Generating New Learning Contexts: Novel Forms of Reuse and Learning on the Move
| Type of publication: | Misc |
| Citation: | 111 |
| Year: | 2007 |
| Month: | 6 |
| Note: | Cook June 25- June 29, 2007 - Generating New Learning Contexts file:///EdMedia2007%20Cook_invited_paper_final.doc k, 27.05.2007 |
| URL: | http://www.aace.org/conf/edmed... |
| Abstract: | This paper investigates the conference theme of 'new roles of the instructor and learner' by drawing on work I am involved in at the UK's Centre for Excellence in Teaching and Learning in Reusable Learning Objects or RLO-CETL for short. The RLO-CETL is being funded by the UK's Higher Education Funding Council for England to develop a range of multimedia learning objects that can be stored in repositories, accessed over the Web or from mobile devices, integrated into course delivery and then reused in a variety of other learning contexts. London Metropolitan University is the lead site, in partnership with the Universities of Cambridge and Nottingham. I will use the term 'user generated contexts' to denote a hybrid combination of three elements: (i) networks surrounding reusable learning objects (RLOs), (ii) user generated content and (iii) mobile devices; and in particular to indicate that this combination enables novel forms of reuse and learning on the move. I examine issues surrounding the emergence of user generated context from a formal and informal learning viewpoint. As well as presenting various conceptual perspectives, I will also look at empirical work being conducted by the RLO-CETL that is aimed at identifying and documenting the possibilities for user generated context. One of the themes that emerged from action research was that the involvement of students in the design of learning technologies is extremely useful, but that it needs to be thought through clearly before the start of the process. Brief extracts from a follow-up study will be presented. An analysis of interviews gathered from students who engaged in this hybrid approach to learning will be used to provide vivid accounts of these new learning contexts. By engaging in the appropriation and adoption of technology learners can give technology a new, possibly peculiar, spin that others may adopt later. The generation of context is therefore characterised as an action on tools whereby a user actively selects, appropriates and implements learning solutions to meet their own needs. The user is an informed participant in the generative process. I will conclude the paper by examining the wider issues for user generated contexts. |
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| Added by: | [ADM] |
| Total mark: | 0 |
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