Presentation for School of Education University of Manchester March 3rd. Discussing Ambient Learning City project in terms of JISC Developing Community Content project MOSI-ALONG
Are there ways in which we could use new smart technologies to aid the shift to a participative democracy rather then merely increasing passive consumption?
Presentation for DTCE at Manchester University looking at a range of digital projects I have worked on since 1995 and highlighting some possible digital futures of education
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
Overview of MOOC platforms trends: Creating your own open online course using...Martin Hawksey
Slides used as part of ocTEL week 5 webinar. The session introduces the wider landscape of MOOC platforms before highlighting how the ocTEL platform was developed using the WordPress platform
Are there ways in which we could use new smart technologies to aid the shift to a participative democracy rather then merely increasing passive consumption?
Presentation for DTCE at Manchester University looking at a range of digital projects I have worked on since 1995 and highlighting some possible digital futures of education
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
Overview of MOOC platforms trends: Creating your own open online course using...Martin Hawksey
Slides used as part of ocTEL week 5 webinar. The session introduces the wider landscape of MOOC platforms before highlighting how the ocTEL platform was developed using the WordPress platform
Czerniewicz MOOCs OER Networked Learning Conference 2016Laura Czerniewicz
Paper and presentation at Networked Learning Conference 9 - 11 May May Lancaster, 2016. Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
Updated WikiQuals Pecha Kucha that I gave in the Educate, Agitate, Organise strand of Critical Pedagogies Symposium at Edinburgh University on September 6th 2013
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 19 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper details an explorative and experimental project that is seeking to better implement virtual
technologies of Web 2.0 into the pedagogy of higher education. Our project endeavours to position these
technologies as a means of reorienting pedagogic practice within higher education around truly chaordic
communities of practice that serve to develop digital citizens. We have undertaken this project with the
belief that higher education should be concerned with answering the calls of our increasing digital society;
that is to say become a place for foster digitally literate learners, who’s learning is not restricted to physical
boundaries of the university but rather happens at all times over physical and virtual spaces.
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
The Emergent Learning Model takes the Open Context Model of Learning and organisational Architectures of PArticipation further and looks at how we might join up all modes of learning. Using the Bologna Process and EU i2015 & i2020 targets it rethinks the role of people and social processes, content and contexts as well as the roles of institutions and accreditation
Czerniewicz MOOCs OER Networked Learning Conference 2016Laura Czerniewicz
Paper and presentation at Networked Learning Conference 9 - 11 May May Lancaster, 2016. Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
Updated WikiQuals Pecha Kucha that I gave in the Educate, Agitate, Organise strand of Critical Pedagogies Symposium at Edinburgh University on September 6th 2013
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 19 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper details an explorative and experimental project that is seeking to better implement virtual
technologies of Web 2.0 into the pedagogy of higher education. Our project endeavours to position these
technologies as a means of reorienting pedagogic practice within higher education around truly chaordic
communities of practice that serve to develop digital citizens. We have undertaken this project with the
belief that higher education should be concerned with answering the calls of our increasing digital society;
that is to say become a place for foster digitally literate learners, who’s learning is not restricted to physical
boundaries of the university but rather happens at all times over physical and virtual spaces.
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
The Emergent Learning Model takes the Open Context Model of Learning and organisational Architectures of PArticipation further and looks at how we might join up all modes of learning. Using the Bologna Process and EU i2015 & i2020 targets it rethinks the role of people and social processes, content and contexts as well as the roles of institutions and accreditation
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
Presentation that was given at the TESOL Arabia Mobile Learning Conference entitled ""M-Learning in Context :Localizing a Global Trend" 28 November 2015
at Emirates Aviation College, Dubai, United Arab Emirates. Focused on the use of a "learning community" model to help realise successful integration of mobile learning strategies across the English Writing Services Department of the University College (General Education program) at Zayed University, United Arab Emirates.
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
Presentation given by Dr Keith Smyth (@smythkrs) and Dr David Walker (@drdjwalker) as part of #fdol132 in 2013.
The presentation provided background on the Global Dimensions in Higher Education project http://globaldimensionsinhe.wordpress.com/ and examined some of the issues/challenges that confront institutions as they attempt to engage in open collaborative practices.
Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
Celebrating 10 years of World Heutagogy Day; What is Heutagogy? PAH Continuum, Double Loop Learning, examining heutagogical practices, Creativity in Learning, Green My Learning, Heutagogy for Teachers, Heutagogy for Primary School, with access to free online resources for teachers and learners
Data, Information, Knowledge, Wisdom. An overview discussion of education and learning. Do I enter education merely to receive curated information or to acquire some core knowledge on my own path to wisdom? Some questions / provocations
FREE DOWNLOAD of Heutagogy for Primary Schools book by Vijaya Khanu Bote (edited). Edited by Nigel Ecclesfield and presented for use by teachers, outside the Indian education system, who wish to develop their learner-centred practice and increase learner-agency in primary schools.
FREE DOWNLOAD! This is a Resource Book for teachers who wish to help their children become self-determined learners. Based on the everyday practice of Vijaya Bhanu Kote over the past 10 years in India. Vijaya shares stories, tips and resources relating how she developed a unique relationship with her children, their parents and the local community. This award winning teacher now shares how her love and commitment is changing lives and futures
What we learned about education and self-determination when we occupied Northern Poly for 5 months and ran it as a community festival. We occupied the canteen for 5 years and discovered social anarchism as a natural human organising principle, so becoming socially useful human beings
An Urban Ecology for the re-enchantment of cities, lives and people based on community-building, place-making and social interactions in digital Third Places. Proposing we develop a practice of #socialimprov to transform our neighbourhoods by developing cultural folksonomy based on local actions
An overview of the issues highlighted by the 2021 FE White Paper using 3 lenses. The paper itself, the reaction from FE bodies and our view from an Architecture of Participation perspective
A Curated Conversation on the question "Is Heutagogy the Future of Education?" by 16 members of the World Heutagogy Crew answering the UNESCO call on the Future of Education for 2050
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A potential book cover for our upcoming book. If you have a preference please comment below OR follow the blog learnteach21
https://learnteach21.wordpress.com/
A curated conversation collaboratively answering the question How Do We Green Our Learning with 5 themes; Ecosystem, Planet & Lifestyles, Movement & Natural Curiosity, Context & Place, Science & Technology
I've been involved in greening learning for 40 years and this is what I have learnt so far. Green My Reading, green my institution, green my library & much more
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Ambient Learning City
1. Learner-Generated Contexts Group Building an Ambient Learning City Using the Emergent Learning Model MOSI-ALONG Fred Garnett CAL April 15 th 2011 #mosialong
3. Ambient Learning City Topics What is an Ambient Learning City? Learner-Generated Contexts & Ambient Learning Emergent Learning Model Integrating Informal, Non-formal & Formal learning Making the Ambient Learning City Work MOSI-Ambient Learning Open Network Group JISC-Bid Developing Community Content Background Ideas to Ambient Learning City Background to Learner-Generated Contexts Resource Links
4. Ambient Learning City What is an Ambient Learning City? VISION ; Building Inclusive Learning Contexts An uninterrupted opportunity to interact with a range of contexts ?How would you design learning now knowing what we know? *Turn the Institutions inside out, make their interests visible *Design learning resources for appropriation *Enable self-organised inter-disciplinary learning to emerge Trust the learner! Situate learning in the context in which learners live Focus on supporting learner interests not content preservation Design learning Interactions as though learning matters Enable learning consequences to be beneficial in context Community-responsive curricula
5. Ambient Learning City Learner-Generated Contexts A Coincidence of Motivations leading to Agile Configurations (2007)
6. Ambient Learning City Designing Ambient Learning How do we make the City ready to support learner-generated contexts? Start with the Context & Design for Appropriation! or E-enabling Oxford Road
7. Ambient Learning City Concepts; Realist not Idealist MOSI-Ambient Learning Open Network Group Emerged from the Ambient Learning City project, derived from a learner-generated digital libraries EU-bid proposal Based on the Emergent Learning Model ELM ELM designed to meet EU-i2015 targets to integrate Informal, Non-formal & Formal learning by reconceptualising Smart Mobs + Everything is Miscellaneous means… Here Comes Everybody
8. Emergent Learning Model Concepts “ Informal Learning, the social processes that support learning in any context ” is about People “ Non-formal Learning, Structured Learning Resources without formal learning outcomes ” is about Resources “ Formal Learning, the process of administering accreditation and qualifications ” is about Institutions (See http://www.slideshare.net/fredgarnett/fg-ouemergenttable ) The issue then raised from this proposed structure is 'flow.' Do we start with institutions and impose structures that work for them, or start with the social processes of self-organisation and design systems and resources to support the learning that emerges?
9. ELM Issues This Model of Learning requires expertise in educational professionals which can support learners as they are served across three phases of the learning process; Informal Learning Phase; enabling models of learner self-organisation that can be recognised by institutions post-hoc Non-Formal Phase; Learning resources have to be designed for learner appropriation . Accreditation opportunities need to embedded & quality assured (through templates?) Formal Learning Phase; Need to support structured resource provision, map to accredited learning outcomes, validating learning and managing financial flows guarantee the security and authentication of learners digital resources will enable learning strategies & policy outcomes to be provided to the government (See Policy Forest outcomes)
10. ELM Flows & Learning Literacy A Learning Literacy will emerge by enabling participatory models of learner self-organisation that create agile configurations dynamically in institutions Non-Formal; Learning resources have to be designed for appropriation whilst provide accreditation opportunities and allow co-creation (e.g. learning sequences, nQuire) Formal; Need to support resource provision, map to learning accreditation outcomes, provide quality assurance of learning in context & feedforward policy outcomes nationally This key institutional change alters the role of the teacher who work to support the learners 'literacy' in using this model in any context.
11. Making the Ambient Learning City Work Key Criteria ; Put the context into learning Social ; (CY) Believe everyone wants to learn! Learning is a social process that emerges from context Howard Rheingold; Smart Mobs Resources ; Design learning resources for appropriation! Major issues, learning resources, especially in the UK, even OERs really poor, must allow for co-creation & appropriation David Weinberger; Everything is Miscellaneous Institutions ; Support the self-organisation of learning! Provide: points of organisation, training, guarantors of learning that enable the Quality Assurance of resources Clay Shirky; Here Comes Everybody
12. Making the Ambient Learning City Work The Industrial Revolution threw a bomb into communities It dispersed, people, families, lives, narratives, histories; dozens, hundreds, thousands of miles apart The Transport Revolution enabled people to overcome distance and resolve this dispersal through travel, but with devastating environmental effects The Digital Revolution allows us to design people-centric systems that can be appropriated to meet self-determined hyper-local needs. Ambient Learning isn’t next generation technology push, it is about returning people to the centre of their lives using NSU Model of Tech Change; Networks, Services, Users Life is no longer elsewhere it can be Right Here Right Now
13. MOSI-ALONG Bid Elements FOCUS; Developing/Co-creating Community Content a) Review the way MOSI Digital resources are used by learners in informal contexts (PVM); b) Provide opportunities for the crowd-sourcing of digital content, from which can develop new relationships between curators and users; what might be called participative curatorial strategies; (RunCoCo) c) Create new templates for the digitization of museum resources; (Xerte, Web 2.0, media-citizens) d) Review ways that digitally-curated resources can be used for formal learning outcomes; (ELM, LGDL, OCMC) e) Provide guidance and toolkits for all HEIs to build on the lessons of RunCoCo and refresh the way they think about using learning resource creation for community engagement
14. Ambient Learning City William Gibson The Future is already here; It is just unevenly distributed…
15. Ambient Learning City Fred Garnett The Answers are already out there; We just aren’t asking the right Questions yet
16. Ambient Learning City Ambient City Background Town-Planning, Kropotkin; Fields Factories & Workshops Van & taxi-driver, situationist flaneurs , psycho-geography Creekside Urban Ecology Centre Mudlarking Ambient Learning Context in Deptford Creek An Information Ecology of Community Grids for Learning Manchester CGfL Steering Group (learners.org & 3G) CALL initiative, CGfLs supporting distributed learning Northala Ambient Learning Park LB Ealing (DC10 RITA) Kew Participatory Science Gardens Proposal 2010 Proboscis; City as Material project 2010 Manchester Digital Corridor (20yrs of Information City)
17. Learner-Generated Contexts Some background factors; Metadata for Community Content; Tools & Skills not content Community Devmnt Learning Model; intermediaries , interest lastfridaymob ; Creative, Interactive, Participative Tech Design Learner Generated Contexts; “ Coincidence of Motivations leading to Agile Configurations ” Open Context Model of Learning; PAH Continuum , 2007 Information Obesity (Drew); Cognitive Schemas An Organisational Architecture of Participation; nPV 2008 Dynamic Policy Development; Policy Forest 2009 Ecology of Resources; More Able Partner support learning (see Mitra’s Granny Cloud) (See next 3 slides)
18. Knowledge Curriculum Resources Administration Organisation Environment Underpinning concept: The Ecology of Resources model of context
19. Knowledge Curriculum Resources Administration Organisation Environment The Ecology of Resources model of context: for LGC we need bi-directional arrows in all parts of the model
20. Knowledge Curriculum Resources Administration Organisation Environment The Ecology of Resources model of context: we also need to identify appropriate boundaries or filters
21. Ambient Learning City Resources Blogs (continually updated) Heutagogic Archive ; Mosi -Along Slideshare Emergent Learning Model References ; (Videos) Howard Rheingold; Smart Mobs David Weinberger; Everything is Miscellaneous Clay Shirkey; Here Comes Everybody
22. Learner-Generated Contexts Building an Ambient Learning City Using the Emergent Learning Model MOSI-ALONG @fredgarnett http://heutagogicarchive.wordpress.com/ #mosialong
Editor's Notes
As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.
As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.
As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.