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001 3 Phase 3

Page history last edited by Wilma Clark 12 years, 2 months ago

SELF-MANAGED LEARNING IN OUT-OF-SCHOOL CONTEXTS


[Study Home]  [Study Phase One]  [Study Phase Two]  [Study Phase Three]


[3.1] [3.2] [3.3] [3.4] [3.5] [3.6] [3.7]


 

Phase 3

 

This page contains links to the seven stages of Phase 3 of the EoR Model and Framework as applied to this study.  You may move between phases of the study or return to the study overview using the menu above. To return to the main wiki page, simply click on the Wiki tab.

 

This phase focuses on scaffolding and adjusting support for the learner in response to a learning need identified and explored in the previous stages. 7 types of interaction are provided to support this goal. The aim of this phase is to identify opportunities which will support the identification of a range of interactions that will constitute the learner's ZPA. The process is iterative.

 

Adjustment and Scaffolding both refer to identification of ways of supporting a learner's interactions.

 

Scaffolding describes ways in which interactions between and within elements of the learner's EoR might be supported by timely interventions. The term 'scaffold' only refers to forms of assistance that can be quantified in some way and that can be provided and faded according to a perception of what the learner needs. Scaffolds are based upon a previously generated model of the learner's understanding (elaborated in phases one and two). MAP resources have the ability to provide and fade different quantities and qualities of assistance for a learner, according to her perceived needs.

 

The term 'adjust' is used to refer to ways in which the relationships between and within the elements identified in the learner's EoR might be adapted to support the learner.

 

The goal of the design process is to identify possible ways in which adjustments and scaffolding might be developed. This phase is concerned with ways in which learner assistance can be quantified. This quantification defines the ways in which a task is shared between learner and resource elements, in particular MAPs.

 

In this case study, as with earlier phases, as researcher, I chose to work through my interactions with the framework in a research journal and I share my researcher notes here as support for other who may have similar questions or musings about the applications of these stages.

 

3.1 Learner Resource

 

3.2 Learner-MAP

 

3.3 MAP-MAP

 

3.4 Inter-Element

 

3.5 Inter-Filter

 

3.6 Within-Element

 

3.7 Within-Filter

 

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