GoogleTranslate Service


User-generated content, User-generated contexts and Learning

November 18th, 2009 by Graham Attwell

This is a short video – the first in a new series of Sounds of the Bazaar videos – made as a contribution to a workshop on ‘Technology-enhanced learning in the context of technological, societal and cultural transformation’ being held on November 30 to December 1 in Garmisch-Partenkirchen, Bavaria.

This workshop is organised by Norbert Pachler, the convenor of the London Mobile Learning Group (LMLG) and is being hosted by the EU funded Stellar network. The workshop is looking at the following questions:

  • What relationship is there between user-generated content, user-generated contexts and learning? How can educational institutions cope with the more informal communicative approaches to digital interactions that new generations of learners possess?
  • Learning as a process of meaning-making for us occurs through acts of communication, which take place within rapidly changing socio-cultural, mass communication and technological structures. Does the notion of learner-generated cultural resources represent a sustainable paradigm shift for formal education in which learning is viewed in categories of context and not content? What are the issues in terms of ‘text’ production in terms of modes of representation, (re)contextualisation and conceptions of literacy? Who decides/redefines what it means to have coherence in contemporary interaction?
  • What synergies are there between the socio-cultural ecological approach to mobile learning, which the group has developed through its work to date, with paradigms developed by different TEL communities in Europe?
  • What pedagogical parameters are there in response to the significant transformation of society, culture and education currently taking place alongside technological innovation?

The LMLG sees learning using mobile devices governed by a triangular relationship between socio-cultural structures, cultural practices and the agency of media users / learners, represented in the three domains. The interrelationship of these three components: agency, the user’s capacity to act on the world, cultural practices, the routines users engage in their everyday lives, and the socio-cultural and technological structures that govern their being in the world, we see as an ecology, which in turn manifests itself in the form of an emerging cultural transformation.

I have created a Cloudworks site to support the workshop and you are all invited to participate in the discussions. The site features key questions from a series of background papers, all available on the site and you are invited not only to comment but to add your own links, academic references and additional materials. The discussion is being organised around the following themes:

Look forward to your comments on this site or in the clouds.

4 Responses to “User-generated content, User-generated contexts and Learning”

  1. lizit says:

    Listening to your recording has triggered a blog – http://lizit.me.uk/2009/11/18/does-informal-learning-have-to-have-attributes-of-formal-learning-to-be-learning/ . Very interesting territory 🙂

Tweetbacks/Trackbacks/Pingbacks

  1. […] This post was mentioned on Twitter by Graham Attwell, Graham Attwell. Graham Attwell said: New blog post and video on User Generated content, user generated contexts and learning http://is.gd/4XSe4 […]

  2. […] but it comes out of my recent reading around self-directed learning and listening to a recording on Graham Attwell’s blog.  A phrase that jumped out of me from the recording was around how the ‘reflexivity and […]

  3. Social comments and analytics for this post…

    This post was mentioned on Twitter by GrahamAttwell: New blog post and video on User Generated content, user generated contexts and learning http://is.gd/4XSe4

  • Search Pontydysgu.org

    News Bites

    Digital Literacy

    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information


    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • RT @mrmwardphd Me and @ingram_nicola are seeking two new convenors to help run the BSA soc of ed study group! Deadline for expressions of interest is 31st July 2019. All career stages welcome, but you must be a BSA member. More info here es.britsoc.co.uk/sociology-of… @britsoci

    About 3 days ago from Cristina Costa's Twitter via Twitter Web Client

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories