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Design for learning: taking context into account
Rose Luckin, London Knowledge Lab
r.luckin@ioe.ac.uk
@Knowldgillusion
What the papers say
• Educational technology is big business and a
far cry from the cottage industry of the early
days. Th...
What the papers say
• More recently:
• “The iPad in the classroom brings education
to life.” BBC
– “Meet your child’s new ...
What the papers say
• Moocs "will revolutionise conventional models of
formal education”
David Willetts
• nothing "has mor...
What the papers say
• … and it is not just technology that is going to
bring this revolution…
• Flipping the classroom: “H...
What the research says
• One reason that these technologies and initiatives
don’t meet these expectations is that their de...
Psychology
Education
Cognitive &
Computer
Science
Geography,
Architecture
Planning
Anthropology
Context matters to learnin...
learner
RESOURCES
Tools and
People
Knowledge
and Skills
Environment
learner
learner
Tools and
People
Knowledge
and Skills
Environment
Key
= context category
element
= filter element
Filter
Filter
Fi...
Grounded in an interpretation of Vygotsky’s
Zone of Proximal Development (ZPD).
Two additional concepts:
The Zone of Avail...
Tools and
People
Knowledge
and Skills
Environment
learner
Zone of Available Assistance (ZAA)
Tools and
People
Knowledge
and Skills
Environment
Tools and
People
Knowledge
and Skills
Environment
learnerlearner
Filter
...
C
O
N
T
E
X
T
Definition
Model
Design
Framework
The Ecology of Resources
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Re...
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Resources Model to
identify...
Key
= context category
element
= filter element
Tools and
People
Knowledge
and Skills
Environment
learner
Filter
Filter
Fi...
Blog entry 27 April…
“As I sat in front of the TV doing my homework ready for class I was amused to note that I find
the g...
Key
= context category
element
= filter element
Tools and People
TV, Homework, William, News,
Tractors, Farmers, Protest, ...
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Resources Model to
identify...
Tools and
People
Key
= context category
element
= filter element
learner
Filter
Filter
Filter
Knowledge
and Skills
Environ...
watching breakfast TV between 7-8 am, then
as she walked.
completing the homework
mentioned in the Blog post
and to some r...
Knowledge
and Skills
French
Conversation
Verb
conjugations
Environment
Home
Language
School
Filter
TV editorial policy
Fil...
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Resources Model to
identify...
Filter
Filter
Filter
learner
Key
= context category
element
= filter element
Tools and
People
Knowledge
and Skills
Environ...
Scaffolding scenario - As she walks to the
language school her mobile phone beeps to
indicate a diary entry that reminds h...
Knowledge
and Skills
French
Conversation
Verb
conjugations
Environment
Home
Language
School
Filter
TV editorial policy
Fil...
Case study
• Microsoft’s Partners in Learning Network
(PiLN)
(http://partnersinlearningnetwork.com)
• A community of teach...
• Set up in 2004 as the
innovative teachers network
• to connect teachers around
the world with resources,
• continuing pr...
the home page
links learners to
the newest and
most popular
content
for teachers
The Ecology of Resources
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Re...
The Ecology of Resources
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Re...
Phase 1, Step 1
• Lesson plans, teacher’s school, teacher’s
home, user interface, community members,
documents, events, em...
The Ecology of Resources
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Re...
Phase 1, Step 2
• In this instance we choose to focus our
attention upon the resources that are
available online to teache...
The Ecology of Resources
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Re...
Knowledge and Skills
Tools and People
Environment
Professional development of classroom
technology practice and its integr...
Phase 1, Step 3
Professional development of classroom technology
practice and its integration into teaching and learning.
...
The Ecology of Resources
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Re...
Filter
Filter
Filter
Organisation of PiLN content e.g.
content rating
School CPD/ICT policy
Search:
People – public/privat...
Phase 1, Step 3
Professional development of classroom technology
practice and its integration into teaching and learning.
...
The Ecology of Resources
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Re...
Phase 1, Step 3
Technology practice and
integration into teaching
lesson plans posted and
rated by other educators,
commun...
The Ecology of Resources
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Re...
Phase 1, Step 3
Technology practice and
integration into teaching
lesson plans posted and
rated by other educators,
commun...
The Ecology of Resources
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Re...
Phase 1, Step 3
Technology practice and
integration into teaching
lesson plans posted and
rated by other educators,
commun...
Knowledge
and Skills
Technology
practice and
integration
into teaching
Environment
Teacher’s
school
Filter
School policy
C...
Who are they and what
are their schools like?
Knowledge
and Skills
Technology
practice and
integration
into teaching
Environment
Teacher’s
school
Filter
School policy
C...
The Ecology of Resources
• A Design framework and a set of associated tools and
methods
• Phase 1: Create an Ecology of Re...
Knowledge
and Skills
Technology
practice and
integration
into teaching
Environment
Teacher’s
school
Filter
School policy
C...
Advice about Design
• Incentivize profile completion
• Make relevance searches transparent
• Enable identification of memb...
C
O
N
T
E
X
T
Definition
Model
Design
Framework
Drawn from multiple disciplines. The Learner’s context is
their lived expe...
http://eorframework.pbworks.com/
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
Rose Luckin Ride 2015
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Rose Luckin Ride 2015

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A keynote talk in which I present the Ecology of Resources model (Luckin, 2010), which conceptualizes a learner’s context. It is grounded on a socio-cultural view of learning and a learner centric definition of context. The Ecology of Resources model has been used as the underpinning for the development of a design framework that can be used to analyse existing situations, to design fresh learning activities, to design the way in which technology might best be used to support learning activities, or to design the technology itself. To date the framework has been used for a variety of purposes, including studying how teenagers might use simple technologies to support learning on a trip to a science exhibition and studying how the resources available to adults trying to learn a second language might be effectively co-ordinated and integrated through technology. I discuss an example of the way in which the framework can be used to explore how an on-line community can support teachers.

Published in: Education
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Rose Luckin Ride 2015

  1. 1. Design for learning: taking context into account Rose Luckin, London Knowledge Lab r.luckin@ioe.ac.uk @Knowldgillusion
  2. 2. What the papers say • Educational technology is big business and a far cry from the cottage industry of the early days. This brings mass attention and a desire for the notorious silver bullet… • Remember the Interactive Whiteboard – – "Whiteboard technology is really motivating pupils to learn”… – Help "meet the personal needs of every learner” Charles Clark
  3. 3. What the papers say • More recently: • “The iPad in the classroom brings education to life.” BBC – “Meet your child’s new teacher: the iPad” … – “it could one day replace lessons and teachers themselves.” The Telegraph
  4. 4. What the papers say • Moocs "will revolutionise conventional models of formal education” David Willetts • nothing "has more potential to lift people out of poverty". Thomas Friedman • "The revolution that has higher education gasping" New York Times
  5. 5. What the papers say • … and it is not just technology that is going to bring this revolution… • Flipping the classroom: “Hopes that the internet can improve teaching may at last be bearing fruit” The Economist • "It has surprised the teachers that the kids can excel on their own, with minimal teaching intervention.” Mohammed Telbany, Sudbury Primary (BBC)
  6. 6. What the research says • One reason that these technologies and initiatives don’t meet these expectations is that their design and use fails to take the learners and teachers personal context into account; • We know that a person’s context impacts upon the way they interact/ learn/ teach; • BUT context is a messy concept that is hard to pin down: ‘How can we confront the blooming, buzzing confusion that is “context” and still produce generalizable research results?’ Nardi (1996)
  7. 7. Psychology Education Cognitive & Computer Science Geography, Architecture Planning Anthropology Context matters to learning; it is complex and local to a learner. A learner is not exposed to multiple contexts, but rather has a single context that is their lived experience of the world that reflects their interactions with multiple resources: people, artefacts and environments. The partial descriptions of the world that are offered to a learner through these resources act as the hooks for interactions in which action and meaning are built through internalization. What is Context?
  8. 8. learner RESOURCES
  9. 9. Tools and People Knowledge and Skills Environment learner
  10. 10. learner Tools and People Knowledge and Skills Environment Key = context category element = filter element Filter Filter Filter
  11. 11. Grounded in an interpretation of Vygotsky’s Zone of Proximal Development (ZPD). Two additional concepts: The Zone of Available Assistance (ZAA); and The Zone of Proximal Adjustment (ZPA). Theory
  12. 12. Tools and People Knowledge and Skills Environment learner Zone of Available Assistance (ZAA)
  13. 13. Tools and People Knowledge and Skills Environment Tools and People Knowledge and Skills Environment learnerlearner Filter Filter Filter Zone of Proximal Adjustment (ZPA) More Able Partner (MAP)
  14. 14. C O N T E X T Definition Model Design Framework
  15. 15. The Ecology of Resources • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  16. 16. • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorm Potential Resources to identify learners’ ZAA – Step 2 – Specify the Focus of Attention – Step 3 – Categorize Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners.
  17. 17. Key = context category element = filter element Tools and People Knowledge and Skills Environment learner Filter Filter Filter
  18. 18. Blog entry 27 April… “As I sat in front of the TV doing my homework ready for class I was amused to note that I find the gentle flow of French conversation in the background useful. …This was helped with a good start from William, who was on good form this morning and aided by my understanding of a little more of the one o-clock news. I was very amused to see the tractors in Paris as farmers protested about falling prices and stricter regulation: they would prefer to return to the EU rules. The farmers had taken their tractors to Paris and had travelled from Place de Nation to Place de la Bastille and from Place de la Bastille to Place du Republique …”
  19. 19. Key = context category element = filter element Tools and People TV, Homework, William, News, Tractors, Farmers, Protest, Paris Knowledge and Skills French Conversation Environment Home Filter TV editorial policy Filter TV programming School Homework Policy Filter Behavioural Norms learner
  20. 20. • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner.
  21. 21. Tools and People Key = context category element = filter element learner Filter Filter Filter Knowledge and Skills Environment
  22. 22. watching breakfast TV between 7-8 am, then as she walked. completing the homework mentioned in the Blog post and to some resources viewed on the website ‘about.com’ that deal with prepositions; to listening to an audio language course; to working on making some verb conjugation sheets (which were subsequently uploaded to the blog). to record vocabulary and verb conjugations she wanted to learn. These diary entries were timed to appear with a reminder alarm at the time that the learner was walking to or from her French lessons so that she could try and learn them as she walked. Contextual Scaffolding
  23. 23. Knowledge and Skills French Conversation Verb conjugations Environment Home Language School Filter TV editorial policy Filter TV programming School Homework Policy Filter Behavioural Norms learner Walking to school learning verb conjugations that are timed to appear on Relationship between school and home Tools and People TV, Homework, William, News, Tractors, Farmers, Protest, Paris, verb conjugations list, audio language course, about.com, blog
  24. 24. • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  25. 25. Filter Filter Filter learner Key = context category element = filter element Tools and People Knowledge and Skills Environment
  26. 26. Scaffolding scenario - As she walks to the language school her mobile phone beeps to indicate a diary entry that reminds her to try to learn some vocabulary as she walks. The words appear on the screen of her mobile phone and these are linked to their pronunciations from forvo.com. Some of the words are picked from the TV report about the farmer’s protest that she saw on TV yesterday and there is an audio recording of the broadcast for her to listen to that has been taken from the TV station’s website
  27. 27. Knowledge and Skills French Conversation Verb conjugations Environment Home Language School Filter TV editorial policy Filter TV programming School Homework Policy Filter Behavioural Norms learner ‘Scaffolding’ the Walk by linking verb selections to News report and providing audio. Relationship between school and home Tools and People TV, Homework, William, News, Tractors, Farmers, Protest, Paris, verb conjugations list, audio language course, about.com, blog, forvo.com ‘Scaffolding’ verb list with forvo.com
  28. 28. Case study • Microsoft’s Partners in Learning Network (PiLN) (http://partnersinlearningnetwork.com) • A community of teachers around the world designed to support their innovative use of technology in teaching and learning • How can the EoR help us understand the community and design improved support? • Work completed with Kristen Weatherby
  29. 29. • Set up in 2004 as the innovative teachers network • to connect teachers around the world with resources, • continuing professional development (CPD) and a community of like-minded teachers to support the innovative use of technology in teaching and learning • Localised versions of the online community in over 75 countries around the world, comprising more than 4 million members • PiLN for the UK
  30. 30. the home page links learners to the newest and most popular content for teachers
  31. 31. The Ecology of Resources • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  32. 32. The Ecology of Resources • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  33. 33. Phase 1, Step 1 • Lesson plans, teacher’s school, teacher’s home, user interface, community members, documents, events, email, students, colleagues, school learning platform, school technology, home workspace, living space, furniture, classrooms, staff room, lesson plans, software downloads
  34. 34. The Ecology of Resources • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  35. 35. Phase 1, Step 2 • In this instance we choose to focus our attention upon the resources that are available online to teacher participants to connect them with classroom activities that they can use with their students. • The aim of the activity is to explore how best to support teachers using this on-line resource.
  36. 36. The Ecology of Resources • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  37. 37. Knowledge and Skills Tools and People Environment Professional development of classroom technology practice and its integration into teaching and learning. Lesson plans, user interface, community members, documents, events, email, students, colleagues, school learning platform, school technology, lesson plans, software downloads Teacher’s school, teacher’s home, home workspace, living space, furniture, classrooms, staff room
  38. 38. Phase 1, Step 3 Professional development of classroom technology practice and its integration into teaching and learning. Lesson plans, user interface, community members, documents, events, email, students, colleagues, school learning platform, school technology, lesson plans, software downloads Knowledge and Skills Tools and People Environment Teacher’s school, teacher’s home, home workspace, living space, furniture, classrooms, staff room Resources
  39. 39. The Ecology of Resources • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  40. 40. Filter Filter Filter Organisation of PiLN content e.g. content rating School CPD/ICT policy Search: People – public/private communities and profiles Digital – pre-selected content and content rating Access: School: bandwidth, firewall, timetable. Home: bandwidth, Time
  41. 41. Phase 1, Step 3 Professional development of classroom technology practice and its integration into teaching and learning. People: community members, students, colleagues, Digital: school learning platform, school technology, lesson plans, software downloads, Lesson plans, user interface, documents, events, email Knowledge and Skills Tools and People Environment Teacher’s school, furniture, classrooms, staff room Teacher’s home, home workspace, living space Resources Filters Organisation of PiLN content e.g. content rating School CPD/ICT policy Search: People – public/private communities and profiles Digital – pre-selected content and content rating Access: School: bandwidth, firewall, timetable. Home: bandwidth, Time
  42. 42. The Ecology of Resources • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  43. 43. Phase 1, Step 3 Technology practice and integration into teaching lesson plans posted and rated by other educators, community members, students, colleagues Knowledge and Skills Tools and People Environment Teacher’s school, furniture, classrooms, staff room Resource Learner Resource School policy CPD/ICT Search: Digital – pre-selection of content and content rating - Member profiles Access: School: bandwidth, firewall, timetable. Fluency with use and application of technology for teaching and learning Knowledge of policy Knowledge of Class needs Confidence with technology Relationships with colleagues Planning and time management skills Time Filter
  44. 44. The Ecology of Resources • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  45. 45. Phase 1, Step 3 Technology practice and integration into teaching lesson plans posted and rated by other educators, community members, students, colleagues Knowledge and Skills Tools and People Environment Teacher’s school Resource Learner Resource School policy CPD/ICT Search: Digital – pre-selection of content and content rating - Member profiles Access: School: bandwidth, firewall, timetable. Filter Fluency with use and application of technology for teaching and learning Knowledge of policy Knowledge of Class needs Confidence with technology Relationships with colleagues Planning and time management skills Time
  46. 46. The Ecology of Resources • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  47. 47. Phase 1, Step 3 Technology practice and integration into teaching lesson plans posted and rated by other educators, community members, students, colleagues Knowledge and Skills Tools and People Environment Teacher’s school Resource Learner Resource School policy CPD/ICT Search: Digital – pre-selection of content and content rating Access: School: bandwidth, firewall, timetable. Filter Fluency with use and application of technology for teaching and learning Knowledge of policy Knowledge of Class needs Confidence with technology Relationships with colleagues Planning and time management skills Time
  48. 48. Knowledge and Skills Technology practice and integration into teaching Environment Teacher’s school Filter School policy CPD/ICT Filter Search: Digital – pre-selection of content and content rating Filter Access: School: bandwidth, firewall, timetable. learner Tools and People lesson plans posted and rated by other educators, community members, students, colleagues
  49. 49. Who are they and what are their schools like?
  50. 50. Knowledge and Skills Technology practice and integration into teaching Environment Teacher’s school Filter School policy CPD/ICT Filter Search: Digital – pre-selection of content and content rating Filter Access: School: bandwidth, firewall, timetable. learner Tools and People lesson plans posted and rated by other educators, community members, students, colleagues
  51. 51. The Ecology of Resources • A Design framework and a set of associated tools and methods • Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning. – Step 1 – Brainstorming Potential Resources to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention – Step 3 – Categorizing Resource Elements – Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners. • Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner. • Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.
  52. 52. Knowledge and Skills Technology practice and integration into teaching Environment Teacher’s school Filter School policy CPD/ICT Filter Search: Digital – pre-selection of content and content rating Filter Access: School: bandwidth, firewall, timetable. learner Encourage filtering community members through school profiles Tools and People lesson plans posted and rated by other educators, community members, students, colleagues Encourage search via community member Encourage teachers to ignore these filters
  53. 53. Advice about Design • Incentivize profile completion • Make relevance searches transparent • Enable identification of members who ‘like’ an activity • Alter initial pre-selection of content so that it uses relevance based on completed profiles first and popularity second
  54. 54. C O N T E X T Definition Model Design Framework Drawn from multiple disciplines. The Learner’s context is their lived experience of the world instantiated through their interactions with the resources available to them The Learner Centric Ecology of Resources Based on the Ecology of Resources model – this 3 phase framework can be used to develop effective ways of using existing technology and for developing new technology.
  55. 55. http://eorframework.pbworks.com/

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