Learner Generated Contexts: a framework to support the effective use of technology to support learning
Learner Generated Contexts: a framework to support the effective use of technology to support learning (Luckin et al., 2010)
The authors of this paper consider in depth the affordances of the technologies which are part of contemporary teaching contexts. Learner Generated Contexts (LGC) is viewed as a framework that might support the more effective use of technology to support learning across a range of technological tools and devices. Key to this is the process through which knowledge is constructed and understanding is gained. The foremost proposition of the paper is that Learner Generated Contexts as a series of adjustments to the dynamic learning environment allows learners to have greater agency in the creation of their learning contexts. For most teachers this is an appealing proposition and links to the notions of real world learning and problem based learning.
The nature of the context is not a physical one, aligning with the expanded view of learning context that underpins this MESH guide. This key article critiques current models of learning contexts and suggests to the reader that the current models that underpin the education system are not communicative and learner centric. They are seen as instrumental and organisation-centric. This however is not static and there exists the potential to create more open, creative and participatory learning experiences, through a diversity of technologically supported means. Accessing case studies in this guide provides some exemplification and jump off points to enable more effectively interactive learning experiences. More about this can be found in the article by Koohang et al which is also reviewed in this column.
Reference:
Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T. and Robertson, J., 2010. Learner-generated contexts: A framework to support the effective. Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching: Applying Social Informatics for Tertiary Teaching, p.70.
