Re-designing Learning Contexts ─ Technology-rich, Learner-centred Ecologies

What do we mean by the word context in education and how does our context influence the way that we learn?

What role can technology play in enhancing learning and What is the future of technology within learning?

Re-designing Learning Contexts seeks to redress the lack of attention that has traditionally been paid to a learner`s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of interrelated resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world.

This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. It will be of interest to those teaching, researching and thinking about the use of technology in learning and pedagogy, as well as those involved in developing technology for education and those who use it in their own teaching.

Rosemary Luckin is Professor of Learner-Centred Design at the London Knowledge Lab, Institute of Education, University of London, UK.