In this chapter the authors present the concept of Learner-Generated Contexts as a potential framework through which the more effective use of technology to support learning might be supported and engendered. In particular, they concentrate on the theoretical grounding for consideration of Learner-Generated Contexts as a context-based model and organizing principle for designing learning and as a means of elucidating what institutional practices might support or retard their development. In so doing, the authors offer a model for the learning–teaching process based upon the Russian concept of öbuchenie" and a reconsideration of pedagogic design based upon a combinatory model termed the "PAH continuum."
%0 Book Section
%1 luckin2010learner
%A Luckin, R.
%A Clark, W.
%A Garnett, F.
%A Whitworth, A.
%A Akass, J.
%A Cook, J.
%A Day, P.
%A Ecclesfield, N.
%A Hamilton, T.
%A Robertson, J.
%B Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching
%D 2010
%E Lee, Mark J.W.
%E McLoughlin, Catherine
%K content design eor generated learner learning mobile web2.0
%P 70--84
%T Learner-Generated Contexts: A Framework to Support the Effective Use of Technology for Learning
%U http://www.igi-global.com/bookstore/chapter.aspx?TitleId=45017
%X In this chapter the authors present the concept of Learner-Generated Contexts as a potential framework through which the more effective use of technology to support learning might be supported and engendered. In particular, they concentrate on the theoretical grounding for consideration of Learner-Generated Contexts as a context-based model and organizing principle for designing learning and as a means of elucidating what institutional practices might support or retard their development. In so doing, the authors offer a model for the learning–teaching process based upon the Russian concept of öbuchenie" and a reconsideration of pedagogic design based upon a combinatory model termed the "PAH continuum."
@incollection{luckin2010learner,
abstract = {In this chapter the authors present the concept of Learner-Generated Contexts as a potential framework through which the more effective use of technology to support learning might be supported and engendered. In particular, they concentrate on the theoretical grounding for consideration of Learner-Generated Contexts as a context-based model and organizing principle for designing learning and as a means of elucidating what institutional practices might support or retard their development. In so doing, the authors offer a model for the learning–teaching process based upon the Russian concept of "obuchenie" and a reconsideration of pedagogic design based upon a combinatory model termed the "PAH continuum."},
added-at = {2011-04-02T09:19:44.000+0200},
author = {Luckin, R. and Clark, W. and Garnett, F. and Whitworth, A. and Akass, J. and Cook, J. and Day, P. and Ecclesfield, N. and Hamilton, T. and Robertson, J.},
biburl = {https://www.bibsonomy.org/bibtex/238208cc7eb8fafacfa238ed7e7ca50b7/yish},
booktitle = {Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching},
editor = {Lee, Mark J.W. and McLoughlin, Catherine},
interhash = {2e354aae7e996324bdb1fd632cf3c01a},
intrahash = {38208cc7eb8fafacfa238ed7e7ca50b7},
keywords = {content design eor generated learner learning mobile web2.0},
pages = {70--84},
timestamp = {2011-12-12T01:04:20.000+0100},
title = {Learner-Generated Contexts: A Framework to Support the Effective Use of Technology for Learning},
url = {http://www.igi-global.com/bookstore/chapter.aspx?TitleId=45017},
year = 2010
}