Learner Generated Contexts Katerina Avramides IDEAS Lab, University of Sussex LGC Debate No. 2: 28 January 2008, London Kn...
Do technologies proliferate non-knowledge? <ul><li>Technology makes it easier to generate information that does not consti...
From an educational perspective <ul><li>Learner Generated Contexts: learners taking initiative in defining learning goals ...
Challenge of “Learner Generated” <ul><li>Learners are not young scientists </li></ul><ul><li>Already a body of knowledge o...
Overcoming this challenge <ul><li>Learners require support - notion of independent learning is the outcome of learning pro...
Technology can help address the challenge <ul><li>Give initiative to the student </li></ul><ul><li>Constrain the process a...
An example from HE in domain of Psychology
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Epistemic Cognition

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Epistemic Cognition

  1. 1. Learner Generated Contexts Katerina Avramides IDEAS Lab, University of Sussex LGC Debate No. 2: 28 January 2008, London Knowledge Lab
  2. 2. Do technologies proliferate non-knowledge? <ul><li>Technology makes it easier to generate information that does not constitute knowledge but is perceived as such </li></ul><ul><ul><li>Recipients of this information lack understanding of knowledge validation </li></ul></ul><ul><li>Knowledge is validated by communities that define the question and what constitutes a valid answer at any point in time </li></ul><ul><ul><li>Individuals now generating and evaluating information </li></ul></ul>
  3. 3. From an educational perspective <ul><li>Learner Generated Contexts: learners taking initiative in defining learning goals and learning process </li></ul><ul><li>Technology has potential of giving initiative to learners </li></ul><ul><li>Will this lead to knowledge construction, non-knowledge construction, or no construction at all? </li></ul>
  4. 4. Challenge of “Learner Generated” <ul><li>Learners are not young scientists </li></ul><ul><li>Already a body of knowledge out there </li></ul><ul><li>Learners need to construct knowledge while at the same time learning how to construct </li></ul><ul><ul><li>Learning what questions are asked as well as how to formulate an adequate answer </li></ul></ul>
  5. 5. Overcoming this challenge <ul><li>Learners require support - notion of independent learning is the outcome of learning process </li></ul><ul><li>Focus on learners’ understanding of nature of knowledge </li></ul><ul><li>This will affect how they approach learning (what there is to know, how to go about learning) </li></ul><ul><ul><li>Perception of task </li></ul></ul><ul><ul><li>Conception of learning </li></ul></ul>
  6. 6. Technology can help address the challenge <ul><li>Give initiative to the student </li></ul><ul><li>Constrain the process and give feedback </li></ul><ul><ul><li>Scaffold their thinking through the way they are required to represent their knowledge </li></ul></ul><ul><ul><li>Make explicit their conception of knowledge validation </li></ul></ul>
  7. 7. An example from HE in domain of Psychology

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