Key pointers from 'Lost and found'

(dis)location

From Usher and Edward’s paper I have tried to garner the key pointers offered which will help me to interpret the changes implied for teaching, learning and research.

• the reader becomes the potential author
• experts are dislocated in the security of their roles
• the traditional and emerging  blur expertise boundaries
• there is a ‘diaspora  space of hybridity’
• the self-regulating human-machine system causes the intermingling of nature/culture,technology/nature, bodies/subjects and active agents/involuntary machines (Beller 1996)
• the learner’s path changes from being centralized, on the margin, subject to hierarchy and linearity to being multi-linear, being at the nodes of personalized learning operating through links and networks (Featherstone 1995)
• the linear nature of question and answer is replaced by the branching and process forms of comment elaborations (Tabbi 1997)

Who produces research will broaden to include many of those previously excluded.

The curriculum will be dynamically organised around the needs of individual learners rather than those of the teacher.

The presentation will be hyperlinked and visual rather than book-based and textual.

The teacher will become a facilitator; the spider at the centre of the web of learning.

Institutional education will accommodate individualized learning or become less relevant.

Reference:

Usher, R. and Edwards, R. (1998). Lost and found: ‘cyberspace’ and the (dis)location of teaching, learning and research. SCUTREA 1998, Exeter.