Материал из Letopisi.Ru — «Время вернуться домой»

Indexing and Discovery: Learning objects are not cataloged with metadata and submitted to a central curator repository. Community members know of existing resources and local resource collections. Individual resources are discovered through “community queries” in which community members respond with pointers to resources they know about personally. When a sufficient portion of the community responds in this manner, the learner locates satisficing resources.

Combination: Learning objects are not automatically populated into one of many instructional templates. Without the direction of any single grand architect, peers

 contribute relevant resources and descriptions of how they might be employed
 within the context of the initiator’s problem. Much like a colony of ants, peers
 autonomously build on one another’s work and create a satisficing resource
 structure without centralized direction (Bonabeau, Dorigo, & Theraluaz, 1999).

• Use: Learners do not sit through a temporal sequencing of resources and

 assessments linked to decontextualized instructional objectives. They employ
 resources provided by peers as mediational means in the solution of a self-
 selected problem or accomplishment of another self-selected goal.

• Evaluation: Learning objects are not critiqued out of an instructional context with

 a summative quality rating of 1-5. Learners evaluate the relevance and suitability
 of resources within a specific learning context. (Williams, 2001) contains an
 excellent description of the impasse created by attempting to apply current
 context-dependent evaluation methodologies to extremely decontextualized
 educational resources.)