Beyond A Boundary, Some consequences of the Open Context Model of Learning
•Descargar como PPT, PDF•
3 recomendaciones•1,160 vistas
A presentation by the Learner-Generated Contexts Research Group at iPED 2009. Based on the Open Context Model of Learning and REVEEL Beyond the Classroom. This addresses some of the boundary issues for educational institutions as new pedagogies emerge for multiple contexts of learning. Ends with a recap of how the Ecology of Resources model helps deal with boundary issues.
![The background to our session ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recomendados
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (18)
Similar a Beyond A Boundary, Some consequences of the Open Context Model of Learning
Similar a Beyond A Boundary, Some consequences of the Open Context Model of Learning (20)
Más de London Knowledge Lab
Más de London Knowledge Lab (20)
Último
Último (20)
Beyond A Boundary, Some consequences of the Open Context Model of Learning
- 1. Beyond Boundaries: some consequences of the Open Context Model of learning Fred Garnett – London Knowledge Lab Nigel Ecclesfield - Becta
- 13. Knowledge Curriculum Resources Administration Organisation Environment Underpinning concept: The Ecology of Resources model of context
- 14. Knowledge Curriculum Resources Administration Organisation Environment The Ecology of Resources model of context: for LGC we need bi-directional arrows in all parts of the model
- 15. Knowledge Curriculum Resources Administration Organisation Environment The Ecology of Resources model of context: we also need to identify appropriate boundaries or filters
Notas del editor
- As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.
- As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.
- As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.