[1][2][3] There are many discussions about user-generated content (UGC), open educational resources (OER), distributed cognition and communities of practice but, although acknowledging the importance of the learning process, there has been little focus on learner-generated contexts or the impact of new technologies on the role of teacher, learner and institution.
It is also concerned with related issues in social interactions with technology around roles, expertise, knowledge, pedagogy, accreditation, power, participation and democracy.
In learner generated contexts, technology is seen to offer new dimensions for active participation and creativity in learning.
The Learner Generated Contexts Research Group was formed at a workshop in Bath (UK) in March 2007.
[6] The generation of context is characterised as an action on tools where a user actively selects, appropriates and implements learning solutions to meet their own needs.