¶ 3 Leave a comment on paragraph 3 0 For example, look at how OER have proliferated to produce a huge and growing volume of high quality learning resources. Alongside that, too, a huge number of online teaching learning sites of all types and shades.
¶ 4 Leave a comment on paragraph 4 0 It is easy to take the view that learning, either for its own sake or on a need to know basis, is quickly accessible. (Some parts of the ‘Edgeless University’ thesis seem to have come pass). There is some intuitive truth in this view – my own experience as a teacher and a householder shows me daily that the web is a vast and rich source of assistance and knowledge (and of course shopping!).
¶ 6 Leave a comment on paragraph 6 0 For teachers – and teaching remains an important social practice – we cannot take it for granted that everyone gets the same value out of using the web. Indeed, even a relatively experienced and literate participant such as myself does not get all the possible value I can out of the web – I am, to use that cliche, still a learner.
¶ 7 Leave a comment on paragraph 7 0 This simplistic notion harks back to a certain romanticism of the intrinsically motivated learner who will strive, work hard and seek new understanding as long as he/she is unconstrained by institutional or professional rules and procedures. It’s as if Illich’s world of learning webs has come to pass (see ‘Deschooling Society’).
¶ 8 Leave a comment on paragraph 8 0 However, with abundance comes new kinds of social complexity that suggest that Illich’s image of the hopeful, intrinsically motivated individual seeking partners and collaborators in learning is far from complete.