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This article examines the shift in education towards open learning and the use of ICT. It explores the concept of border resources and their relationship to center and periphery contexts. Additionally, it discusses the importance of designing curriculum and pedagogy for open learning environments.
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Open learning -- delivery of ed programs through ICT • Border resources -- shared social resources associated w/ use of educational artifacts • Knowledge mobility -- move ‘knowledge’ normally housed in institutions to local contexts • Mass higher education -- through ICT and ‘open learning’ models -- accessibility • Tertiary education -- post-secondary ed. • “New order” -- ‘old methods’ no longer relevant; rise of new technologies; new pedagogies demanded by new context of open learning; large scale, global national corporations
Anthropomorphizing -- giving something human characteristics • Borderline framework-- a tool for thinking about an ongoing fascination with technologies creates center, periphery, contexts -- way of looking at challenges of open learning • Center and Periphery -- can shift, not fixed, examine in relation to one an another • Border resources -- socially shared, need to examine the relationship between center/periphery • Research on open/distance ed -- a) advocacy; b) design of tech; c) reactions of teachers/students
Portable context -- “set of conventions that TRAVEL WITH THE ARTIFACT” • Social inertia -- ‘the extent to which artifacts demand significant resources to get into circulation and resist changes once there’ • Artifacts and meaning/s are interrelated through use • Borders -- a) arise through social practices and constituted by center and periphery WITHIN an interpretive context EG coke bottle; b) serve to ‘embody, preserve and represent authority’; c) serve to sustain and constrain interpretation
Social inertia -- strongly associated with authority • Legitimate peripheral participation -- learning w/in a community of practice with access to a larger set of practices. Learning as participation. (Lave and Wenger) • Positional good -- mass production -- value is a function of its position -- status change • physical demassification -- not being in same room together • Social demassification -- niche marketing -- not trying to reach “everyone” -- specialization
Borderland resources -- curriculum and pedagogy. • “New order” for pedagogy --- move from teacher-centered pedagogy to student-centered pedagogy • Individualized exile -- isolated in our own communities • FOCUS on curriculum, not pedagogy in open learning contexts • What are border resources and how to design for open learning contexts? • Material social binary -- border framework tries to get around -- forced to look at points of intersection between material and social • Pedagogies as artifacts
Intellectual Production Work Day 7 Give an account of Taylor’s article from the standpoint of your own understanding of distance education/open learning, paying special reference to questions of the ‘use value’ or ‘exchange value’ of your graduate studies.