC Debate No. 2: 28 January 2008, London Knowledge Lab

Do technologies proliferate non-knowledge? Technology makes it easier to generate information that does not constitute knowledge but is perceived as such Recipients of this information lack understanding of knowledge validation Knowledge is validated by communities that define the question and what constitutes a valid answer at any point in time Individuals now generating and evaluating information

Technology makes it easier to generate information that does not constitute knowledge but is perceived as such

Recipients of this information lack understanding of knowledge validation

Knowledge is validated by communities that define the question and what constitutes a valid answer at any point in time

Individuals now generating and evaluating information

From an educational perspective Learner Generated Contexts: learners taking initiative in defining learning goals and learning process Technology has potential of giving initiative to learners Will this lead to knowledge construction, non-knowledge construction, or no construction at all?

Learner Generated Contexts: learners taking initiative in defining learning goals and learning process

Technology has potential of giving initiative to learners

Will this lead to knowledge construction, non-knowledge construction, or no construction at all?

Challenge of “Learner Generated” Learners are not young scientists Already a body of knowledge out there Learners need to construct knowledge while at the same time learning how to construct Learning what questions are asked as well as how to formulate an adequate answer

Learners are not young scientists

Already a body of knowledge out there

Learners need to construct knowledge while at the same time learning how to construct

Learning what questions are asked as well as how to formulate an adequate answer

Overcoming this challenge Learners require support - notion of independent learning is the outcome of learning process Focus on learners’ understanding of nature of knowledge This will affect how they approach learning (what there is to know, how to go about learning) Perception of task Conception of learning

Learners require support - notion of independent learning is the outcome of learning process

Focus on learners’ understanding of nature of knowledge

This will affect how they approach learning (what there is to know, how to go about learning)

Perception of task

Conception of learning

Technology can help address the challenge Give initiative to the student Constrain the process and give feedback Scaffold their thinking through the way they are required to represent their knowledge Make explicit their conception of knowledge validation

Give initiative to the student

Constrain the process and give feedback

Scaffold their thinking through the way they are required to represent their knowledge

Make explicit their conception of knowledge validation

An example from HE in domain of Psychology