Questions
Questions at LKL 07 Discuss these Questions
- What are the contexts in which content is generated, and how can technologies support this creative process for learners?
- How has technology changed over the last 15 years (or so) and what has this meant for people's activities?
- How have pedagogies changed during this time?
- How have people's social and educational mobility changed during this time?
- How would we like technology to change over the next n years (or so) and what should this mean for people's activities?
- If Web 2.0 could be described as the re-aggregation of media, do we now need World 2.0; the re-aggregation of life?
- What would that look like?
- How could/should pedagogies change?
- Should there be more emphasis on helping people set their own goals, on supporting metacognition, motivation and personal epistemic development?
- How could/should people's social and educational mobility change?
- Should we be exploring the administrative, organisational and curricular boundaries in learning contexts and consider how technologies might make them more permeable?
- Is ‘preferred’ learning context the same as ‘best’ learning context?
- Given the issue of widening participation, are we assuming that learners always know the best way for them to learn?
- If learners haven’t had exposure to other contexts, how much can they be expected to generate the ‘right’ context for optimal learning?
- Is ownership the same as personalisation? Are we using either term correctly? Should we be calling this customisation? Should we talking instead in terms of ‘control’?
- If Learner Generated Contexts are the answer to enabling the affordances of Disruptive Technologies to transform traditional learning then what issues have to be addressed in developing new learning processes?
- What issues do we feel need to be addressed if we want to understand and contextualise the affordances of disruptive technology?
- If ownership is the right term, then can you have real ownership if this is only temporary?
- Can you have partial ownership?
- Have we got the right to give them any ownership of the learning space? What is our own ownership of the space?
- What engagement strategies are required to promote community learning?
- How can dialogue between diverse social stakeholders in contested social spaces be encouraged and sustained to promote community learning?
- What is the significance of trust building to these processes?
- How do diverse stakeholders make sense of their learning needs and apply what they learn to the benefit of the community?
- Can we identify an e-enabled iteration of Public Value? (Policy 2.0)?
- Can we build better stakeholder relationships in education?
- Can we develop participatory and democratic processes in the education system?
- Can we develop frameworks for enabling and recognising the co-design and co-creation of learning?
Questions at CAL 07
Q. How will you account for Incidental Learning?
A. I think it is a question of designing for "unintended outcomes" and both learner and practitioner being able to recognise their value?
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