Joan Vinall-Cox's personal annotations on this page
Joanvinallcox bookmarked
on 2008-12-31
An interesting post on an important current learning dilemma. “There is a sense in which the VLE debate does bridge into a larger discussion about the validity of top down knowledge distribution from the knowledge depot… a model that started to lose its validity 10 years ago and is now working its way to the margins. We are in a post-knowledge-scarcity society and the VLE as it is currently conceived is still designed for transimitting knowledge scarcity. It presumes that the ‘value’ is in the knowledge itself, in the content provided by the university ,and that the contribution of the students is transitory and disposable. This is the old model, the model, ACTUAL student centredness not the ’students get to talk’ model we’ve been sold for years, involves the student s creating their own knowledge in their own space… a PLE or Eportfolio or whatever you want to call it is created as a manner of course. It is the natural result of learning.” via Stephen Downes
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“There is a sense in which the VLE debate does bridge into a larger discussion about the validity of top down knowledge distribution from the knowledge depot… a model that started to lose its validity 10 years ago and is now working its way to the margins. We are in a post-knowledge-scarcity society and the VLE as it is currently conceived is still designed for transimitting knowledge scarcity. It presumes that the ‘value’ is in the knowledge itself, in the content provided by the university ,and that the contribution of the students is transitory and disposable. This is the old model, the model, ACTUAL student centredness not the ’students get to talk’ model we’ve been sold for years, involves the student s creating their own knowledge in their own space… a PLE or Eportfolio or whatever you want to call it is created as a manner of course. It is the natural result of learning.”
This link has been bookmarked by 6 people . It was first bookmarked on 04 Dec 2008, by José Mota.
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Joan Vinall-Cox
An interesting post on an important current learning dilemma. “There is a sense in which the VLE debate does bridge into a larger discussion about the validity of top down knowledge distribution from the knowledge depot… a model that started to lose its validity 10 years ago and is now working its way to the margins. We are in a post-knowledge-scarcity society and the VLE as it is currently conceived is still designed for transimitting knowledge scarcity. It presumes that the ‘value’ is in the knowledge itself, in the content provided by the university ,and that the contribution of the students is transitory and disposable. This is the old model, the model, ACTUAL student centredness not the ’students get to talk’ model we’ve been sold for years, involves the student s creating their own knowledge in their own space… a PLE or Eportfolio or whatever you want to call it is created as a manner of course. It is the natural result of learning.” via Stephen Downes
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“There is a sense in which the VLE debate does bridge into a larger discussion about the validity of top down knowledge distribution from the knowledge depot… a model that started to lose its validity 10 years ago and is now working its way to the margins. We are in a post-knowledge-scarcity society and the VLE as it is currently conceived is still designed for transimitting knowledge scarcity. It presumes that the ‘value’ is in the knowledge itself, in the content provided by the university ,and that the contribution of the students is transitory and disposable. This is the old model, the model, ACTUAL student centredness not the ’students get to talk’ model we’ve been sold for years, involves the student s creating their own knowledge in their own space… a PLE or Eportfolio or whatever you want to call it is created as a manner of course. It is the natural result of learning.”
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Carole HunterLMS as a walled garden, value of PLE as being more open etc etc etc. Usual arguments. Interesting discussion though re the privacy issue in relation to institutional systems and how the PLE copes with this...or not.
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