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Glossary AD
Page history
last edited
by Wilma Clark 14 years ago
| adjustments |
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the term adjustment refers to the identifying ways of supporting a learner‘s interactions with her context and to facilitate learning
it requires the provision and fading of different qualities and quantities of assistance for a learner according to the learner’s needs
it means adjusting, changing or negotiating the learner’s context (knowledge, environment, resources, interactions)
an adjustment is an identification of or response to the learner’s need, by contrast, a scaffold is a solution to the learner’s need
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adjustments may be introduced through technology or people, or both
The term ‘adjust’ refers to ways in which the relationships between and within elements in the EoR model might be adjusted in support of the learner.
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Relates to scaffolding and quantification and zone of proximal adjustment (ZPA)
Adjustments are likely to be framed by filters and relate to needs of the learner identified in Phase 2 of the Design Framework
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Adjustments generally occur/are actioned in Phase 3 of the Design Framework
See EoR book, chapter 6, Phase 3 Design Framework
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B
| beneficiary |
A beneficiary is a person or participant or institution who will benefit from the use of the EoR Model/Design Framework. The key beneficiary will generally be the learner. |
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| Broadband Learner Model (BBL) |
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This framework was a precursor to the EoR model. It was elaborated in the Homework project.
The aim of the BBL was to build a model of the learner’s interactions that took into account their interactions across multiple locations and with multiple other participants. In particular, to support the development of technology to link each learner’s experiences at school with their experiences outside of school.
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See: Luckin & du Boulay (2001) |
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C
| category element |
This is a type of descriptor for the kinds of resources that may be identified in the EoR Model, e.g. Knowledge, Environment and People and Tools. |
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| context |
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In the EoR Model and Design Framework this term is used to describe the relations between people, things and spaces (social, psychological, physical, virtual and temporal) as well as the interactions between these things.
Contexts may be tacit or explicit (particularly in relation to knowledge domains and the construction of knowledge).
Context is both system and tool. It is the space of interaction and it provides the means of interaction. In this sense, context in the EoR sense is an intentional, goal-directed activity space. It is perceived as dynamic and active, rather than static and descriptive.
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Two particular foci are foregrounded in relation to context and the EoR Model and Design Framework – these are the learner’s context and the technology context and, in particular, how these relate to each other. |
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See chapter 1 of the EoR book for a detailed discussion of the use of the term ‘context’
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“Context matters to learning, it is complex and local to a learner. It defines a person‘s subjective and objective experience of the world in a spatially and historically contingent manner. Context is dynamic and associated with connections between people, things, locations and events in a narrative that is driven by people‘s intentionality and motivations. Technology can help to make these connections in an operational sense. People can help to make these connections have meaning for a learner. A learner is not exposed to multiple contexts, but rather has a single context that is their lived experience of the world; a 'phenomenological gestalt‘ (Manovich, 2006) that reflects their interactions with multiple people, artefacts and environments.” (Quote: EoR book, chapter 1) |
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D
| design activity |
The design activity relates to the use of the EoR Model and Design framework to design an activity or set of activities in collaboration with participants (beneficiaries) which will engender learning through identification of potential forms of assistance in the learner’s ecology of resources (the learner’s context). |
See EoR book, chapter 2 – Designing Technology Rich Learning |
| design framework |
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The design framework means the phases, stages and procedures set out in the EoR Model and Design Framework as a means of elaborating and enhancing the learner’s context in relation to their available ecology of resources.
The design framework provides an iterative, participatory methodology to capture information about the learner’s experience and interactions. This data is then used to guide the development of learning activities and use of technologies to support learning.
The design framework is a structured methodology which incorporates three phases for the design process.
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The purpose of the design framework is to guide and support the development of technology-rich learning activities that can enable learners and teachers to make best use of the learning resources that are available to them. |
EoR book, chapter 7 describes the design framework in detail with worked examples. |
| design motivation |
See: design problem |
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| design need |
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This is a specific need which may become the focus of attention within a design activity or set of activities.
The design need may be identified at the start of the design activity or may only become apparent through repeated cycles of the EoR Model and Design Framework, i.e. a need be ‘already identified’ or may need to be ‘discovered’ in and through the collaborative activities of participants in the design process.
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Different design teams will enter the process with more or less well-formulated design needs and no assumptions are made as to the extent to which the design need is well-formulated. Design teams whose design need is already well-formulated may well progress through the early steps of the design activity more rapidly. |
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The identification of and context for the design need is framed by Phase 1 of the Design Framework and involves the generation of an EoR model of the learner’s context
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An example might be: to help teachers produce multimedia lessons and to link learning in and out of school (EoR book, Homework example – chapter five) |
| design problem |
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The design problem represents a technological solution to the design need.
It may relate to the design of a piece of technology, or to the combined design of technology toolkit with a designed activity, or it may relate to a framework for understanding how existing technologies might be used in particular contexts, e.g. on a trip, or between home and school.
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The design problem is framed by the learner’s learning need. |
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An example might be: the production of a piece of hardware or software; the development of a software infrastructure
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Links to design need, design activity. |
| design process |
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The design process is a way of describing the entirety of the phases, stages, analyses and interactions that, together, generate a model of the learner’s context with identified design need and potential solutions to that need.
The design process is participatory and iterative. It seeks to inform both designers and beneficiaries through mutual negotiation of the design problem. It requires the mutual identification of elements within the learner’s ecology, categorization of those elements and the relationships between them.
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The starting point for the design process is that there is a design problem that can be seen in terms of the learner’s learning need. |
Links to design need, design activity, design team, design problem. |
| design step |
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This relates to the different stages of the design process, particularly the step-by-step identification of elements, influences, etc. within the learner’s ecology.
Example: Phase 1 of the Design Framework has 7 steps.
The sequence of design steps is flexible and it may be that certain design activities do not require the application of all steps in the sequence.
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Design steps help to break down the overall design process into manageable chunks. |
EoR book, chapter 7 – Design Framework, Phases and Steps |
| design team |
This is the group of people working together to design and shape the design activity. It may include researchers, systems designers, teachers, learners, and/or people in the wider community. All members of the design team are ‘participants’ in a participatory design process. |
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| domain knowledge |
In pedagogical terms this means expert or scientific knowledge, e.g. of a curriculum domain such as English or Science. |
Example: Science, habitats and food webs |
| domain level |
The level of individual interactions with the target system (whether technological or pedagogical) |
The level at which learners make selections from available resources |
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Glossary AD
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Comments (1)
josh.underwood@... said
at 1:23 pm on Feb 1, 2010
Not sure about the definition of adjustment as specified here - i think there is a need to very clearly differentiate this from scaffolding and I think this can be done with reference to the difference between design for living / design for learning and distributed intelligence as opposed to scaffolding. Personally, think this is done quite well in "Innovative socio-technical environments in support of distributed intelligence and lifelong learning" G. Fischer* & S. Konomi, JCAL Journal of Computer Assisted Learning (2007), 23, 338–350 - doi: 10.1111/j.1365-2729.2007.00238.x
For context I like this definition from the book "Context is a learner‘s dynamic lived experience of the world that is constructed through their interactions with multiple concepts, people, artefacts and environments. These interactions are spatially and historically contingent and are driven by the goals and feelings of those who participate. Partial descriptions of the world are offered to a learner through the resources with which they interact. "
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