Inside Government’s forthcoming conference, “Innovation in Education”, has a tired agenda which shows the ed-tech community still obsessing about the failed orthodoxies of the last decade
A presentation given to an Ad Hoc group in ISO/IEC SC36, responsible for scoping future standards work for digital learning content
Learning content is a divisive concept. Over the last few years it has become increasingly fashionable to criticize “content-driven” systems as encouraging transmissive or instructionalist styles of teaching. Ian Usher from Buckingham County Council reported in 2008 that “the best work we’ve seen within our Moodles in Buckinghamshire hasn’t come from great swathes of pre-produced content but from interactions…between learners and other learners (with teachers in there as well)”. This echoes a 2006 article by Stephen Heppell stating that “Content isn’t king any more, but community might just be sovereign”.
There are two questionable assumptions that lie behind this now established orthodoxy:
- the assumption that content and community are opposed to one another;
- the assumption that we know what we mean by “content” in the first place.
The following presentation argues that the problem with concept of learning content is not that it is pedagogically flawed—but that it is misunderstood. Continue reading →