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Keen vs Weinberger - how do we deal with the fragmentation of knowledge?
Is a learner-generated context one in which the teacher sets up the framework? It is if the learners are set up on the debate on whether this is knowledge - more of a discovery model than a curriculum model.
LGC: greater freedom in learning strategies? Greater degree of learner-relevance? Greater degree of access to web 2.0 learning resources?
Comment: "...it's a matter of authority and risk"
Comment: "...people don't trust kids - teach them how to enjoy and learn - trust them"
Comment: "...learning needs a climate of trust, an openness to innovation, teachers need to be seen to be learners and learners need to be seen to be teachers"
Contrast between knowledge that is deemed authoritative and knowledge that is evolving and emerging
We need a greater dialectic between both types of knowledge - two sides of the same coin
See the PAH continuum
See the Obuchenie context model
Teacher is a word that belongs to the formal context but obuchenie implies that the teacher is always a learner too, opening up learning to broader interpretations
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