EOR MODEL AND DESIGN FRAMEWORK

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1.3 Categorise Resource Elements

At this stage of Phase 1 of the EoR Model and Design Framework you should already have a refined set of available forms of assistance (derived from the initial Learner's ZAA identified in step 1) and can now begin to organise these available forms of assistance into kinds of resource according to the category elements of the EoR Model: Knowledge, Environment and Resources (e.g. people and tools). The aim of this phase is to generate a model of the learner's context, i.e. to generate a preliminary visualisation of the ecology of resources around a particular learner and her learning need. Categorising the elements allows you to begin to think about the potential role of, and relations between, available resources as well as to consider how they may be used to meet the learner's specified (in step 1.2) learning need. 

For more on this step, see p120-121 and p136-7 of Re-Designing Learning Contexts.

Summary

• the aim of this step is to begin to organise/categorise available forms of assistance, i.e. to identify the learner's context
• this context is framed by notions of knowledge, environment, people, tools - and their roles and relations relative to the learner
• the model is learner-centric
• this activity involves the generation of a pictorial model of the learner's context
• this model may become progressively more defined/refined as you progress through the Design Framework
• the learner may be a specific learner or a generic one

Ways of thinking about the EoR Model:

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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 (Description of your study Josh?)