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Learner-generated context

January 01, 1970

The term learner-generated context originated in the suggestion that an educational context might be described as a learner-centric ecology of resources and that a learner generated context is one in which a group of users collaboratively marshall available resources to create an ecology that meets their needs.[1][2][3]

There are many discussions about user-generated content (UGC), open educational resources (OER), distributed cognition and communities of practice but, although acknowledging the importance of the learning process, there has been little focus on learner-generated contexts or the impact of new technologies on the role of teacher, learner and institution.

Background edit

The term learner-generated context (LGC) is grounded in the premise that learning and teaching should not start with the embracing of new technologies, but rather that it is a matter of contextualising the learning first before supporting it with technology.[4] The concept finds its roots in the affordances and potentials of a range of disruptive technologies and practice; web 2.0 and participative media, mobile learning, learning design and learning space design. It is also concerned with related issues in social interactions with technology around roles, expertise, knowledge, pedagogy, accreditation, power, participation and democracy.

The learner-generated context concept is concerned with examining 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, and ways in which this extends the capacity for learning context creation beyond the traditional contexts of, inter alia, teachers, academics, designers and policymakers. It is also a concept which challenges existing pedagogies insofar as it sees a new generation of read/write, participatory technologies as enabling learners to take ownership of both their learning and their actions in the real world and to contribute to the co-design of learning resources. In learner generated contexts, technology is seen to offer new dimensions for active participation and creativity in learning.

Definition edit

The Learner Generated Contexts Research Group was formed at a workshop in Bath (UK) in March 2007. This interdisciplinary research group based at the London Knowledge Lab defines a learner generated context (LGC) as:

A context created by people interacting together with a common, self- defined or negotiated 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.

Key issues edit

The emphasis on contexts[5] is key: learning is viewed as a social process occurring across a continuum of contexts, and learning must be "fit for context".[6] The generation of context is characterised as an action on tools where a user actively selects, appropriates and implements learning solutions to meet their own needs.[7] The following key issues emerge from this concept:

  • learners as creators not consumers
  • learning is facilitated by "agile intermediaries"
  • learning moves from regulated practice(s) towards participative collaboration and co-creation
  • learner needs participatory control of the learning environment
  • environment is physical, social and cognitive
  • learning design is purposeful – the 'preferred' and 'best' learning context may not be identical
  • co-configuration, co-creation and co-design of learning space allows learners to create their own context
  • new and relevant learning contexts are generated by needs and questions arising in social interactions
  • PAH continuum – pedagogy (cognitive mode), andragogy (metacognitive mode), heutagogy (epistemic mode)

References edit

  1. ^ Luckin, R., du Boulay, B., Smith, H., Underwood, J., Fitzpatrick, G., Holmberg, J., Kerawalla, L., Tunley, H., Brewster, D. and Pearce, D. (2005), 'Using Mobile Technology to Create Flexible Learning Contexts '. Journal of Interactive Media in Education, 22.
  2. ^ Luckin, R. (2006), Understanding Learning Contexts as Ecologies of Resources: From the Zone of Proximal Development to Learner Generated Contexts. Paper presented at the Proceedings of World Conference on Elearning in Corporate, Government, Healthcare, and Higher Education 2006.
  3. ^ Luckin, R., Shurville, S. and Browne, T. (2007), 'Initiating elearning by stealth, participation and consultation in a late majority institution'. Organisational Transformation and Social Change, 3, 4, 317–332.
  4. ^ Luckin, R. et al.,(2007) Learner-Generated Contexts: sustainable learning pathways through open content 2011-07-27 at the Wayback Machine, OpenLearn07 Conference 2008-12-12 at the Wayback Machine, Milton Keynes
  5. ^ Nardi, B. (1992). Studying context: A comparison of activity theory, situated action models and distributed cognition. Proceedings East-West Conference on Human-Computer Interaction. August 4–8, St. Petersburg, Russia. Pp. 352–359.
  6. ^ Garnett, F. (2008), "A Coincidence of Motivations Leading to Agile Configurations", Presentation, Shock of the Old 7 2012-02-08 at the Wayback Machine, Oxford
  7. ^ Bakardjieva, M. (2005). Internet Society. The Internet in Everyday Life. London: Sage Publications

External links edit

January 01, 1970
learner, generated, context, term, learner, generated, context, originated, suggestion, that, educational, context, might, described, learner, centric, ecology, resources, that, learner, generated, context, which, group, users, collaboratively, marshall, avail. The term learner generated context originated in the suggestion that an educational context might be described as a learner centric ecology of resources and that a learner generated context is one in which a group of users collaboratively marshall available resources to create an ecology that meets their needs 1 2 3 There are many discussions about user generated content UGC open educational resources OER distributed cognition and communities of practice but although acknowledging the importance of the learning process there has been little focus on learner generated contexts or the impact of new technologies on the role of teacher learner and institution Contents 1 Background 2 Definition 3 Key issues 4 References 5 External linksBackground editThe term learner generated context LGC is grounded in the premise that learning and teaching should not start with the embracing of new technologies but rather that it is a matter of contextualising the learning first before supporting it with technology 4 The concept finds its roots in the affordances and potentials of a range of disruptive technologies and practice web 2 0 and participative media mobile learning learning design and learning space design It is also concerned with related issues in social interactions with technology around roles expertise knowledge pedagogy accreditation power participation and democracy The learner generated context concept is concerned with examining 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 and ways in which this extends the capacity for learning context creation beyond the traditional contexts of inter alia teachers academics designers and policymakers It is also a concept which challenges existing pedagogies insofar as it sees a new generation of read write participatory technologies as enabling learners to take ownership of both their learning and their actions in the real world and to contribute to the co design of learning resources In learner generated contexts technology is seen to offer new dimensions for active participation and creativity in learning Definition editThe Learner Generated Contexts Research Group was formed at a workshop in Bath UK in March 2007 This interdisciplinary research group based at the London Knowledge Lab defines a learner generated context LGC as A context created by people interacting together with a common self defined or negotiated 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 Key issues editThe emphasis on contexts 5 is key learning is viewed as a social process occurring across a continuum of contexts and learning must be fit for context 6 The generation of context is characterised as an action on tools where a user actively selects appropriates and implements learning solutions to meet their own needs 7 The following key issues emerge from this concept learners as creators not consumers learning is facilitated by agile intermediaries learning moves from regulated practice s towards participative collaboration and co creation learner needs participatory control of the learning environment environment is physical social and cognitive learning design is purposeful the preferred and best learning context may not be identical co configuration co creation and co design of learning space allows learners to create their own context new and relevant learning contexts are generated by needs and questions arising in social interactions PAH continuum pedagogy cognitive mode andragogy metacognitive mode heutagogy epistemic mode References edit Luckin R du Boulay B Smith H Underwood J Fitzpatrick G Holmberg J Kerawalla L Tunley H Brewster D and Pearce D 2005 Using Mobile Technology to Create Flexible Learning Contexts Journal of Interactive Media in Education 22 Luckin R 2006 Understanding Learning Contexts as Ecologies of Resources From the Zone of Proximal Development to Learner Generated Contexts Paper presented at the Proceedings of World Conference on Elearning in Corporate Government Healthcare and Higher Education 2006 Luckin R Shurville S and Browne T 2007 Initiating elearning by stealth participation and consultation in a late majority institution Organisational Transformation and Social Change 3 4 317 332 Luckin R et al 2007 Learner Generated Contexts sustainable learning pathways through open content Archived 2011 07 27 at the Wayback Machine OpenLearn07 Conference Archived 2008 12 12 at the Wayback Machine Milton Keynes Nardi B 1992 Studying context A comparison of activity theory situated action models and distributed cognition Proceedings East West Conference on Human Computer Interaction August 4 8 St Petersburg Russia Pp 352 359 Garnett F 2008 A Coincidence of Motivations Leading to Agile Configurations Presentation Shock of the Old 7 Archived 2012 02 08 at the Wayback Machine Oxford Bakardjieva M 2005 Internet Society The Internet in Everyday Life London Sage PublicationsExternal links editLearner Generated Contexts Wiki http learnergeneratedcontexts pbwiki com LGC Research Group s page at OpenLearn The Evolving Story of LGC A presentation given by members of the LGC group at OpenLearn07 A Coincidence of Motivations Leading to Agile Configurations A presentation given by Fred Garnett at Shock of the Old 7 Oxford 2008 LGC Launch A presentation given at LKL debate no 1 by founding members of the LGC Group Learner Generated Contexts sustainable learning pathways through open content A paper given at the OU OpenLearn07 conference in Milton Keynes 2007 http hennistalk blogspot com 2007 11 openlearn 2007 learner generated html Retrieved from https en wikipedia org w index php title Learner generated context amp oldid 1147096084, wikipedia, wiki, book, books, library,

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