ABSTRACT
Modern technology developments present educational practitioners and designers with an exciting array of potential learning benefits and a diverse collection of challenges that need to be addressed if these benefits are to become reality. One of these challenges concerns how best to take into account a learner’s context, so that the technologies that enable physical locations, temporal boundaries and personal constraints to be linked, crossed and surmounted can be brought to bear on pedagogy and attainment. Luckin (2010) addresses this challenge and provides a model and design framework based upon a learner-centered definition of context, which also draws (beneficially) on and from research in geography and architecture, anthropology and psychology, and education and computer science. The theoretical basis for this work is discussed in the Foundations section of this handbook together with an example illustrating its use to generate a rich description of a particular learning context.
