JIME paper


FOCUS AND FIT TO CALL

 

Research agenda

 

    * Models of informal learning in the world of open education.

 

Sustainability

 

    * Sustainability models for open educational resources.

 

    * Methods for embedding open content in education.

 

 

In the original submission we said: 

 

“The agenda is not about technology use per se. It is about contextualising learning before it is supported with technology. Nonetheless the issues we have highlighted 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. In order to develop a research agenda for future research and development we propose that the following three questions provide a useful focus:

 

1. How can we facilitate the development of context-based models as the organising principle for designing learning?

2. How should we re-conceptualise the relationship between informal learning and formal education?

3. How can we integrate the roles of learners as consumers and producers in the learning process?”

 

 

 

 

Title: Learner Generated Contexts: An Open Context Based Model of Learning

 

Abstract

 

In this paper we consider the relationship between learning content and learning context. In particular we explore the idea that learners can create and open their learning contexts and consider the implications of this for the educational open content research agenda. We discuss context-based models as the organising principle for designing learning; the need to re-conceptualise the relationship between informal learning and formal education and the ways in which we integrate within the learning process the roles of learners as consumers and producers.  These discussions lead into consideration of the ways in which we might recognize and evaluate a Learner Generated Context. We examine the processes of a context-based model of teaching and learning and propose an obuchenie context model as a way of framing LGCs. We conclude by suggesting ways in which LGCs might be identified and evaluated.

 

Introduction

 

Background to the LGC concept and outline of research questions the paper seeks to answer.

 

Section1: Facilitating the development of a context-based model for learning

 

What does a context-based model of teaching and learning look like, how does it facilitate our understanding of context and how can it be used to facilitate the development/design of context-based models such as LGCs?

 

 

Section 2: Context, process and learning in informal learning and formal education  

 

How should we re-conceptualise the relationship between informal learning and formal education? How do the interactions between teachers and learners and the pedagogies used impact on LGCs.

 

 

Section 3: How can we integrate these roles?

 

In this section, we consider different ways of mapping the variety of contexts explored in Section 2, with particular reference to the ecology of resources model and the obuchenie context model.

 

Section 4: How can we recognize and evaluate an LGC?

 

Some examples of LGC-ness.

 

Conclusions

 

Learner Generated Contexts, the ecology of resources model, the obuchenie context model and their relevance for the Open Content Initiative.

 

References