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Three propositions on conceptualising adaptive learning processes

July 26th, 2010 by Graham Attwell

As regular readers will know I have been thinking a lot about learning contexts lately. And having some interesting onversatio0ns in different media with Fred Garnett. When I was looking for something else this afternoon I found an email from him sent in April which I had somehow overlooked. I am not quite sure what the email says. For some reason the text is not wrapping. However he does say “you should get it together on your blog.” So I will and here is a section of the short (apparently unpublished) paper attached to the email which I find very interesting.

“Cumulatively we can draw these “Learner-Generated Contexts” points together to conceptualise a new, adaptive model of the relationships between informal, non-formal and formal learning

1. In an era of social networks where users have both the tools and the experience to self-organise, and with learning being a social process, the informal dimension of learning is better defined as that domain within the learning process where people organise themselves, either to meet self-determined goals or to meet the pre-determined goals of an institution; people are how we scaffold the organisation of learning

2. In an era where an ever greater amount of learning content is on offer and new ways of providing learning resources, as objects, tools and templates, are made available then the non-formal dimension of learning could be defined as those resources used for learning; resources are how we scaffold the process of learning

3. In an era where traditional learning is being subverted by new forms of collaboration and knowledge construction, crowd-sourcing wikipedia, participatory science, then formal learning could be defined as providing reliable sources of accreditation; institutions are how we scaffold the accreditation of learning.”

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