Networked learning – an emerging paradigm? Can we speak of e-learning 2.0? . Course in Learning and Collaboration #5 Thomas Ryberg email@example.com. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License. Først lidt praktisk forespørgsler.
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Course in Learning and Collaboration #5
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License.
Inspired by Dalsgaard, 2004
Report 2Literature Review in Thinking Skills, Technology and LearningDr Rupert WegerifSchool of Education, Open University
Engeström has continuously claimed that CoP and LPP (Lave & Wenger) is problematic as it is ‘enculturation’ rather than exploration
First generation - Vygotsky
Second generation - Leontjev
There is a well-defined body of knowledge that should be passed on to students through the educational food-chain – from ministry plans to the student – National strategies, material databases, learning objects, curriculum.
Knowledge view: “Delivery or transmission of knowledge”
Ministry: National curriculum
Education (e.g. human centred informatics)
Student or groups of students
There is an ill-defined and massive body of knowledge that no individual or institution in itself can handle. Knowledge construction can be seen as diffusion of knowledge between different types of nodes in networks, where some nodes are more central than others. Knowledge is created, through transgressing boundaries, collecting, distributing and aggregating ”bits” of knowledge into regimes of competence
Knowledge view: “Chaotic diffusion of knowledge”
Problem Oriented Project pedagogy
Bounded Social Spaces
Problem Oriented Project pedagogy – in another perspective
I think we have tended to favour the left model while not giving enough attention to the model on the right – it has always been there, but not in focus