Learner Generated Contexts

Katerina Avramides

IDEAS Lab, University of Sussex

Do technologies proliferate non-knowledge? Technology makes it easier to generate

information that does not constitute knowledge but is perceived as such Recipients of this information lack understanding of

knowledge validation Knowledge is validated by communities that

define the question and what constitutes a valid answer at any point in time Individuals now generating and evaluating information

From an educational perspective

Learner Generated Contexts: learners taking initiative in defining learning goals and learning process

Technology has potential of giving initiative to learners

Will this lead to knowledge construction, non-knowledge construction, or no construction at all?

Challenge of “Learner Generated”

Learners are not young scientists Already a body of knowledge out there Learners need to construct knowledge

while at the same time learning how to construct Learning what questions are asked as well as

how to formulate an adequate answer

Overcoming this challenge Learners require support - notion of independent

learning is the outcome of learning process Focus on learners’ understanding of nature of

knowledge This will affect how they approach learning (what

there is to know, how to go about learning) Perception of task Conception of learning

Technology can help address the challenge

Give initiative to the student Constrain the process and give feedback

Scaffold their thinking through the way they are required to represent their knowledge

Make explicit their conception of knowledge validation

An example from HE in domain of Psychology