In this chapter the authors present the concept of Learner-Generated Contexts as a potential framework through which the more effective use of technology to support learning might be supported and engendered. In particular, they concentrate on the theoretical grounding for consideration of Learner-Generated Contexts as a context-based model and organizing principle for designing learning and as a means of elucidating what institutional practices might support or retard their development. In so doing, the authors offer a model for the learning–teaching process based upon the Russian concept of “obuchenie” and a reconsideration of pedagogic design based upon a combinatory model termed the “PAH continuum.”
This paper attempts to highlight findings from the recent LSIS (Learning and Skills Improvement Service) survey into practitioner attitudes to technology. We presented the initial findings of a research project funded by LSIS to the Greenwich e-learning conference in July 2011.A number of interesting insights can be identified concerning both the methodology used and the results obtained. In terms of the methodology we believe that the more qualitative approach used, which we describe as examining 'technology in action', can provide deeper systematic insights into practitioner uses of technology for learning, as well as indicating individual practice. Secondly, as a consequence of this approach, we have also unearthed some original insights into the use of technology for learning in colleges. Additionally, the almost 'learning analytics' approach to gathering survey data (Ecclesfield and Smith, 2011), also allowed us to create individual narratives of professional practice.As a consequence we will discuss the following issues; a new methodological approach using new tools and survey instruments, a wider ranging curiosity-driven use of technology for learning in the practitioner, highlighting approaches reflecting personal development of practice, which extends the concept of both staff and professional development. Overall our findings reflect a new professional confidence in using technology in colleges, which emerges from individual practitioner's personal curiosity in how technology might be used to help students learn.
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