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001 3-1 Learner-Resource

Page history last edited by Wilma Clark 13 years, 9 months ago


[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]

3.1 Learner-Resource


This first step in Phase 3 confirms the need for all adjustments and scaffolding to be made with reference to the needs of the learner and her resources as identified in Phases 1 and 2. For example, in this study, the Planetarium trip arose out a learner's desire to learn more about astronomy. During the trip, the learner's peers became co-learners and potential MAPs. In the example shown below, a group of learners are interacting with available resources, in this case a simulation of a journey into space by astronauts. The room was a space dedicated to interactive exhibits. Adjoining rooms contained alternative forms of interactive resource, from films to exhibitions. Space was at a premium in this environment and was a 'limited' resource insofar as having more than 1 or 2 players alongside each simulation made the space feel 'crowded'. This may have been an intentional design which perhaps aimed at 'moving visitors along'. It did, however, detract from the learning experience for these learners.



Whilst the labels used in this image are suggestive of particular roles adopted by various 'elements' within the learner's ZAA (zone of available assistance) - it should be understood that the human MAPs can also be learners and that the technolgy tool may also act as a MAP and, conversely, that the learner himself may, at particular moments in time also act as a MAP to his peers, with them then taking the role of Learners. For example, in this scenario, the peers are MAPs insofar as, not being actively engaged in manipulating controls, they can see things happening on screen better than the learner whose attention may be diverted and can comment on what needs to be done or what is happening/changing during the simulation as it progresses. The learner, by contrast, having been first to manipulate the controls may then contribute support to his peers as they, in turn, become learners engaged in the simulation.


This step focuses on the filter elements identified in Phase 1 and the degree to which these require scaffolding and/or adjustment in order to support learner and MAP access to identified resources. Whilst in this study, which was at the exploratory stage, greater focus was given to ways in which readily available technologies might support learner's across multiple contexts - this particular example, as a post facto reflection shows how the EoR Design Framework might be used to enhance the design of technology-mediated learning experiences... both in terms of the social and spatial contexts within which they will be used but also in terms of the kinds of scaffolding and adjustment needed to optimise the learner experience. For example, in discussion with these learners after the trip, they expressed dissatisfaction with the simulation insofar as they were unable to contribute ideas (i.e. to introduce new variables to the planning element of the space journey) or to physically collaborate with each other as co-players. This, they argued, gave for a much more passive and predictable experience.

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