What technology can (not) change in learning?Muhammad Babur
Interactive Panel Discussion
Theory of Learning, over the years, has moved from stimulus-response/ classical conditioning theories to context based theories such as actor network and cultural historical activity theories – a major shift from decontextualized to intensely context-oriented approaches. By implications, the conceptualization of context has also moved from an understanding of ‘context as a container’ to ‘context as co-evolving’ – context is not an impassive or detached container rather it is embedded, shaping and being shaped up simultaneously. This in a way is the point of departure for the current panel – not only learning is shaped by technology and tools but it is also vice versa. The boundaries of the so-called specialized and exclusive learning spaces (such as classrooms) are getting blurred, the distinction between content and context is getting diffused, and the traditional roles have come under tremendous pressure!
Given this backdrop, the panel deliberates upon the implications of the Asian Century for ‘Learning’ i.e. discussing the ‘Future of Learning in/ for Asia’ – in terms of, for instance, how learning would be defined; what the learning agenda would be and who would be leading it; what the learning context and spaces would be; which learning tools and technologies would become more or less relevant for the Asian Century – these and similar other questions will steer the panel discussions.
To kick start conversations, some representative examples have been picked up – for instance, since the emerging trends indicate a very strong and emphatic recognition that technology will continue to play a -very critical role in creating, extending and expanding learning agenda, spaces, content and context, the panel will have a representation of experts from representative fields such as E-learning (the term is being used as an umbrella term for online/ virtual learning) – virtual or game-based learning, design of learning spaces and learning technologies. Additionally, some other learning spaces will also be represented – such as sports and play, music, drama and others.
Thus, the panel will engage in critical debate and discussions to explore and put forward perspectives on ‘learning in/ for the Asian Century’ – for example, some representative questions that will guide the deliberations are listed below (tentative list):
- What would learning look like in the Asian Century? What is the future of learning in/ for Asia?
- Which learning theories will remain more or less powerful in the Asian Century? Which learning theories will dominantly inform the future learning technologies?
- Which learning spaces will remain more or less effective for Asia/ Asian learners?
- How are Educational Apps, Educational Games and Software shaping learning, and what are their implications for teaching and learning in/ for Asia?
- What tensions exist between pedagogies and learning technologies, and how to resolve these with specific reference to Asian contexts?
- What will be the implications of the current/ future technologies for identification and design of the learning agenda?
- How are the historical experiences of (Asian) students and/or their identity influencing their participation and usage of emerging learning technologies?
- How would the context and culture of Asia influence and be influenced by emerging learning technologies?
- How would local/ Asian values and local models of learning get integrated into technology-driven learning pedagogies/ environment?
Note: This article originally appeared on this link (https://www.linkedin.com/pulse/20140711173648-18161925-emerging-contexts-of-for-learning-and-asian-century)
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