Rather than teachers delivering an information product to be ‘consumed’ and fed back by the student, co-creating value would see the teacher and student mutually involved in assembling and dissembling cultural products. As co-creators, both would add value to the capacity building work being done through the invitation to ‘meddle’ and to make errors. The teacher is in there experimenting and learning from the instructive complications of her errors alongside her students, rather than moving from desk to desk or chat room to chat room, watching over her flock.
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