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Students as Produsers

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

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Students as Produsers

  1. 1. Students as Produsers Keith Lyons 3 October 2013
  2. 2. Link
  3. 3. 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
  4. 4. Link
  5. 5. Assessment item 1: Presentation Assessment item 2: Coaching/Teaching Practical Assessment item 3: E-Portfolio
  6. 6. “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)
  7. 7. Link
  8. 8. “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)
  9. 9. “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
  10. 10. “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.”
  11. 11. “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

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