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contestable assumptions that are worth discussing.  The first is that of a standard courseware development template based on one or a limited number of pedagogical approaches.  The second is that knowledge provision equates to learning. The final issue relates to the first two (indeed all three are inter-related) and is his apparent oversight of the current Personal Learning Environment (PLE) discussions and literature.

When a learner learns to construct their own PLE, they themselves construct the learning modules to suit their own requirements.

His ideas on "Learning Camps" and 24 hour access to school learning centres are excellent as is  what he calls 'Confidence-Based Learning" where testing is an integral part of student learning diagnostics and formative feedback.

“The More Knowledgeable Other. is anyone who has a better understanding or a higher ability level than the leaner particularly in regards to a specific task, concept or process. Traditionally the MKO is thought of as a teacher, an older adult or a peer” (Dahms et al, 2007),

Technology will play a key role in mediating both the other relationships and mediating learning itself.

A further and critical aspect of context is what is judged as legitimate in terms of process and content. How are outcomes defined, what constitutes success and how is it measured?