My personal notes regarding the introduction of week 24
Cole (1996): He emphasises the way in which the actions that people take, and the way in which they interact and play particular social roles, also constitute a learning context. Context therefore is emergent, and reflects the actions learners take, as well as the settings and relationships available to them for engagement.
Thorpe (2009) Sequenced tasks & texts: Tutors emphasised the importance of interpersonal interaction online for student engagement and learning effectiveness. Sequences of carefully designed online texts and activities were identified as key to the pedagogy here.
Sequences of carefully designed online texts and activities were identified as key to the pedagogy here. The peer interaction achieved a successful combination of formality and informality without directly reproducing the face-to-face forms that might be possible on a campus. Tasks prescribed activity by the learners, while at the same time enabling learners to take control over their own learning and interact with each other with a degree of self-organisation. Here, therefore, are methods that work at the level of the online course, but they will be subject still to the impact of emergent context on each student, creating differences of experience and success with the same pedagogic strategy. These approaches require (at the level of design) activities and communicative approaches that students find accessible and that motivate their participation.
Practitioners start to use technology they create learning contexts that are different from those they engage with face to face. Practitioners may draw upon familiar patterns of interaction or ways of behaving in particular settings, but the virtual may be a very different experience.
practitioners start to use technology they create learning contexts that are different from those they engage with face to face. Practitioners may draw upon familiar patterns of interaction or ways of behaving in particular settings, but the virtual may be a very different experience.
Polycontextuality: Learning can become an activity running alongside other aspects of our lives, as when we listen to an iPod while we walk round a gallery or a museum, travel to work, browse the Web or do the shopping. We thus choose to construct our own, personalised learning contexts, while engaging with other contexts simultaneously, in parallel.
Week 24: Context & Content
My personal notes regarding the introduction of week 24
Cole (1996): He emphasises the way in which the actions that people take, and the way in which they interact and play particular social roles, also constitute a learning context. Context therefore is emergent, and reflects the actions learners take, as well as the settings and relationships available to them for engagement.
Thorpe (2009)
Sequenced tasks & texts: Tutors emphasised the importance of interpersonal interaction online for student engagement and learning effectiveness. Sequences of carefully designed online texts and activities were identified as key to the pedagogy here.
Sequences of carefully designed online texts and activities were identified as key to the pedagogy here. The peer interaction achieved a successful combination of formality and informality without directly reproducing the face-to-face forms that might be possible on a campus. Tasks prescribed activity by the learners, while at the same time enabling learners to take control over their own learning and interact with each other with a degree of self-organisation. Here, therefore, are methods that work at the level of the online course, but they will be subject still to the impact of emergent context on each student, creating differences of experience and success with the same pedagogic strategy. These approaches require (at the level of design) activities and communicative approaches that students find accessible and that motivate their participation.
Practitioners start to use technology they create learning contexts that are different from those they engage with face to face. Practitioners may draw upon familiar patterns of interaction or ways of behaving in particular settings, but the virtual may be a very different experience.
practitioners start to use technology they create learning contexts that are different from those they engage with face to face. Practitioners may draw upon familiar patterns of interaction or ways of behaving in particular settings, but the virtual may be a very different experience.
Polycontextuality: Learning can become an activity running alongside other aspects of our lives, as when we listen to an iPod while we walk round a gallery or a museum, travel to work, browse the Web or do the shopping. We thus choose to construct our own, personalised learning contexts, while engaging with other contexts simultaneously, in parallel.