Pedagogical implications and resources.......
A contrast between the service model of education (transmission of information, student as customer/client and active in terms of customer expectations and rights but passive in terms of cognitive aspects of learning process, vessels to be filled, etc.) and the partnership or networked learning model. Both have different explicit and 'folk' pedagogies and different implied deployments of e-learning techniques (the main practical focus of this project). It might be useful to compare these models with some being developed in the health and welfare sector, between the traditional 'professional gift model' and the emerging 'citizenship' model, a distinction introduced to me by Mike Evans currently working with the Care Services Improvement Partnership (North West) as the Older People's Lead.
These 2 models first outlined in 1996 by Simon Duffy in his book 'Unlocking the Imagination" available from in-Control http://www.in-control.org.uk/site/INCO/Templates/General.aspx?pageid=785&cc=GB (condition of use). The models were developed in the context of the relations between disabled persons and professionally dominated services.
Extract from Duffy 1996 http://www.pardigm-uk.org/pdf/citizenship.html
R. Greig Housing, Care and Support, vol.8, Sept. 2005, p.34-39 Traditional social policy in the UK is based on a professional gift model, in which needs are assessed by professionals, who then organise the support they think is required. Author advocates a new approach based on a citizenship model. Here, the person in need has a right, as a citizen, to directly manage and control how state-provided funding is used to enable them to live a full life. This approach shifts power from professionals and institutions to service users. http://www.bl.uk/welfarereform/issue76/welfstuk.html |