My piece yesterday on the iTunes model of learning content makes two presuppositions:
- that by “learning content”, everyone understands me to mean “learning activities” and not “expositive resources” – see What do we mean by “content”? if this distinction does not make sense to you;
- that disaggregated learning content needs to be built up into coherent courses, programmes of study, or short activity sequences for a single lesson or homework—this is what has often been referred to as sequencing, though I think I prefer “progression management” as being more unambiguously applicable to activity rather than information.
This post continues to inform the conversation on Daniel Clark’s blog, about his post on Key issues on OER and how we might overcome them.