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Learner-Generated Contexts: A Framework to Support the Effective Use of Technology for Learning
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Author(s): Rose Luckin (University of London, UK), Wilma Clark (University of London, UK), Fred Garnett (University of London, UK), Andrew Whitworth (University of Manchester, UK), Jon Akass (Media Citizens Ltd, UK), John Cook (London Metropolitan University, UK), Peter Day (University of Brighton, UK), Nigel Ecclesfield (Becta, UK), Tom Hamilton (University of Sussex, UK)and Judy Robertson (Heriot-Watt University, UK)
Copyright: 2011
Pages: 15
Source title:
Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching
Source Author(s)/Editor(s): Mark J.W. Lee (Charles Sturt University, Australia)and Catherine McLoughlin (Australian Catholic University, Australia)
DOI: 10.4018/978-1-60566-294-7.ch004
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Abstract
In this chapter the authors 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, they concentrate on 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, the authors 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.”
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