EOR MODEL AND DESIGN FRAMEWORK

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3.7 Within-Filter 

This step is similar in outcome to that of the within-element activity of step 3.6. The focus is on ways in which filters may act upon or influence other filters within a particular category element. So, for example, if we consider social interactions at the London Planetarium, rules of the role of the Narrator in a scheduled show may have implications for the ways in which interactions between Narrator and Learner can be adjusted/scaffolded - framed by additional constraints of time, audience, purpose, etc. A learner may, for example, be able to ask questions before a show or after a show but not during a show. Ways in which this filter could be adjusted and/or scaffolded could be met by designing pauses into the show to allow for audience questions; this could be supported by people and/or technology or both. For example, learners could send questions via mobile phone to the Narrator's 'digital console' - ready for discussion/response at an appropriate interval.

For more on this step, see pp 133-4 of Re-designing Learning Contexts.

Summary:

• a key focus of this step is on the relationship between filters within a particular category of things
• this step may, for example, involve adjustment/scaffolding to rules/norms/conventions relating to the learner's physical/social environment 
• this step has similarities with the MAP-MAP step at 3.3 and involves interactions of like-with-like

Links to Case Studies:

The following links will take you to a varied range of study examples showing how this step of the EoR Model and Design Framework have been applied in practice.

001. Self-Managed Learning

002. Language Learning (Immersive Language Study in France)

003. Language Learning (miLexicon: Designing Support for Personal & Collaborative Learning Environments)