Understanding Learning Contexts as Ecologies of Resources: From the Zone of Proximal Development to Learner Generated Contexts

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Luckin, R. (2006). Understanding Learning Contexts as Ecologies of Resources: From the Zone of Proximal Development to Learner Generated Contexts. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 2195-2202). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24037.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006
Honolulu, Hawaii, USA
October 2006
ISBN 1-880094-60-6
  Thomas Reeves & Shirley Yamashita
AACE

More Information on ELEARN
Table of Contents

Author

Rosemary Luckin, The London Knowledge Lab, UK

Abstract

The question at the heart of this paper is: how can we define educational contexts to help us identify the ways in which we might use technology to help learners (and teachers, peers and parents) to adapt the resources available to them to best support their learning needs? For theoretical grounding, we look to sociocultural theory and in particular the Zone of Proximal Development (ZPD) with its emphasis upon the internalization of the interactions that occur within a learner's context. The ZPD can be thought of as a context in which productive interactivity can take place. We present a framework for describing a learning context that consists of a concept: the Learner Centric Ecology of Resources and a process: a set of associated Organising Activities that can be deployed variously but with a concern to promote and support mediations, including those of the teacher and learner. A brief case study is included to illustrate one way in which this framework can and has been used.

Keywords

• Teachers
• Educational Technology

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