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Phase 3

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

EOR MODEL AND DESIGN FRAMEWORK


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


 

Phase 3 - Scaffolding and Adjustment 

 

The purpose of Phase 3 of the EoR Model and Design Framework is the development of relevant Scaffolds and Adjustments to support learning and to enable the negotiation of an appropriate ZPA (Zone of Proximal Adjustment) for a learner (Re-designing Learning Contexts, p118). 

 

In order to support learners and MAPs in their negotiation and shaping of a ZPA the relationships identified in Phase 2 need to be explored to identify opportunities for adjustments and scaffolding to support the interactions of the learner’s ZPA (Re-designing Learning Contexts, p126).

 


 

Scaffolds 

[Glossary]

 

The notion of "scaffolding" in the EoR Model and Design Framework builds on the work of Vygotsky and others (Wood, Wertsch) in relation to the ZPD (Zone of Proximal Development). It involves simplifying the learner's role and interactions with their MAPs (More Able Partners) in order to achieve success. The role of the MAP is fundamental to this process. The ZPA (see below) is constructed by the MAP in collaboration (negotiation) with the learner (Re-designing Learning Contexts, p26-29).

 

Scaffolding (and MAPs) may involve the interaction of the learner with people and/or technologies (Re-designing Learning Contexts, p40-49).

 

A key emphasis in the EoR Model and Design framework is on MAPs, learners, and technology working together to choose the optimal resources for assisting learning (Re-designing Learning Contexts, p108).

 

Scaffolding relates to the evaluation of learner need, the provision of assistance and the withdrawal of that assistance in order to engender learner development. In order for this to happen, some form of quantification is required. 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. The perception of what the learner needs may be maintained by the technology, by a combination of technology and people, or by people alone (Re-designing Learning Contexts, p129).

 

 

Adjustments

[Glossary]

 

The term ‘adjust’ is used to refer to the ways in which the relationships between and within the elements identified in the Ecology of Resources model in Phase 2 might be adjusted in support of the learner (Re-designing Learning Contexts, p129). Adjustments are not the same thing as offering learner support which can be quantified and faded. 

 

 

Zone of Proximal Adjustment (ZPA)

[Glossary]

 

The ZPA (Zone of Proximal Adjustment) represents a subset of resources from the ZAA (Zone of Available Assistance) that are appropriate for the learner's needs in a designated scenario (framed by the Focus of Attention). The scaffolding process described above is designed to assist in the construction of the learner's ZPA. In general, construction of the ZPA involves a simplification of the resources and interactions available to the learner (Re-designing Learning Contexts, p92).

 


 

Phase 3 of the EoR Model and Design Framework involves the identification of seven types of interaction (Re-designing Learning Contexts, p130).

 

3.1 Scaffolding and Adjustment of Learner-Resource Element Interaction

3.2 Scaffolding and Adjustment of Learner-MAP Interaction

3.3 Scaffolding and Adjustment of MAP-MAP Interaction

3.4 Scaffolding and Adjustment of Inter-Element Interaction

3.5 Scaffolding and Adjustment of Inter-Filter Interaction

3.6 Scaffolding and Adjustment of Within-Element Interaction

3.7 Scaffolding and Adjustment of Within-Filter Interaction

 


 

Some further thoughts:

 

3.1 Learner-Resource relates to:

 

 

  • the relationship between the learner, MAP and available resources 
  • assessment of the extent to which the filters identified in Phase 1 impact upon the resources available to Learner and MAP
  • an understanding of ways in which the category elements influence each other (e.g. in terms of organisation, structure, norms, conventions, rules, materiality, etc.)

 

3.2 Learner-MAP concerns:

 

 

  • the relationship between learner and MAP
  • interactions of learner and MAP (leading to the construction of the ZPA)
  • an understanding that the role of learner/MAP may change during the development of the relationship
  • recognition that interactions between learner/MAP provide opportunities for scaffolding and adjustment

 

3.3 MAP-MAP aims to:

 

 

  • support co-ordination and coherence between multiple resources that may act as MAP
  • emphasise that there may be multiple MAPs and the role of the MAP may be played by technology, people, or a combination of these things
  • highlight that a learner may sometimes act as a MAP for another learner (and as such is a resource in that learner's EoR)

 

3.4 Inter-Element relates to:

 

 

  • relationships between the different types of resource element in the EoR, e.g. Knowledge and Skills, People and Tools, Environment
  • the idea that these may need scaffolding or adjustment in order to meet the needs of the learner

 

3.5 Inter-Filter relates to:

 

 

  • relationships between filter elements (e.g. the organisation of a physical location such as the home or the classroom)
  • the idea that these may require adjustment in order to meet the needs of the learner

 

3.6 Within-Element concerns:

 

 

  • relationships between resource elements (e.g. between types of resource - Family, parents, siblings or technology resources such as Tablet PC and Interactive Whiteboard)

 

3.7 Within-Filter concerns:

 

 

  • relationships between filters (e.g. rules of the classroom, availability of Tablet PCs and timetabling/wider school rules)

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