This document presents the concept of Learner Generated Contexts (LGC) as a potential framework to support more effective use of technology in learning. LGC views context as defined by a learner's interactions across physical and virtual spaces over time, rather than being confined to a single location. It proposes that learners can now take greater agency in creating their own learning contexts through technologies that enable sharing information and collaborating online. The document discusses shortcomings of current educational models and argues that a context-based model organized around learner-generated contexts could offer more participatory and democratic learning experiences.
The document presents a model of the relationships between informal, non-formal and formal learning. It depicts informal learning as emerging from the interests of individuals and groups, who organize and access resources to pursue self-determined interests. Non-formal learning involves resources created or provided to support learning sequences and audiences. Formal learning flows from institutions that offer accreditation and related resources to enable groups to meet accredited goals. The model shows learning flowing from left to right, driven by natural curiosity, while education flows from right to left, following institutional rules.
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
The document describes the Ecology of Resources (EoR) framework, which was developed to model contextual learning. It discusses applying the EoR framework to a study examining how teenagers conceptualize their energy use through interviews and a photo diary study. The EoR framework involves 3 phases: 1) creating a model of learning resources by categorizing elements from the study data, 2) identifying relationships between resources, and 3) developing scaffolds to support identified learning relationships.
The document discusses the Emergent Learning Model (ELM), which aims to apply Web 2.0 participatory tools to learning. ELM views learning as self-developed and self-managed within both formal and informal contexts. ELM can be used as a development framework to design new educational practices and learning ecosystems in a world of online resource abundance. While ELM allows integration of informal and formal learning, implementation challenges often emerge that require further refinement of techniques and processes.
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
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
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
The document presents a model of the relationships between informal, non-formal and formal learning. It depicts informal learning as emerging from the interests of individuals and groups, who organize and access resources to pursue self-determined interests. Non-formal learning involves resources created or provided to support learning sequences and audiences. Formal learning flows from institutions that offer accreditation and related resources to enable groups to meet accredited goals. The model shows learning flowing from left to right, driven by natural curiosity, while education flows from right to left, following institutional rules.
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
The document describes the Ecology of Resources (EoR) framework, which was developed to model contextual learning. It discusses applying the EoR framework to a study examining how teenagers conceptualize their energy use through interviews and a photo diary study. The EoR framework involves 3 phases: 1) creating a model of learning resources by categorizing elements from the study data, 2) identifying relationships between resources, and 3) developing scaffolds to support identified learning relationships.
The document discusses the Emergent Learning Model (ELM), which aims to apply Web 2.0 participatory tools to learning. ELM views learning as self-developed and self-managed within both formal and informal contexts. ELM can be used as a development framework to design new educational practices and learning ecosystems in a world of online resource abundance. While ELM allows integration of informal and formal learning, implementation challenges often emerge that require further refinement of techniques and processes.
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
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
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
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
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
This document provides guidance on how to use the Peeragogy Handbook. It is a practical guide for online co-learning and self-organized peer learning (peeragogy). Readers can hop around and do not need to read sequentially. Short videos introduce articles. It is a living document where readers can comment and suggest changes. The handbook provides conceptual information for getting started, as well as resources, assessments, and use cases toward the end. It also links to supporting literature on learning theories related to peer learning.
Themed “Higher Education 4.0: Knowledge, Industry and Humanity”, the 2018 mandate from Higher Education Minister Datuk Seri Idris Jusoh is centred on embracing the Fourth Industrial Revolution (Industry 4.0) as part of the call to revamp the Malaysian higher education system. Idris stressed to realise this, first, the process of teaching and learning has to be changed. Under Learning and Teaching 4.0, there are four aspects which should be put into paramount. The learning spaces should be redesigned. (eg : lecturer halls with multi-tiered collaborative tables and the use of smart board). Too, different kinds of pedagogies are needed, which are heutagogy (self-determined learning), paragogy (peer-oriented learning) and cybergogy (virtual-based learning).
The document discusses the benefits and risks of using WebQuests and the internet in the classroom. It outlines how WebQuests engage students in meaningful research projects while teaching proper internet usage. However, it also notes risks like inappropriate content, cyberbullying, and online predators that teachers must be aware of and have policies to address. The document provides guidance on creating effective WebQuests and maintaining a safe learning environment online.
The document outlines an agenda for a meeting to discuss connected learning and professional development in the 21st century. It introduces the community leaders and connected coaches, then discusses how education may change because of the meeting. It defines communities and networks, and discusses professional learning communities, communities of practice, and personal learning networks as approaches to professional development.
This document discusses connected learning communities (CLCs) as a new model for professional development for educators. CLCs provide several ways for educators to connect and collaborate, including local face-to-face professional learning communities (PLCs), personal learning networks (PLNs) built individually online, and bounded global communities of practice or inquiry (CoPs). PLCs focus on collaboration within subject areas or grade levels, PLNs focus on individual growth, and CoPs focus on collective knowledge building around shared interests and goals. The document advocates that connected educators who participate in these communities are better able to drive effective change.
The document discusses the changing landscape of education and skills needed for the 21st century. It notes that half of what students learn in their first year may be outdated by their third year, and that social and intellectual capital are becoming more important economic values. It advocates for personal learning networks, communities of practice, and using technology in pedagogically sound ways to develop students' new media literacies and prepare them for a world where knowledge is constantly changing.
The document discusses key skills and competencies needed for the 21st century such as critical thinking, collaboration, adaptability, communication skills, and accessing and analyzing information. It mentions Tony Wagner's "Seven Survival Skills" and discusses the need for systemic changes in schools and classrooms to help students develop these skills. It also discusses concepts like personal learning networks, rethinking pedagogy, strength-based learning, passion-based learning, educational technology integration models, and developing communities of practice.
The document discusses trends for learning in the digital age and describes connected learners. It defines connected learners as those with an inclination towards being open-minded, a dedication to ongoing expertise development, and a willingness to collaborate and leave their comfort zone. It also discusses digital literacies important for the 21st century like social networking, transliteracy, and participating in online communities and networks. Professional development is shifting towards community-based models like professional learning communities, communities of practice, and personal learning networks.
This document contains the notes from a presentation by Sheryl Nussbaum-Beach on learning and leading in the digital age. Some of the key points discussed include:
- The world is changing rapidly with the rise of mobile technology, online connectivity, and an "Internet of Things."
- Schools need to transform, not just reform, to prepare students for this new context and the future ahead of them.
- Connected learning through online networks, collaboration, and sharing knowledge can accelerate learning when integrated into classrooms.
- Educators must adapt and redefine themselves or risk becoming irrelevant in the 21st century.
This document outlines four types of scholarship (discovery, integration, application, teaching) and proposes measures of performance for each. It advocates for open scholarship that participates in the perpetual development of knowledge through collaboration. The goal is to promote learning and research through co-creation and infrastructure that supports evolving fields.
Presentation to accompany proposal for a BC Board/Authority Authorized Course - framework posted at http://db.tt/yCrfoQ6A. Middle Earth 12 is a senior Humanities elective course - a personalized, blended approach to the study of Language and Landscape. Middle Earth 12 is designed to work as a stand-alone course but will be implemented with a Humanities Program that also includes students seeking credit for BC English 11 and Geography 12.
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
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
The document summarizes the findings of a survey of 700 practitioners at 16 further education colleges about their use of technology. Key findings include:
1) Practitioners are natural explorers of technology and describe its impact in terms of teaching and learning rather than just the technologies themselves.
2) Over 90% see the learning platform Moodle as normal practice in their work.
3) Practitioners develop technology skills through personal exploration and insight rather than formal training, resulting in a diverse range of experiences and approaches.
4) Professional development should focus on pedagogy over technology and support the "reflective practitioner" that emerges when digital natives become professionals.
Within education, the increasing discourse around Open Educational Resources (OER) is one of the most visible manifestations of new approaches to sharing and knowledge construction that have flourished alongside the development of web2.0. Over the past three years the UK JISC and HEA have funded a major programme of OER release, the UKOER programme. The associated evaluation and synthesis project has highlighted the cultural issues and changing practices surrounding OER.
A strand of projects in the UKOER programme has focused on professional development – both development of HE teachers in OER practice, and release of OERs to support the professional development of HE teachers. Further projects have worked with outside organisations (such as professional bodies or the NHS) to develop OER for professional practice. Their experience has highlighted differences and unique aspects but also similarities and opportunities for sharing and learning across sectors.
The range of different models/approaches to OER present challenges as each stakeholder group has different motivations for engaging. The lack of a common vocabulary means that people are still asking fundamental questions about use, re-use and re-purposing of learning resources and about the nature of the concept 'open' itself - is existing practice becoming more open or does it require people to change their practice?
In this webinar, Lou McGill and Isobel Falconer, from the UKOER evaluation and synthesis team, will introduce emerging issues in open practices across sectors and invite participants to explore these within their own contexts.
The document discusses the evolution of learning environments and the potential for cities to become more participatory through emerging technologies. It covers the history of learning from ancient times to the present and the shift from pedagogy to heutagogy. The rise of Web 2.0 is described as moving from access to content to contextual learning. The concept of an ambient learning city is introduced as moving from ambient to smart to social. The talk concludes by envisioning Timisoara, Romania as a potential Timisoara 2.0 that becomes an open city of open scholars through participatory approaches enabled by emerging technologies.
This chapter introduces the concept of learning design and argues that explicitly representing and sharing the design of learning activities can help teachers create more effective learning environments. It discusses the changing context of education and needs of modern learners. A new learning design methodology is needed to help teachers design pedagogically sound learning that leverages new technologies. The chapter lays out an argument for shifting to a more systematic, explicit approach to design using tools and methods grounded in research.
The document discusses learner-generated contexts, which are contexts created by learners interacting together with a common, self-defined learning goal, rather than being consumers of contexts created for them. It proposes a research agenda to develop context-based models, realign informal and formal learning, and challenge consumption and creation relationships in learning. Key questions are raised about how technology and pedagogies have changed and could further change to better support learner-generated contexts.
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
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
This document provides guidance on how to use the Peeragogy Handbook. It is a practical guide for online co-learning and self-organized peer learning (peeragogy). Readers can hop around and do not need to read sequentially. Short videos introduce articles. It is a living document where readers can comment and suggest changes. The handbook provides conceptual information for getting started, as well as resources, assessments, and use cases toward the end. It also links to supporting literature on learning theories related to peer learning.
Themed “Higher Education 4.0: Knowledge, Industry and Humanity”, the 2018 mandate from Higher Education Minister Datuk Seri Idris Jusoh is centred on embracing the Fourth Industrial Revolution (Industry 4.0) as part of the call to revamp the Malaysian higher education system. Idris stressed to realise this, first, the process of teaching and learning has to be changed. Under Learning and Teaching 4.0, there are four aspects which should be put into paramount. The learning spaces should be redesigned. (eg : lecturer halls with multi-tiered collaborative tables and the use of smart board). Too, different kinds of pedagogies are needed, which are heutagogy (self-determined learning), paragogy (peer-oriented learning) and cybergogy (virtual-based learning).
The document discusses the benefits and risks of using WebQuests and the internet in the classroom. It outlines how WebQuests engage students in meaningful research projects while teaching proper internet usage. However, it also notes risks like inappropriate content, cyberbullying, and online predators that teachers must be aware of and have policies to address. The document provides guidance on creating effective WebQuests and maintaining a safe learning environment online.
The document outlines an agenda for a meeting to discuss connected learning and professional development in the 21st century. It introduces the community leaders and connected coaches, then discusses how education may change because of the meeting. It defines communities and networks, and discusses professional learning communities, communities of practice, and personal learning networks as approaches to professional development.
This document discusses connected learning communities (CLCs) as a new model for professional development for educators. CLCs provide several ways for educators to connect and collaborate, including local face-to-face professional learning communities (PLCs), personal learning networks (PLNs) built individually online, and bounded global communities of practice or inquiry (CoPs). PLCs focus on collaboration within subject areas or grade levels, PLNs focus on individual growth, and CoPs focus on collective knowledge building around shared interests and goals. The document advocates that connected educators who participate in these communities are better able to drive effective change.
The document discusses the changing landscape of education and skills needed for the 21st century. It notes that half of what students learn in their first year may be outdated by their third year, and that social and intellectual capital are becoming more important economic values. It advocates for personal learning networks, communities of practice, and using technology in pedagogically sound ways to develop students' new media literacies and prepare them for a world where knowledge is constantly changing.
The document discusses key skills and competencies needed for the 21st century such as critical thinking, collaboration, adaptability, communication skills, and accessing and analyzing information. It mentions Tony Wagner's "Seven Survival Skills" and discusses the need for systemic changes in schools and classrooms to help students develop these skills. It also discusses concepts like personal learning networks, rethinking pedagogy, strength-based learning, passion-based learning, educational technology integration models, and developing communities of practice.
The document discusses trends for learning in the digital age and describes connected learners. It defines connected learners as those with an inclination towards being open-minded, a dedication to ongoing expertise development, and a willingness to collaborate and leave their comfort zone. It also discusses digital literacies important for the 21st century like social networking, transliteracy, and participating in online communities and networks. Professional development is shifting towards community-based models like professional learning communities, communities of practice, and personal learning networks.
This document contains the notes from a presentation by Sheryl Nussbaum-Beach on learning and leading in the digital age. Some of the key points discussed include:
- The world is changing rapidly with the rise of mobile technology, online connectivity, and an "Internet of Things."
- Schools need to transform, not just reform, to prepare students for this new context and the future ahead of them.
- Connected learning through online networks, collaboration, and sharing knowledge can accelerate learning when integrated into classrooms.
- Educators must adapt and redefine themselves or risk becoming irrelevant in the 21st century.
This document outlines four types of scholarship (discovery, integration, application, teaching) and proposes measures of performance for each. It advocates for open scholarship that participates in the perpetual development of knowledge through collaboration. The goal is to promote learning and research through co-creation and infrastructure that supports evolving fields.
Presentation to accompany proposal for a BC Board/Authority Authorized Course - framework posted at http://db.tt/yCrfoQ6A. Middle Earth 12 is a senior Humanities elective course - a personalized, blended approach to the study of Language and Landscape. Middle Earth 12 is designed to work as a stand-alone course but will be implemented with a Humanities Program that also includes students seeking credit for BC English 11 and Geography 12.
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
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
The document summarizes the findings of a survey of 700 practitioners at 16 further education colleges about their use of technology. Key findings include:
1) Practitioners are natural explorers of technology and describe its impact in terms of teaching and learning rather than just the technologies themselves.
2) Over 90% see the learning platform Moodle as normal practice in their work.
3) Practitioners develop technology skills through personal exploration and insight rather than formal training, resulting in a diverse range of experiences and approaches.
4) Professional development should focus on pedagogy over technology and support the "reflective practitioner" that emerges when digital natives become professionals.
Within education, the increasing discourse around Open Educational Resources (OER) is one of the most visible manifestations of new approaches to sharing and knowledge construction that have flourished alongside the development of web2.0. Over the past three years the UK JISC and HEA have funded a major programme of OER release, the UKOER programme. The associated evaluation and synthesis project has highlighted the cultural issues and changing practices surrounding OER.
A strand of projects in the UKOER programme has focused on professional development – both development of HE teachers in OER practice, and release of OERs to support the professional development of HE teachers. Further projects have worked with outside organisations (such as professional bodies or the NHS) to develop OER for professional practice. Their experience has highlighted differences and unique aspects but also similarities and opportunities for sharing and learning across sectors.
The range of different models/approaches to OER present challenges as each stakeholder group has different motivations for engaging. The lack of a common vocabulary means that people are still asking fundamental questions about use, re-use and re-purposing of learning resources and about the nature of the concept 'open' itself - is existing practice becoming more open or does it require people to change their practice?
In this webinar, Lou McGill and Isobel Falconer, from the UKOER evaluation and synthesis team, will introduce emerging issues in open practices across sectors and invite participants to explore these within their own contexts.
The document discusses the evolution of learning environments and the potential for cities to become more participatory through emerging technologies. It covers the history of learning from ancient times to the present and the shift from pedagogy to heutagogy. The rise of Web 2.0 is described as moving from access to content to contextual learning. The concept of an ambient learning city is introduced as moving from ambient to smart to social. The talk concludes by envisioning Timisoara, Romania as a potential Timisoara 2.0 that becomes an open city of open scholars through participatory approaches enabled by emerging technologies.
This chapter introduces the concept of learning design and argues that explicitly representing and sharing the design of learning activities can help teachers create more effective learning environments. It discusses the changing context of education and needs of modern learners. A new learning design methodology is needed to help teachers design pedagogically sound learning that leverages new technologies. The chapter lays out an argument for shifting to a more systematic, explicit approach to design using tools and methods grounded in research.
The document discusses learner-generated contexts, which are contexts created by learners interacting together with a common, self-defined learning goal, rather than being consumers of contexts created for them. It proposes a research agenda to develop context-based models, realign informal and formal learning, and challenge consumption and creation relationships in learning. Key questions are raised about how technology and pedagogies have changed and could further change to better support learner-generated contexts.
This document summarizes a keynote presentation about designing learning in an open world utilizing new technologies. It discusses how social media and open educational resources provide opportunities for collaboration and sharing of resources. However, learners and teachers lack digital literacy skills to make effective use of these tools. The document outlines a vision for the future of learning leveraging new technologies. It also discusses challenges, including a lack of skills and issues integrating new tools. The presentation focuses on strategies to address these challenges through research on open educational practices and designing learning experiences that effectively combine pedagogy and technology.
This document discusses the concept of openness in education, focusing on its implications for learning in the future. It explores openness across four facets: open design, open delivery, open evaluation, and open research. Adopting more open practices could mean transparency in educational design, delivery, and evaluation. It could also foster better sharing of teaching ideas and a cultural change in learning and teaching practices. Defining and understanding openness is important from a research perspective and could lead to benefits like greater sharing of educational resources and a more evidence-based, research-led approach to teaching.
This document discusses the need for collaborative educational learning tools to be grounded in learning theories like constructivism and sociocultural perspectives. It examines three models of the mind - as computer, brain, and rhizome - that relate to views of learning as information processing, experiential growth, and sociocultural activity. Recent technological advances have increased opportunities for collaboration using tools like the internet and computer-mediated communication, but guidance is needed on how to integrate these tools pedagogically. Research on collaborative learning tools can help address this need by identifying how tools can facilitate, augment, and redefine learning environments.
This document provides an introduction to emerging technologies for learning by discussing major trends driving change in education, what is known about learning, and the role of technology in teaching and learning. It covers fragmentation of information, how learners now piece together content, and challenges for education in clarifying information. Research shows distance education can be as effective as face-to-face learning when pedagogical excellence is provided. The document aims to serve as a resource for educators on incorporating technologies into teaching.
This document discusses learning design, which aims to make educational design practices more explicit. It proposes a new methodology called "learning design" to shift educational design from an implicit to an explicit and design-based practice. The author provides an overview of learning design research at the Open University, including the development of conceptual design views, a tool for visualizing designs called CompendiumLD, and an online social network called Cloudworks for sharing and discussing learning designs. The author argues that adopting a more principled design approach could help practitioners make more informed choices about designing learning interventions and integrating technology and pedagogy.
This document discusses learning design, a new methodology for designing and reusing learning interventions. It provides context by discussing challenges in modern education and how traditional approaches may no longer meet learner needs. It introduces learning design as a way to make the design process more explicit and shareable. Key points include:
- New technologies and changing society create challenges for how learning is designed and supported.
- Traditional education focuses on content and assessment but may not develop skills needed in modern society.
- Learning design aims to make the design process more holistic, explicit and reusable to better support learners and facilitate innovation.
- The methodology draws from design practices in other fields like music, architecture and chemistry to provide a
This document discusses two conceptual models that can help address major infrastructural, cultural, and organizational issues in integrating formal and informal eLearning environments: 1) The "Aggregate then Curate" social media participation model developed on the MOSI-ALONG project. 2) An "Architecture of Participation" development framework for institutional flexibility created with UK colleges. It also summarizes the background and development of related models including the Emergent Learning Model, Open Context Model of Learning, and Community Development Model of Learning. Key aspects of applying these models on the MOSI-ALONG project are described.
Innovation, informational literacy and lifelong learning: creating a new cultureeLearning Papers
This article reflects on the impact of informational innovations and their interdependence with lifelong learning. Today, the object of knowledge and learning is increasingly based on digital information, which means we need to make serious efforts to construct a new culture of lifelong learning.
OER Models that Build a Culture of Collaboration: A Case Exemplified by CurrikieLearning Papers
Author: Barbara (Bobbi) Kurshan.
This article explores the impact that Open Educational Resources (OER) can have on eliminating the “Education Divide.” Advances in information technologies have created unique opportunities for the free exchange and access to knowledge on a global scale.
This document introduces the concept of distributed educational influence (DEI) in computer-supported collaborative learning environments. The main points are:
1. In collaborative learning contexts, all participants are potential sources of educational influence rather than just teachers. Success depends on how well influence is distributed among the group.
2. Studying educational influence requires considering how joint activities are organized and how participants fulfill requirements to provide/receive aid through written asynchronous communication.
3. Exercising influence in online environments poses additional demands, such as explicitly agreeing on how activities are structured and responsibilities are distributed to construct shared understanding.
A Synthesis of Self-directed Learning Design Model with Constructionism in t...Kru Suthin
This document proposes a self-directed learning model combining constructionism that is suitable for the new media environment in Thai higher education. The model aims to develop students' creative thinking skills. It was developed through interviews, expert opinions, and focus group discussions. The model includes identifying learning goals, analyzing learners, designing lesson content, identifying learning activities, preparing learning environment support systems, and assessing learning. The model is meant to incorporate social media technologies to improve deep learning through a more student-centered approach.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
Web 2.0 Learning Environment: Concept, Implementation, EvaluationeLearning Papers
This document presents a new learning environment model based on Web 2.0 applications and evaluates its implementation and testing at a German university. The learning environment consists of several modules like wikis, blogs, social bookmarking, and RSS feeds that are integrated through a central wiki platform. An evaluation of the environment through a student survey found that it successfully motivated learning and achieved positive learning outcomes.
This document presents a new learning environment model based on Web 2.0 applications, discussing how the technological changes of Web 2.0 have impacted communication, knowledge, and learning. It reviews concepts of eLearning 2.0 and personal learning environments, then describes the development and implementation of a Web 2.0 learning environment at Darmstadt University consisting of wikis, blogs, social bookmarking, and RSS feeds. An evaluation of this learning environment found that it successfully motivated students and improved learning outcomes.
This document presents a new learning environment model based on Web 2.0 applications, discussing how the technological changes of Web 2.0 have impacted communication, knowledge, and learning. It reviews concepts of eLearning 2.0 and personal learning environments, then describes the development of a learning environment using components like wikis, blogs, social bookmarking, and RSS feeds. Finally, the document evaluates this learning environment model through a case study and student survey conducted at a university.
An Activity-Theoretical Approach To Investigate Learners Factors Toward E-Le...Tye Rausch
1) The document discusses factors that influence learners' attitudes toward e-learning systems based on an activity theory approach.
2) It identifies four key factors: e-learning as a learner autonomy environment, e-learning as a problem-solving environment, e-learning as a multimedia learning environment, and teachers as assisted tutors in e-learning.
3) The study surveyed 168 learners and used factor analysis to group their attitudes toward e-learning systems into these four factors.
Minds on fire open education, tail, and learning 2guevarra_2000
This document discusses how social learning and open education resources enabled by the Internet can help address the growing global demand for higher education. It notes that traditional universities will not be able to meet this demand alone. The growth of the Internet has allowed for new models of open and social learning through open courseware, online communities, and peer-to-peer learning. Social learning focuses on interactions around content rather than just content transmission, and involves learning practices of a field through participation. Examples like open source software development show how people can learn through social participation at the periphery of expert communities.
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.
This document discusses heutagogy, or self-determined learning, as an educational approach for primary school children. It begins by defining heutagogy and explaining how it differs from pedagogy and andragogy in focusing on learner agency rather than being teacher-led or group-focused. It then provides examples of how heutagogy has been implemented in classrooms, including encouraging self-directed learning, storytelling, and project-based activities. Requirements for implementing heutagogy like a digital classroom, library, and activity areas are outlined. The document argues that heutagogy cultivates lifelong, self-directed learners and global citizens through a more hands-on, experimental approach compared to
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
The document discusses the concept of a "Republic of Learning" as an alternative model of education based on self-accredited, interest-driven learning. It outlines 13 steps for building the Republic of Learning, including trusting learners, allowing open and emergent learning, participatory co-creation, and building on cultural folksonomies rather than institutional taxonomies. The Republic of Learning is presented as a post-institutional model that moves beyond traditional academic structures towards more open, contextual, and learner-centered forms of education and learning.
This document summarizes an online book about unleashing learner agency through heutagogy (self-determined learning). It provides an overview of the book's 18 chapters, grouped into sections on theory, learning, barriers, and learners. Each chapter summary briefly describes the chapter's focus and key ideas. Overall, the book argues that heutagogy empowers learners by giving them control over their learning and allowing education systems to shift from authoritative to learner-centered models.
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
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/
Vijaya Bhanu Kote from India presented on implementing Heutagogy, which is self-determined learning, for primary school children. The main goals are to teach children to conserve nature and build a sustainable world through daily activities. Children are given freedom and learn through play, experiments, projects of their own choosing and involving the community. They assess their own progress and learn various subjects through correlation and stories. The results have included improved learning and children publishing their own book on Heutagogy.
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
This document outlines 10 steps to green your learning: 1) embrace nature; 2) learn from other views of nature; 3) green your reading; 4) engage in social action; 5) set your own learning goals; 6) green your learning; 7) green your research; 8) green your institution; 9) build a green centre; and 10) create a transition town. It discusses greening one's learning through embracing nature, reading green books, engaging in social action projects, setting self-directed learning goals, conducting public interest research, making institutions more sustainable, opening environmental education centers, and starting local sustainability initiatives. The document shares the author's experiences taking these steps over 40 years and resources to support greening
What is World Heutagogy Day, a historical overview of Heutagogy and what we have discussed about learning since 2013. How can we change education into learner-centred learning
This is a novelisation of the Open Context Model of Learning written to show how I had become a self-determined learner. It's about the schools I went to in 1963 and 1968 and how all my real learning was through music and with friends. There is a hidden reason why I picked music from 1963 & 1968. Can you guess why?
1963 music Playlist;
https://www.youtube.com/watch?v=W7vcRyBAQZA&list=PL897435F6EE8E8A49
1968 music Playlist;
https://www.youtube.com/watch?v=14ViwvgtvbA&list=PL9E082BA70EC068E2
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
Learner Generated Contexts
1. Learner Generated Contexts: a framework to support the effective use of technology to
support learning.
Luckin, Rosemary; Clark, Wilma; Garnett, Fred; Whitworth, Andrew^; Akass, Jon~; Cook,
John*; Day, Peter±; Ecclesfield, Nigel§; Hamilton, Tom$ and Robertson, J.**
The London Knowledge Lab - R.Luckin@ioe.ac.uk
Institute of Education
University of London
London WC1N 3QS
*London Metropolitan University
±University of Brighton
§Becta
^University of Manchester
$University of Sussex
~Media Citizens
**Herriot-Watt University
ABSTRACT
In this chapter we present the concept of Learner Generated Contexts as a potential
framework through which the more effective use of technology to support learning might be
supported and engendered. In particular, we concentrate upon the theoretical grounding for
consideration of Learner Generated Contexts as a context-based model and organizing
principle for designing learning and as a means of elucidating what institutional practices
might support or retard their development. In so doing, we offer a model for the learning-teaching
process based upon the Russian concept of “obuchenie” and a reconsideration of
pedagogic design based upon a combinatory model termed the “PAH continuum”.
Keywords: Pedagogy, learner goals, emerging technologies, educational technology, open
learning, social learning, HCI, participatory design, knowledge models, Web 2.0, open
context model, obuchenie, PAH, learner generated contexts, cognition, epistemic cognition,
metacognition
INTRODUCTION
The rapid development of technologies has made it possible for people to access data and
resources in their environment, to share information in multimedia formats, to collaborate,
publish and track their lives beyond the constraints of physical space or temporal constraint.
In this paper we develop the concept of a Learner Generated Context (LGC): a way to
describe learning-teaching processes that takes account of these advances. It is based around
the democratic principle that:
"ordinary people are intrinsic participants in technical processes. They can transform
technology through enlarging the margin of manoeuvre they already enjoy in the technical
networks in which they are enrolled."
2. (Feenberg, 2002, page 174).
The agenda is not about technology use per se. Nonetheless the issues we highlight here have
been prompted by thinking about the affordances and potentials of a range of technologies
and practice; web 2.0, m-learning, participative media, learning design and learning space
design. They have also been prompted by the convergence of parallel developments and
observations including:
Technology Developments. A brief history of the last 15 years reveals the following features.
An internet and the worldwide web that opened up our ability to publish and took us from
hypertext to multimedia, brought us networking and enabled people to communicate in more
places: to socialize, collaborate, co-author and co-publish. Increased availability of digital
devices such as cameras and sensors enabling us to digitally capture and store more about our
environment. Mobile, ubiquitous and pervasive technologies offer multiple choices about
how we keep in touch. One of the consequences of these digital developments is to enable
users to generate content; user outputs can be seen on blogs, wikis, and social networks such
as YouTube, Facebook, MySpace and Flickr. End-users are now active content producers
across online and offline environments.
Concerns about the current education system and in particular the role of technology. There
is mixed evidence about the effectiveness of current educational technology use (du Boulay,
Coultas and Luckin, 2007; Selwyn, 2007, for example), recognition that learners often dumb
down their expectations with respect to technology when they enter formal educational
establishments (Putnam, 2007) and growing recognition of the need for policy reform.
A blurring of the boundaries between designers and users. From the introduction of the first
examples of technologies that were designed to support learning some have built systems
without considering users but some have focused on user needs. This has supported an
increasing trend towards participatory design methods.
The convergence of these parallel developments results in a situation where more people
have the technological means to engage in system reform. There is the potential for both a
participatory democracy and for technological and design reforms to enrich learners’
educational experiences, making them more effective learners and participants in a reform
agenda. However, there is a particular tension within the current system around the extent to
which formal educational institutions can cope with the more informal communicative
approaches to digital interactions that new generations of learners possess (Luckin et al.,
2008; Clark et al., 2009).
LGC is about trying to find a framework that might support the more effective use of
technology to support learning. It is about opening up the process through which knowledge
is constructed and understanding is gained. The enterprise of the LGC group is precipitated
by a recognition that a combination of factors have brought us to a particular point in the
evolution of learning with technology that requires us to reflect on how things might work
better. Our work is inherently interdisciplinary and our, admittedly ambitious, desire is to
appeal to and encompass a huge sphere of activity that includes a great deal of education.
The current working definition of a Learner Generated Context is “a context created by
people interacting together with a common, self-defined learning goal. The key aspect of
3. Learner Generated Contexts is that they are generated through the enterprise of those who
would previously have been consumers in a context created for them”.
The LGC group share common concerns to ensure that learning is a participatory experience
that is about: participative technology, participative education and participative democracy.
The current popularity amongst learners for the creation and publication of their own
material, combined with the open content and open source initiatives offer the tools for
increased educational democracy. These tools support the potential for the boundaries to be
redrawn between learners and teachers, formal and informal education and the producers and
consumers of knowledge. However, learners still need support to scaffold their skills and
understanding (Wood, Bruner & Ross, 1976) as part of a Learner Generated Context process.
In this paper we present the latest iteration of our specification for Learner Generated
Contexts. In particular we concentrate upon their theoretical grounding as we consider how
we can facilitate the development of context-based models as the organizing principle for
designing learning and what institutional practices might support or retard their development.
We offer a model for the teaching-learning process based upon the Russian concept of
‘obuchenie’.
WHAT IS A LEARNER GENERATED CONTEXT?
The Learner Generated Context concept is based upon the description of an educational
context as a learner-centric Ecology of Resources (Luckin, 2008). These resources may be
organized to meet the needs of a learner or group of learners by various individuals including
teachers, parents, the government and learners themselves. The resources within a learner’s
ecology include:
• the subject they are learning, the way in which it is recognized and validated as a skill
or knowledge, and the epistemic community built around the subject in formal and
informal ways;
• the social and physical environments with which the learner interacts and the way in
which these are organized;
• the resources both human, such as peers, teachers, parents and inanimate, such as the
communications technologies (books, handouts, the WWW, etc.) which allow the
learner access to the knowledge of others, and those that allow us to access
information about the world such as microscopes and telescopes;
These context elements are situated within the prior cognitive structures which exist both in
the learner's subjective consciousness and the objective world, embedded into technologies,
organizations and other "persistent structures" (Nardi, 1996) such as norms and legal
procedures. (For a detailed exploration of the consequences of this environment- and
resource-based approach to the design of learning, see Whitworth 2009.)
This definition of context moves away from the idea that a context is a physical location to
the idea that the context is the combination of interactions a learner experiences across
multiple physical spaces and times. It is personal to them. The proposition made by Learner
Generated Contexts is that through a constant series of adjustments to this dynamic
environment, learners can now take greater agency in the creation of their learning contexts.
The implications of this for policy and pedagogy are considerable. (See Luckin, in press;
4. Luckin, du Boulay, Smith, Underwood, Fitzpatrick, Holmberg, Kerawalla, Tunley, Brewster
& Pearce, 2005; Luckin, Shurville & Browne, 2007 for more detail on the learner centric
ecology of resources framework and for more detailed examples).
SECTION 1: THE CASE FOR A CONTEXT-BASED MODEL OF
EDUCATION/LEARNING
In this section we consider what we mean by context and what a context-based model for
education and learning might look like. As part of the discussion we consider other models
and what makes them inadequate, including a consideration of formal and informal learning.
We question what a context-based model could offer, and why it might be better, before
concluding the section with a consideration of how we might facilitate the development of
context-based models such as Learner Generated Contexts.
What do we mean by context and what might a context-based model be like?
The suggestion that we should explore the educational context in which learning takes place
is not new. There are examples within studies of contemporary educational practice that
contribute descriptions of classrooms as Social Learning Contexts (Mercer, 1992) in which
the organization of the learning resources, including the computer, influence the manner in
which these resources are used and the nature of the context itself. We know that each
individual class will have its own unique culture and brand of learning environment
(Smagorinsky & Fly, 1993). Previous research has also indicated that the impact of
technology upon learning is heavily dependent upon the specifics of the educational context
into which the technology is introduced (Wood, Underwood & Avis, 1999). This work is
useful in confirming the importance of looking at the wider environment within which
educational interactions occur, but it is only part of the story for LGC. These research
examples tend to look at environmental locations with fixed physical or temporal boundaries
rather than the personal, learner-centric and learner-generated contexts that can encompass
multiple locations, which are at the heart of this article.
In the introduction we described context as something that was not tied to a physical location,
nor any specific virtual location, but rather as something that belongs to an individual and is
created through their interactions in the world. Every person’s context is individual to them
and is the ultimate form of personalization of the world and of the elements of the world
which can contribute to learning. This view of context is not inconsistent with ideas from
computer scientists such as Dey (2001) who consider a context to be defined by the
information that characterizes a particular situation with respect to an entity, which in our
case is a learner or a group of learners; Dourish (2004) highlights the importance of human
activity and Chalmers (2004) adds an individual’s experience and history to the mix.
Following this approach, a context can be described as a situation defined through the
relationships and interactions between the elements within that situation over time. For a
learner, a context is a situation defined through interactions in and with the world that are
themselves historically situated and culturally idiosyncratic. In the case of the learner, social
interactions are of particular importance (Vygotsky, 1978, 1986).
This approach is also related to views proposed from an activity theory perspective by writers
such as Nardi (1996) who see context as “not an outer container or shell inside of which
people behave in certain ways. People consciously and deliberately generate contexts
(activities) in part through their own objects” (Nardi, 1996 page 76). Context is a constant,
5. dynamic interaction between internal and external forces. To an extent contexts are
consciously and deliberately generated, but because prior practices and decisions are
embedded in the infrastructural resources on which they must draw, actors do not have
complete freedom to generate a context. The level of control they do have over their context -
particularly its technostructural parameters (see below) - is exactly what the learner-generated
contexts model seeks to increase; to move learners out of a subordinate relationship to their
context and into one of greater control.
The Ecology of Resources model of context offers a definition of context as a set of inter-related
resource elements, including people and objects, the interactions between
which define a particular context. It offers a description of the categories of elements that
need to be taken into account when trying to explore the interactions that constitute a
particular context. These categories include those noted in the introduction (skills, resources,
prior cognitive schema, and so on); this idea is an essentially dynamic one. However, the
nature of the interactions that our learner has with these different types of contextual element
is filtered in some way. For example, knowledge and skills are filtered, organized and
validated through concepts such as "curriculum" and "qualifications". These are socially
constructed concepts that have become reified through having been designed into the way
education is organized. By doing so they become removed from public scrutiny and
intervention, despite the fact that "public intervention may actually improve technology by
addressing problems ignored by vested interests entrenched in the design process" (Feenberg
1998, page 89). Such filters impose a certain structure and fixity on the dynamic context.
What other models are there? Why are they inadequate?
Educational ideas often have both a static, objective and quantifiable expression, and a more
dynamic, (inter)subjective and qualitative form (cf. Carr and Kemmis 1986). As an
illustration, consider the Zone of Proximal Development. This could be described
quantitatively as "[t]he discrepancy between a child's actual mental age and the level he
reaches in solving problems with assistance" (Vygotsky 1986 page 187). However, a more
dynamic, qualitative definition would define the ZPD as something which must be created
through instructional interactions that 'awaken' the internal developmental processes which
can only operate when the child is interacting with other people in the environment
(Vygotsky 1978). This split reflects schisms often discussed in social theory literature
between a technical or instrumental rationality and a more humanist or communicative
perspective.
The Ecology of Resources model could be viewed statically, as merely a set of elements
which could be "optimized" by design and organizational practice. Most formally constituted
organizations have within them a technostructure (Mintzberg 1989). Technostructures are
where technology and organization meet: they are organizational artefacts which
operationalise the procedures, systems and technologies that control the work of the other
wings of the organization, particularly the professional core and the support staff. In
universities, historically, technostructures have been weak (Mintzberg, 1989), but the
increased use of ICT to not just teach but administer the university does represent an
organizational transformation; it also represents a move towards a more static and less
flexible approach to the support of learning. Centralization and consolidation occur through
the "closure" of technological options (Feenberg 1998). As a result, there can be a lack of
freedom to experiment with new technological possibilities, due to a strengthening of the
filters around the available resources. There is, of course, a role for standardization in design
6. (Norman 1990): but as a protection against arbitrariness, not as something which "closes" the
possibility of further adaptation and innovation.
Models that currently underpin the education system are not communicative and learner-centric,
but instrumental and organization-centric.
The organizational problems posed to HE by the rise of ICT have been recognized even by
relatively organization-centric writers. Bates (2000), for instance, advocated addressing staff
development of technology at an organizational level by supplying resources for "Lone
Rangers" - self-motivated, self-empowered teaching faculty, engaging in experimentation in
their local context. But Bates later withdrew this support, claiming that the more mature
organizational approach to technology was to centralize (for a critique of this view see
Whitworth and Benson 2007).
Diana Laurillard's "conversational model" of educational technology is based on pedagogical
principles, though this is not quite the same as being "learner-centric". This model considers
how students and teachers describe and re-describe their conception of the world, through
technologies. Laurillard then takes this pedagogical idea and examines its impact upon
organizational infrastructures. She specifically states that the infrastructure must learn, be
reflexive: "An organizational infrastructure for educational technology... must enable the
system to learn about itself. The decision-making hierarchy must be in a position to receive
feedback on the effects of its decisions at each level in exactly the same way that the student
needs feedback on their interactions with the world in order to learn." (Laurillard 2002: 237).
Garnett and Ecclesfield call this “developing the organizational architecture of participation”
(2008)
Feedback mechanisms are, however, identifiable as filters, rather than as communicative
exchanges which help dynamically develop the Ecology of Resources. In order to really be
effective feedback has the potential to transform practice, not just provide information about
that practice to "objective" actors concerned to assess the performance of an existing
technostructural configuration. The dynamic nature of context, and the way it transcends easy
physical and temporal definition, means that an external, "objective" researcher or observer
can only ever hope to identify a snapshot of a particular context at a particular moment in
time. To the individual or group at the centre of a context, however, it is lived experience: but
that does not mean that the dynamic development of context is a process which takes place in
the forefront of conscious awareness. The consequences of this view will be explored below,
but first we will look at formal and informal learning issues.
How we might facilitate the development of context-based models such as Learner
Generated Contexts.
If we accept that a context-based model is worthy of consideration then we need to explore
how such models might be developed and implemented. Here we turn our attention in
particular to the question of design.
Design “choices” are not free but in fact are greatly constrained by the “persistent structures”
(Nardi 1996) in which they are made. Organizations embed values, procedures, systematized
ways of working and even thinking, not only into the "objective" technostructure, but into
their intersubjective communications networks (the use of language can restrict choice) and
the subjective consciousnesses of their members. Organizations push certain "cognitive
7. schema" at their members (Blaug 2007) and this is why many activities within organizations
take place beneath the level of conscious awareness. On the one hand, this is necessary, for
no organization could function if its members were continually questioning the premises of
even the most basic activity, on the other hand, this can retard "double-loop learning"
(Argyris 1999) and thus the organization’s ability to learn and adapt.
The problem with "design" as an industrial process is that it is specifically oriented towards
the reduction of choice. Designed systems are built around assumptions as to what activities
will take place within them, what mental models will govern these activities, and what
information best fits these mental models. For any such system, processing is eased when
incoming data are schema-consistent, and data that are inconsistent with this schema can be
filtered out and ignored (see Blaug 2007; via Augoustinos and Walker 1996). Ultimately,
Blaug claims (2007) that we cede portions of our cognition to the organization and the
technologies which make it up: we allow these designed technostructures to do a lot of our
thinking for us. All the context-based methodologies Nardi describes recognise that there is a
delegation of cognition to the system (distributed cognition) and, to an extent, activity theory
allows for this explicitly: even situated action (the most individualized and spontaneous of
these approaches) allows for the presence of "routines" which govern action at an
unconscious level. Yet this is a "deeply passive" (Blaug 2007) relationship on behalf of the
individual; the individual and their context become subordinate to the technostructure, rather
than active within it, and able to transform it if necessary (Feenberg 1998).
Learner-generated contexts stem not from organizational imperatives but more from the
tradition of autonomous action (more redolent of non-formal learning traditions). They
challenge those validity claims - claims to technological pre-eminence, the control over
meaning and personal context - which are then not validated by the organizational
environment within which social actors function (see Feenberg 2002; via de Certeau 1980).
They are "outbreaks of democracy" (Blaug 1999); whether they take place outside the
formally constituted educational sphere, as people develop their own, network-based
applications of technology (see Rheingold 2002), or perhaps within it, as subordinate groups
in an organization "subvert" its dominant technostructural systems (see Wenger 1998;
Benson and Whitworth 2007). Through these actions, learners increase their awareness of the
possibilities - lifting up operations, unconscious ways of working in a technostructural
context, and creatively playing with them - but also critically transforming them.
The principle of LGC begins with an appreciation of the tension that is building in the current
system in which learners are using technology more creatively and effectively outside of the
education system than within it (Putnam 2007). Teachers often do not have as high a level of
technical skills as their students and in which it is hard for many of them to find a way to
make that the basis for a positive learning experience for students and for themselves. But
this suggests that technology is a "problem type" in which even younger learners can
potentially validate the claims of teachers - and vice versa (Young, 1990).
This calls into question the role of "design" in the development of an Ecology of Resources.
Learners are usually considered either the "customers" or "products" of educational
organizations. When pedagogical processes are discussed they have the learner in mind, but
the relationship is rarely discussed as one in which learners generate pedagogical processes.
The idea of learner-generated content is broadly used, particularly in constructivist pedagogy.
But this content is being produced in a context which learners act within, consume, but do not
8. generate or transform. LGC is what happens because a design-based approach stems from the
cognitive separation between learners and the organization; it cannot relieve it.
The idea of learner-generated contexts forces us to reassess the validity of the "filter" that is
the sharp boundaries around the roles of teacher and learner. Hence our liking for the term
obuchenie which means both teaching and learning. It recognizes that critical pedagogy and
the internal critique of self-reflexive staff development are related (Young 1990; Carr and
Kemmis 1986). More significantly, this relationship is what supports LGC against criticisms
that it stands in a fundamental opposition to the authority of the teacher. This idea will now
be developed further, starting with a discussion of the various "ogys" - broadly-based
conceptions of teaching strategy at different stages of cognitive development.
SECTION 2: THE LEARNER GENERATED CONTEXT PROCESS
In the previous section we presented a case for the development of context-based models of
learning and suggested that a starting point for thinking about the nature of the elements that
might be active in the construction of learning contexts can be found in the Ecology of
Resources model. In this section we consider what types of interactions between these
context elements might support the construction of effective learning contexts. In particular
we consider the interactions between teachers and learners and the issue of pedagogy.
To start the discussion we consider the need to integrate the roles of learners as consumers
and producers in the learning process. As we highlighted in the introduction to this paper we
are seeing the rapid increase in the variety and availability of resources and tools that enable
people to easily create and publish their own materials and to access those created by others.
This extends the capacity for learning context creation beyond teachers, academics, designers
and policy makers. However, this gives rise to the following question: How can we integrate
the roles of learners as consumers and producers in the learning process? In our view of LGC,
we get role shifts for both the learner and teacher or instructor. These role shifts can have a
positive and empowering impact on learner and teacher. However, the role shifts may also
cause disruption in formal education systems and such change may consequently be resisted.
Various issues are emerging, one of which is our focus here: the need to consider what
pedagogical practices or non-formal learning patterns might work in a context-based learning
model.
The OGY model
We have previously adopted a hierarchical view on moves away from the term pedagogy
towards a learner-directed style of learning, such as that described by Knowles (1984) as
Andragogy and the more self-determined learning paradigm proposed by Hase and Kenyon
(2000) referred to as Heutagogy. This reflects the Greek origins of the words (child-leading,
adult-leading and self-leading respectively).
The increased use and development of social, collaborative and distributed learning
environments and the blurring of the boundaries between formal and non-formal
learning requires that we move on from these traditional, developmental and temporally
situated understandings of what it means to learn and what it means to be a learner. We are
entering a space where teachers are learners and students are teachers (TES, 2007), where
physical boundaries are being replaced or supported by virtual ones and the teacher is no
longer the sole expert.
9. We are interested in developing the idea of a learning continuum from Pedagogy through
Andragogy to Heutagogy as part of a process in education where the "teacher" is developing
learning skills in the learner. In the e-mature learner, Anderson (2006) characterized this as
"in pedagogy, what is to be learnt, and how, is both determined and directed by the teacher;
in andragogy, it is determined by the teacher and directed by the learner; in heutagogy, both
determination and direction shift to the learner. Normally, concepts of pedagogy, andragogy
and heutagogy are associated with age, sector or the formal stage of learner development - for
example, pedagogy with schools, andragogy with adult education and heutagogy with
doctoral research". O'Beirne comments in response to Anderson that he is concerned about:
"the lack of “social” context. What I mean is that a learner situated in the Heutagogy is not
necessarily determining her learning, i.e. not self-determining and self-directing but is
involved in a more socio-constructivist type learning where, as a heutagogical learner she
avails of, is influenced by, develops, contributes to, criticizes and ultimately reflects on, a
social networking scenario. So I think that with Heutagogy yes there is a shift to the learner
but not the learner alone in isolation."
(see http://learnergeneratedcontexts.pbwiki.com/PAH)
He questions whether talking of a continuum implies that they are mutually exclusive when
we are thinking of the relationship as being "cumulative".
We argue that the value in a pedagogic approach is in developing the learner's understanding
of a subject. The value in an andragogic approach is in developing an understanding of how
to negotiate a way through the learning process. The value in a heutagogic approach is in
developing the understanding that you are empowered to look at the learning context afresh
and take decisions in that context. So this developmental view implies that learners need to
understand how subjects are constructed, what is canonical and, in the sense of learner
generated contexts, that learning is a social process of discussion, negotiation and
partnership, where learning enables you to go out into the world equipped not only to solve
problems, but also to identify new areas worthy of your attention. Heutagogy must now also
reflect the embedding of certain educational values into systems of control: critical reflection
on the technologies that one is presented with to construct a context and the transformation of
these technologies. We would further argue that learners have to be equipped to manage their
own learning and that we need to be educating them in those skills through an understanding
of this (cumulative) "PAH continuum". Another way of describing this development process
could be that of developing cognition, meta-cognition and epistemic cognition in the learner
(see Table 1).
Table 1: The PAH Continuum
Pedagogy Andragogy Heutagogy
Locus of Control teacher learner learner
Educational sector schools adult education doctoral research
Cognition Level cognitive metacognitive epistemic
Knowledge Production
Context subject understanding process negotiation context shaping
10. The OBUCHENIE context model
In addition to consideration of this “PAH continuum” a closer investigation of the socio-cultural
roots of the Ecology of Resources model (see Luckin, 2008 for a fuller description)
offers an additional construct that contributes a desirable ‘fuzziness’ to the debate – that of
‘obuchenie’. Ambiguities around the Russian word obuchenie and the search for an apt
translation of this Vygotskian term have been the subject of much debate over the years
(Daydov & Kerr, 1995; Simon, 1987; Daniels, 2001; Clarke, 2003; LeBlanc and Bearison,
2004). It has been variably described as ‘instruction’ (Van der Veer & Valsiner, 1995),
‘teaching/learning’ (Clarke, 2003), ‘teaching-and-learning’ (Wells & Claxton, 2003, p152),
‘teaching-learning’ (Davydov, 1995) and ‘learning’ (Wertsch & Somer, 1995, p332).
LeBlanc and Bearison (2004), considering obuchenie in formal educational contexts suggest
that it characterizes interactions in the zone of proximal development which are
“conceptualized less as displays of unidirectional guidance or support on the part of teachers
to learners and more as bi-directional displays of knowledge transformed through the course
of dyadic interaction”, suggesting that the relationship between teacher and a learner is
“characterized by a gradual exchange of knowledge that results in mutual cognitive growth”.
Sutton, points to obuchenie as “a phenomenon made up of mutually interpenetrating
opposites” (1980, p169-170), an argument supported by Moll (2000) who, addressing the
concept of obuchenie in informal contexts, e.g. amongst peers or in out-of-school contexts,
suggests that interactions framed as obuchenie have the potential to mutually enhance the
cognitive approach of both teacher and learner as marked by the coordination of self-regulatory
behaviors in a process of collaboration.
In this paper, however, we propose that it is the very fuzziness of the word obuchenie that
makes it an apt construct for understanding the potentiality of learner generated contexts and,
in particular, the permeable nature of the ‘implicit’ boundaries between teaching and learning
by looking at the principles of PAH and combining these with the notion of obuchenie.
In contrast to traditional perceptions of PAH, the obuchenie context model integrates PAH
with the Ecology of Resources model and views it not as a developmental hierarchy of dyadic
or bi-directional interactions between teachers and learners but rather as a complex
“heterarchical” continuum characterized by multiple points of intersection and an evolving
reciprocity of relations and interactions (Fig. 2) which fall along an ‘other-regulated : self-regulated’
continuum.
The traditional perception of a multi-levelled, bi-directional continuum of teaching/learning
in which ‘teacher’ influence is seen to decrease as ‘learner’ independence increases is
reshaped (see figure 1 below).
11. Figure 1 Teacher Influence
In turn, the combination of the Ecology of Resources and the acceptance of a fuzzy-field
concept of obuchenie together generate the potential for understanding the systemic
interaction of teacher/learner in which the elements of PAH are shaped by the interactions of
the teacher/learner within the available ecology of resources such that their individual
interests/motivations lead to “agile configurations” in the process of knowledge construction
so that at any one moment, teacher may be learner, learner may be teacher and both may
become mutually conditioned co-learners. We refer to this as the obuchenie context model.
Figure 2 - The Obuchenie Context Model
In this way, the obuchenie context model empowers actors within the learner generated
context, in a mutually beneficial process, to generate new knowledge models in the
obuchenie-led fragmentation of traditional discourses in the life-world of the organization.
12. This, in turn, opens up networks of communication within the system, enabling both teacher
and learner to reap the mutual benefit of a certain parity of voice reflected in the facilitation
of self-motivated, self-reflexive enquiry between and amongst participants which, in turn,
serves to generate a form of democratic, socially-constructed, community-based defense
against the traditional levers of control or colonization by the organization.
In these discussions of the processes that need to occur in order to support the creation of a
Learner Generated Context we have presented the PAH continuum and the Obuchenie
Context Model as new ways of looking at old ideas. We have tried to move consideration of
the individual concepts of pedagogy, andragogy, heutagogy and obuchenie into ‘context’
mode where the boundaries of meaning around the terms are made more flexible and
permeable.
The Open Context Model and Web 2.0
Web 2.0 is based on a number of elements: the web as a platform, architecture of
participation, small pieces loosely joined (now ‘everything is miscellaneous’) which are
aimed at providing tools for users to pull together resources in ways that make sense to them.
It describes a new set of user-centred experiences that are participative and interactive, which
Web 2.0 tools enable and support. We think that learner generated contexts are about
providing the tools to enable learner-centred experiences and the Open Context Model
discusses the set of pedagogical issues that need to be addressed if we are to use the
affordances of Web 2.0 to enable and support learner-centred learning. The Open Context
Model provides a new pedagogic framework to enable thinking about which Web 2.0
resources we will use for learning and why.
However, we do not think that new pedagogies are sufficient in themselves; we also need a
more adaptive and collaborative education system, which we have discussed in more detail in
“Colloquium; Developing an Organisational Architecture of Participation” (Garnett and
Ecclesfield, 2008). We believe that the future of education will emerge from the changed
pedagogic practice described in this chapter, allowing greater co-creation (obuchenie),
enabled and supported by appropriate Web 2.0 tools in a transformed educational architecture
of participation with “adaptive institutions working across collaborative networks”. The LGC
group will continue to review and publish on all these factors, including Web 2.0, as they
develop and change.
CONCLUSION
In this paper we have argued for a context-based model of learning and education and have
proposed that Learner Generated Contexts can provide a framework for open, creative and
participatory learning experiences. An LGC is a contributory context that generates a culture
of production that is characterized by replenishment and renewal drawing on existing
resources that are expanded and enhanced. We have discussed what we mean by context and
offered a personalized perspective of a learner’s context as a situation defined through social
interactions that are themselves historically situated and culturally idiosyncratic. We have
proposed a learner centric Ecology of Resources model consisting of a set of inter-related
resource elements, including people and objects, the interactions between which provide a
particular context. In addition to this constitutional approach we have also explored the
processes that need to occur in order to support the creation of a Learner Generated Context.
To this end we have presented the PAH continuum and the Obuchenie Context Model. We
have tried to move consideration of the individual concepts of pedagogy, andragogy,
13. heutagogy and obuchenie into ‘context’ mode where the boundaries of meaning around the
terms are made more flexible and permeable. In this way, the obuchenie context model
empowers actors within the learner generated context, in a mutually beneficial process, to
generate new knowledge models in the obuchenie-led fragmentation of traditional discourses
in the lifeworld of the organization.
Acknowledgements
We would like to thank all those who have shown an interest in the LGC initiative, though
their contributions to the LGC wiki, their attendance at events and their willingness to engage
in the debate. We also thank the EPSRC who fund the work of Prof. Luckin through an
Advanced Research Fellowship.
REFERENCES
Anderson, J. (2006) The e-mature learner. Think-piece for Becta.
http://tre.ngfl.gov.uk/uploads/materials/24875/The_emature_learner_John_Anderson.doc
Argyris, Chris (1999): On Organizational Change, Oxford, Blackwell.
Augoustinos, M. and I. Walker (1996): Social Cognition, London, Sage.
Bates, A. W. (2000): Managing Technological Change: Strategies for College and University
Leaders, San Francisco, Jossey-Bass.
Benson, Angela D. and Andrew Whitworth (2007): “Technology at the Planning Table:
Activity theory, negotiation and course management systems”, Journal of Organisational
Transformation and Social Change 4/1, pp. 75-92.
Blaug, Ricardo (1999): Democracy Real and Ideal: Discourse Ethics and Radical Politics,
Albany, SUNY Press.
Blaug, Ricardo (2007): “Cognition in a Hierarchy”, Contemporary Political Theory 6/1, pp.
24-44.
Boettcher, J. 2007. Ten Core Principles for Designing Effective Learning Environments:
Insights from Brain Research and Pedagogical Theory. Innovate 3 (3).
http://www.innovateonline.info/index.php?view=article&id=54 (accessed February 5, 2007).
Carr, Wilfred and Stephen Kemmis (1986): Becoming Critical: Knowing through action
research, Geelong, Deakin University Press.
Cervero, Ronald. and Arthur Wilson (1998): Working the Planning Table: the political
practice of adult education. San Francisco, Jossey-Bass.
Chalmers, M. (2004). A Historical View of Context. Computer Supported Cooperative
Work., 13(3-4), 223-247.
Clark, W., Logan, K., Luckin, R., Mee, A. and Oliver, M. (2009), 'Beyond Web 2.0: Mapping
the Technology Landscapes of Young Learners'. Journal of Computer Assisted Learning.
14. Clarke, David, Practice, Role and Position: Whole Class Patterns of Participation. Paper
presented as part of the symposium "Patterns of Participation in the Classroom" at the Annual
Meeting of the American Educational Research Association, Chicago, April 21-25, 2003.
Colley, H, Hodkinson, P, Malcolm, J (2003); Informality and Formality in Learning: A
Report for the Learning and Skills Research Centre, Leeds
http://www.lsda.org.uk/files/pdf/1492.pdf
Cook, J. and Smith, M. (2004). Beyond Formal Learning: Informal Community eLearning.
Computers and Education, CAL03 Special Issue, 43(1–2), 35–47.
Daniels, Harry, Vygotsky & Pedagogy, Routledge Falmer, London 2001
Davydov, V. (1995) The influence of L.S. Vygotsky on education theory, research and
practice, Educational Researcher, 24:12-21
Davydov, Vasily V. and Kerr, Stephen T., The Influence of L. S. Vygotsky on Education
Theory, Research, and Practice Educational Researcher, Vol. 24, No. 3. (Apr., 1995), pp. 12-
21.
Day, 2005 roundtable workshop: "Supporting community through ICT: qualitative research
methods". The Open University, Milton Keynes, UK on June 2-3 2005.
http://kmi.open.ac.uk/events/ci2005/pmwiki.php/Profiles/PeterDay
de Certeau, Michel (1980): L’invention du quotidien, Paris, UGE.
Dey, A. K. (2001). Understanding and Using Context. Personal and Ubiquitous Computing
Journal, 5(1), 4-7.
Dourish, P. (2004). What We Talk About When We Talk About Context. Personal and
Ubiquitous Computing,, 8(1), 19-30.
du Boulay, B., Coultas, J. and Luckin, (2007) unpublished Review of the Literature and
Stakeholder Consultation with respect to e-Learning. Availaable at
http://www.reveel.sussex.ac.uk/reports.php
Feenberg, Andrew (1998): Questioning Technology, London, Routledge
Feenberg, Andrew (2001): Transforming Technology: A Critical Theory Revisited, Oxford,
Oxford University Press.
Garnett, F. and Ecclesfield, N (2008) “Colloquium; Developing an Organisational
Architecture of Participation” BJET Vol 39 No 3 pp 468-474
Greenwood, M. & Wilson, P. (2004). Recognising Recording Progress and Achievement in
non-accredited learning: Evaluation report on the RARPA pilot projects April 2003 – March
2004. Leicester: NIACE
15. Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. ultiBASE. Retrieved
December 6, 2007, from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
Helen Colley, Phil Hodkinson & Janice Malcolm (2002) Non-formal learning: mapping the
conceptual terrain. A Consultation Report, Leeds: University of Leeds Lifelong Learning
Institute. Also available in the informal education archives: http://www.infed.org/archives/e-texts/
colley_informal_learning.htm.
Knowles, M. S. (1984). Andragogy in Action: Applying Modern Principles in Adult
Learning. San Francisco, CA/London: Jossey-Bass.
Laurillard, Diana (2002): Rethinking University Teaching: A framework for the effective use
of learning technologies, 2nd ed., London, Routledge.
Lave, J. and Wenger, E. 1991. Situated Learning: Legitimate peripheral participation,
Cambridge: University of Cambridge Press.
LeBlanc, Gess and Bearison, David J., Teaching and learning as a bi-directional activity:
investigating dyadic interactions between child teachers and child learners; Cognitive
Development 19 (2004) 499-515
Luckin, R. (2008), 'The learner centric ecology of resources: A framework for using
technology to scaffold learning'. Computers & Education, 50, 449-462.
Luckin, R., du Boulay, B., Smith, H., Underwood, J., Fitzpatrick, G., Holmberg, J.,
Kerawalla, L., Tunley, H., Brewster, D & Pearce, D. (2005). Using mobile technology to
create flexible learning contexts, Journal of Interactive Media in Education, Special Issue on
Portable Learning <http://www-jime.open.ac.uk>.
Luckin, R., Logan, K., Clark, W., Graber, R., Oliver, M. and Mee, A. (2008), Learners' use
of Web 2.0 technologies in and out of school in Key Stages 3 and 4. Coventry: Becta.
Luckin, R., Shurville, S. and Browne, T. (2007) Initiating e-learning by stealth, participation
and consultation in a late majority institution, Organisational Transformation and Social
Change Volume 3 Number 3 and Volume 4 Number 1 pp. 317–332
Mercer, N. (1992). Culture, context and the construction of knowledge in the classroom. In P.
Light & G. Butterworth (Ed.), Context and Cognition: Ways of Learning and Knowing (pp.
28-46). Hillsdale NJ: Erlbaum.
Mintzberg, Henry (1989): Mintzberg on Management: Inside our strange world of
organizations, London, Macmillan.
Moll, L. C. (2000). Inspired by Vygotsky: Ethnographic experiments in education. In C. D.
Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literary research: Constructing
meaning through collaborative inquiry (pp. 256-268). Cambridge University Press: New
York.
Nardi (1996) Context and Consciousness: Activity Theory and Human-Computer
Interaction The MIT Press, Cambridge, Massachusetts London, England
16. Nielsen, C. 2002. Community Learning: Creating a Sustainable Future through Critical
Awareness. Development Bulletin (58), pp. 102-105. Special issue: Environmental
Sustainability and Poverty Reduction: Pacific Issues, edited by Pamela Thomas.
Norman, Donald A. (1990): The Design of Everyday Things, London, Doubleday.
Puttnam, David (2007): “In class, I have to power down”, Education Guardian May 8 2007.
Available online at http://education.guardian.co.uk/egweekly/story/ 0,,2074182,00.html [last
accessed 14 Jan 2008]
Rheingold, Howard (2002): Smart Mobs: The Next Social Revolution, Cambridge MA,
Perseus.
Rogers, A. (2004) 'Looking again at non-formal and informal education - towards a new
paradigm', the encyclopaedia of informal education,
www.infed.org/biblio/non_formal_paradigm.htm. Last updated: December 28th 2007
Selwyn, N. (2007) ‘Curriculum online? Exploring the political and commercial construction
of the UK digital learning marketplace’ British Journal of Sociology of Education, 28, 2,
pp.223-240
Shabajee, P (2002) “Designing Multimedia Archives for Educational Use”, UKOLN
http://www.ukoln.ac.uk/nof/support/workshops/spring2002.htm#Creating%20Learning%20R
esources
Simon, Joan, Book Review: Vygotsky and the Vygotskians - Reviewed Work:
Smagorinsky, P., & Fly, P. K. (1993). The social environment of the classroom: A
Vygotskian perspective on small group process. Communication education, 42, 159-171.
Sutton, A. (1980) Backward Children in the USSR in J. Brine, M. Perrie and A. Sutton (Eds)
Home, School & Leasure in the Soviet Union (pp160-191), Allen & Unwin, Australia
Van der Veer, R. and Valsiner, J. (1994) The Vygotsky Reader, Blackwell, Oxford
Vygotsky and the Social Formation of Mind by James V. Wertsch in American Journal of
Education, Vol. 95, No. 4. (Aug., 1987), pp. 609-613.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes
(M. Cole, V. John-Steiner, S. Scribner, E. Souberman, Trans.). Cambridge, MA: Harvard
University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1987). Problems of general psychology. New York: Plenum Press.
Wells, Gordon and Claxton, Guy (Eds) Learning for life in the 21st century, Blackwell,
Oxford, 2003
17. Wenger, Etienne (1998): Communities of Practice: Learning, meaning and identity,
Cambridge, Cambridge University Press.
Wertsch, J. V., & Sohmer, R. (1995). Vygotsky on learning and development. Human
Development, 38, 332-337.
Whitworth, Andrew and Angela D. Benson (2007): “Taming the Lone Ranger: The Creative
Development of E-learning Technologies within UK and US Higher Education Institutions”,
Creativity or Conformity? Building cultures of creativity in higher education, Cardiff.
http://www.creativityconference.org/display_abstract.php?id=53 [accessed 14 January 2008]
Whitworth, Andrew (2009): Information Obesity, Oxford, Chandos.
Wikipedia (2006). User-Generated Content. Avalable:
[http://en.wikipedia.org/wiki/User_generated_content ]. Accessed December 6 2006.
Wilson, Brent (1999): “Adoption of Learning Technologies: Toward New Frameworks for
Understanding the Link between Design and Use”, Educational Technology 39/1.
Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving.
Journal of Child Psychology and Psychiatry, 17(2), 89–100.
Young, Robert E. (1990): A Critical Theory of Education: Habermas and Our Children’s
Future, New York, Teachers’ College Press.
Key Terms:
learner generated context: a context created by people interacting together with a common,
self-defined learning goal. The key aspect of Learner Generated Contexts is that they
are generated through the enterprise of those who would previously have been
consumers in a context created for them
obuchenie: teaching-learning process, from the Russian – a concept derived by the Russian
theorist, Lev Vygotsky
PAH continuum: the idea of a cumulative learning continuum from Pedagogy through
Andragogy to Heutagogy as part of a process in education where the "teacher" is
developing learning skills in the learner
Participation: involvement in the collaborative, co-created, participatory architecture of the
Web 2.0 environment
context elements: socially constructed concepts within the Ecology of Resources model
which have been reified in some way
Ecology of Resources: The Ecology of Resources model is a way of characterising a learner,
and the interactions that form that learner’s context. Based upon Vygotsky’s work on
the ZPD, it provides an abstract representation of the situations, resources and
18. relations that can be used to explore the potential benefits of available technologies in
a range of learning contexts.
filters: feedback mechanisms constructed around available resources within the Ecology of
Resources model
open context model: is a new pedagogic framework that describes a new set of user-centred
experiences that are participative and interactive, and discusses the set of pedagogical issues
that need to be addressed if we are to use the affordances of Web 2.0 to enable and support
learner-centred learning.