The focus of activity on this occasion was on the methodology of the Ecology of Resources itself. The aim was to map out the researcher participant's language learning resources using the Ecology of Resources and in this way to explore the best way to collect data and to explore how intrusive this might or might not be. Hence the use of the autoethnographic approach.

Future iterations of the design process will consider how technology can be used to best effect to maximise the use of the available learning resources identified through this case study. The focus upon effective data collection and its implications will also continue.

This study explored how to identify the available resources of an adult learner (the researcher) as she learns French through both informal and formal learning approaches. The Ecology of Resources framework was used primarily as a guide to identify learning resources and to record how these resources could be identified and how their use could be collected.
 
The learner had access to a range of technologies that she used for a variety of activities including: to communicate; to record in multiple media formats; to search and explore; and for entertainment and leisure. Whilst the underlying desire of the Ecology of Resources design framework is to develop contextualised technology rich learning activities and the researcher was keen to make explicit the potentials of technology to support learning more, the main focus of attention for these early iterations was on the methodology for resource identification and context mapping.

To explore and model an adult learner and her context for learning the French language whilst in France and then on her return to the UK. A particular focus was placed on the practical implications of using the Ecology of Resources methodology.