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Page history last edited by PBworks 12 years, 6 months ago



The LGC project is at an early stage. What is not sought directly is "better organisational practice" but we suggest that individual teachers and small learning communities could use it to find ways to "cross the boundaries" and to gain access to the knowledge, particularly (but not exclusively) technical knowledge embedded in their learners and the informal learning communities of which they are part, and to bring these into a more collaborative "design within" instead of "design for" process. That this will run counter to the institutionalised and centralised technostructural systems of their organisations (if they work in a university) is precisely the point. But it is through working on such "hidden transcripts" to produce "internal critique" that some of the hopes of, say, Selwyn (2007) could be realised: he laments the failures of institutionalised technology and suggests salvation may lie in students and parents becoming "more criticalbut lacks any critical framework with which to conceive of a practical educational resistance.

and politicized consumers of higher education" (p. 92)


The point with LGC is not that it should exist but that they already do exist. In this sense, we see the LGC model as both participatory and contributory in nature; it is a context which both draws on the existing culture and expands it in and through the ecology of resources. In order to better understand how these participatory and contributory processes interact with the ecology of resources in the production of knowledge, we have proposed the PAH continuum and the Obuchenie Context Model as possible frameworks for further exploring the potential of Learner Generated Contexts.



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