World Ecitizens:

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• World Ecitizens
• a framework for learning
• in the age of networks
• Christina Preston
• MirandaNet Fellowship

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Typographies of historical models of education
Askew and Carnell Figure one
Radical Change
Social Justice
Liberatory
Bringing about individual change as a
prerequisite for change in society Facilitating
interpersonal relationships Curriculum based on
developing skills of self reflection and analysis
of experiences especially relating to equality
Encouraging responsibility for changing
society Teaching based on radical analysis of
social injustice in society Curriculum based on
developing skills of critical analysis and
social awareness
Intrinsic Knowledge
Extrinsic Knowledge
Imparting objective knowledge and skills which
are useful and practically applicable in
society Reinforcing social and cultural norms
through training and instruction Perceived
needs of economy and society or on perceptions
of worthwhile knowledge
Developing individual potentiaL Developing
commitment to social and cultural norms through
shared understanding of social
values curriculum based on perceived needs and
ability of the individual
Functionalist
Social Regulation
Client centred
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Transformational Learning - when?
1997/8
Teachers as facilitators Students as
mentors Collaborative learning Civic dialogue
across national and cultural boundaries Towards
democratic participation UK government using the
term transformational learning to mean
individualised learning as well as
collaboration with particular reference to the
digital divide
Library (SH)
The Publishing House (SH)
2002
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Three metaphors for learning Figure two
Library (SH) Acquisition
Participation Participative Forum (SH)
Knowledge Building The Publishing House (SH)
Paavola, Homaki, Lakkala and Hakkarianen 2003
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The Internet as three-tiered tool for learning
and publishing Figure Three
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UK DFES KS3 ICT key conceptsFigure four
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A cyclical learning cycle Figure Five

Acquisition Library (SH) Finding Things Out
(DfES) Teacher-centred
Participation Participative Forum (SH) Exchanging
and Sharing Information (DFES) Learner
-Centred
Knowledge Building The Publishing House
(SH) Developing ideas and making them happen
(DFES) Audience-centred
Process orientated
Reviewing, modifying and evaluating work in
progress (DFES) Do Apply Review- Learn -
Practice Based Research Cycle(Somekh)
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Communities of Practice Practice Based Research
Knowledge Building Communal Constructivism
Braided LearningFigure Six

• Creating a learning environment where all
  learners leave their imprint on the course, and
  the field, as an integral part of their learning.
• Lave and Wenger
• Somekh and Davis
• Scardamalia and Bereiter
• Leask and Youngie
• Holmes and Preston

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Communities of Practice Knowledge Building
Communal Constructivism Braided LearningFigure
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• All learners should include teachers
• Traditional
• Democratic
• Managerial
• Transformational
• Sachs 2004

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Typology of new media learning models Figure seven
Quadrant Four
Quadrant Three
Democratic participation
Community-focused
Managerial
Transformational
Participative Forums
Informing Policy and Practice
Publication
Library
Democratic
Traditional
Teacher -centred
Learner -centred
Quadrant Two
Quadrant One
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VLE and MLE categories
Teacher - centred Blackboard , Web CT, First
Class, Lotus notes, Learnwise Learner -
centred Think.com, Grid Club, Talking Heads,
Connectix Community-focused La
Plaza Transformational World Ecitizens Braided
Learning Ejournal
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Issues for schools
What is the pedagogical model underpinning the
software? Who owns the software? How complex
is it? How much is it? What is the company
culture of the developer? How secure is it? Which
legal model is is based on? What categories of
educators have been involved in the development?
Is it globally scaleable? Who owns the content?
Where are the servers? Can schools customise the
MLE? Who else can use it? Who does the CPD? How
long is the CPD? How much is it? Which resource
publishers are involved? Which subjects will it
serve? Will this provide an environment that
will support transformation and change?
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Key questions for schools
What is the school policy on learning? How
should the MLE/VLE be used ? Who should be
involved in the choice of VLE/MLE?
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La Plaza The Village Square Figure Eight
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The Post Office Figure Nine
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The Kiosk Figure ten
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• World Ecitizens
• www.worldecitizens.net
• www.mirandanet.ac.uk