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Influences Relationships

Page history last edited by rose.luckin@... 13 years, 3 months ago


[Framework Home] [Phase 1] [Phase 2] [Phase 3]

2.1 Influences Relationships


This step of Phase 2 of the EoR Design Framework links closely to the notion of resources and filters in step 1.4 of Phase 1. The idea behind this is to examine and reflect upon identified filters to consider the kinds of relation they exhibit relative to a particular resource or set of resources. This, in turn, serves to highlight potential factors which may need to be taken into consideration in order to make effective use of available resources. Influences may be positive and/or negative. A 'negative' influence is not necessarily detrimental, it may simply mean that  a particular resource or set of resources is restricted, limited or controlled - whilst this could indicate a deficit model, it may alternatively act as a balance which prevents the learner becoming overwhelmed by the over-availability of potentially suitable resources. For example, if a learner has too much time to do something, they may become bored, unfocused, wander off track. If on the other hand, they only have access to a single source of information, this may not be sufficient in some circumstances to meet their immediate learning needs. Identification of these filters/influences is also, therefore, a precursor to developing suitable scaffolds or adjustments in Phase 3 of the EoR Design Framework.


For more on filters/influences, see pp 93-95, pp 121-122, pp 124-127, p138-143 and p163 of Re-designing Learning Contexts.




  • the aim of this step is to identify ways in which resources are filtered and the kinds of influence these filters exert on the learner's context
  •  filters and their influences may be revealed in the organisation of resources, e.g. tools, spaces, people, time, objects
  • influences are relational and are framed by patterns of connectivity (actual or potential) between the learner and her context (ZAA)
  • influences can be positive and/or negative but negativity is not necessarily detrimental to the learner (it may. for instance, make an object/event more manageable for the learner)
  • the identification of influences relationships is key to the subsequent development of suitable scaffolds and adjustments 
  • the identification of influences relationships marks a progression from the learner's ZAA (zone of available assistance) to her ZPA (zone of proximal adjustment) 


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) 


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