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Produsage: Education

New Produsage Articles

Hello produsers – it’s been too long. I’m afraid I’ve been sidetracked with other research projects and haven’t had much time to update this blog – but at least I wanted to post a quick update to point to a couple new publications.

My new article on produsage and business, published in Information, Communication, and Society, extends my thoughts on how community and commerce may be able to co-exist alongside one another:

Axel Bruns. “Reconciling Community and Commerce? Collaboration between Produsage Communities and Commercial Operators.Information, Communication & Society 15 May 2012. DOI: 10.1080/1369118X.2012.680482.

Teaching the Produsers: Preparing Students for User-Led Content Production

Axel Bruns. "Teaching the Produsers: Preparing Students for User-Led Content Production." Featured Speech presented at ATOM Conference, Brisbane, 8 October 2006.

My talk at ATOM2006 outlined the produsage concept, with a view also to how educators can aim to enable students to engage in produsage through the development of their critical, collaborative and creative ICT and media literacies.

Beyond Difference: Reconfiguring Education for the User-Led Age

Axel Bruns. "Beyond Difference: Reconfiguring Education for the User-Led Age." Paper presented at ICE3 conference, Loch Lomond, Scotland, 23 March 2007.

If produsage is an increasingly significant element of intellectual, economic, legal and political processes within society, then educational institutions must pay more attention to developing produser capabilities in their graduates - focussing on learners' collaborative, creative, critical, and communicative capabilities (or C4C, for short). Indeed, they must lead by example and base more of their teaching and learning frameworks on produsage models. Social constructivist approaches to education already call for a greater role for learners in the educational process, but even pedagogies based on this framework often still retain a strong role for the teacher, and standard tertiary education practices continue to allow for innovation only within the confines of otherwise persistent and immutable institutional structures.

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