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

3.3 MAP-MAP 


This step builds on the previous step 3.2 and focuses in particular on ways in which multiple MAPs may come together to support the learner. These multiple MAPs may take the form of people, tools, technologies or other resources. Where more than one MAP is identified, it is important to reflect on the relations between MAPs and the ways in which they co-mediate the learner's learning experience. Elements which need to be considered include the MAPs 'consciousness' of its role, e.g. the role of the MAP - of whatever type (human, physical or digital) may be explicit or implicit - alongside this, the extent to which the learner is or might become aware of available MAPs needs to be considered. As with resources more generally, the MAP as resource is also subject to limitations and constraints of context and these need to be considered also. MAP-MAP relations will/should typically offer a shared representation of the learner's context, learning need and available resources in meeting that need.


For more on relationships between MAPs, see pp 123, 126-132, 138-145 of Re-designing Learning Contexts.




  • this step aims to pull together all available resources which may fulfil the role of the MAP
  • a particular focus is on ways in which multiple MAPs may work together (e.g. people, technologies, tools and so on)
  • the relation between MAPs can be complex and the aim of this step is to develop an awareness of the implications/potentials of inter-MAP relationships 



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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