Crossing Polycontextual Boundaries: The role of context in learning

Catherine Down

    Research output: Book chapter/Published conference paperConference paperpeer-review

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    Abstract

    All learning occurs in a context. This context may be physical, social or psychological or, as Illeris (2002) argues, the tension caused by the juxtaposition of all three spheres of human experience. Yet, there is little written in educational literature about how the context shapes the learning and, by extension, how we can increase the potential of individuals to learn in a variety of contexts.This presentation draws on my recently completed PhD research in which I attempted to discover how practitioners understand the transfer of existing competence to new contexts and how this understanding shaped their own and their students' learning. It outlines some of the main findings of the project. In particular, it challenges the concept of generalisation as abstraction, arguing instead for Van Oer's (1998) concept of embedding contexts and looks at changes we need to make to the metaphors of transfer if we are to integrate formal and experiential learning.
    Original languageEnglish
    Title of host publicationEvolution, revolution or status quo? The new context for VET, 10th Annual AVETRA Conference
    Place of PublicationAustralia
    PublisherAVETRA
    Pages1-10
    Number of pages10
    Publication statusPublished - 2007
    Event10th Australian Vocational Education and Training Research Association (AVETRA) Conference - Footscray, Victoria, Australia
    Duration: 11 Apr 200713 Apr 2007

    Conference

    Conference10th Australian Vocational Education and Training Research Association (AVETRA) Conference
    CountryAustralia
    Period11/04/0713/04/07

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