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Learner Resource

Page history last edited by Wilma Clark 13 years, 10 months ago


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


3.1 Learner Resource 


This stage of the EoR Design Framework relates to scaffolding and adjustment of the learner and her ZAA (zone of available assistance). This step builds on the work of the previous two Phases and focuses particularly on the learner and her resources, i.e. those 'external' resources identified at step 1.3, the 'internal' resources identified in step 1.5 and the MAP resources identified in step 1.6) and consideration of these in light of the filter elements identified in step 1.4 and Phase 2. It is important to keep in mind that development of appropriate scaffolding and adjustment of the learner resource is framed by the designated learning need identified in step 1.2 as the Focus of Attention. This is, then, a kind of 'selecting out' process. Out of the available resources in the learner's context, which of these most effectively meet the learner's designated learning need. As indicated in step 1.2, there may be multiple potentials in this selecting out process - however, realistically, these will be dealt with one at a time. A key feature of the selecting out process is, however, the identification of relations/filters between learner, potential MAP(s) and available resources.


Trip to the London Planetarium - Learner, MAP(s) and Resources


In this photographic example, for instance, we can see how both people and technology can play a role as potential MAP(s) for the learner and, indeed, how MAP(s) can turn other potential MAP(s) into co-learners. Here, for example, the adult MAP is a positioned as a co-learner with the learner relative to the astronomy expert (MAP) whose support is mediated by technology. The tool highlighted in the centre-bottom of the image is a hand-held tool which interacts with a tangible tabletop to allow learner and/or human MAP to interact with the display. Available resources are hardware, software, human as well as spatial, temporal, infrastructural and environmental (e.g. ambiance - light, sound, etc.)


The aim, here (and throughout this Phase, more generally) is to mark a progression from ZAA (zone of available assistance) to ZPA (zone of proximal adjustment), i.e. the focus on identification of available resources in the learner's context and the relations between them are further examined and analysed in order to ascertain how the learner might best interact with these elements in order to meet her learning needs effectively and to ascertain what scaffolds and adjustments might be needed in order to optimise these interactions.


For more on scaffolding, see pp 26-29, pp 40-48 and pp 126-134 of Re-designing Learning Contexts.

For more on learner-MAP collaboration and learner resources, see pp 29-34 of Re-designing Learning Contexts.

For more on MAPs and the ZPA (zone of proximal adjustment), see pp 53-74 , pp 95-96 and pp 123-4 of Re-designing Learning Contexts.




  • this step aims to 'marry together' learner, resource and MAP(s)
  • in bringing these things together, the aim is to identify opportunities for optimisation of the learner experience/interaction with her context
  • optimisation aims to enhance/support the learner's designated learning need previously identified in step 1.2 and amplified in subsequent steps of Phase 1 and 2
  • optimisation is likely to involve some form of scaffolding or adjustment
  • a key focus of this activity is elaborating interactions (actual and/or potential) between learner and MAP(s)
  • this step is a precursor to a more detailed focus on available MAPs in step 3.2 


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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