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I would encourage people to think what happens next?
What happens beyond this episode and setting?
How does this experience extend and connect with characters lives further into the future (and how can we as designers support the making of these connections and their sustenance)?
Overly complicating ideas as only academics can do …
Fig. 1. The interactions and resources of the Zone of Available Assistance ZAA (Luckin, 2010 p92).
“The ZAA describes the variety of resources within a learner’s world that could provide different qualities and quantities of assistance and that may be available to a learner at a particular time”. (Luckin 2010 p 28)
What is the difference between “Ecology of Resources” and Lave and Wenger’s “Situated Learning”?
The Ecology of Resources (EoR) is a design framework that supports us in designing learning experiences that take into account the learner’s context (it provides a method for modelling the learner’s context in terms of people. tools, environment, knowledge and skills to be constructed, and the learner’s knowledge, motivation, etc). The EoR does not specify that we design for learning in authentic contexts (i.e. contexts where the knowledge would be applied – as situated learning discusses). We might be designing a classroom experience. But modelling the learner’s context through the EoR helps us design that classroom experience so that it is not an isolated, abstract one, but an experience that is connected to other resources (people, tools, etc) in the learner’s context. For example, the learner might come across relevant knowledge/skills/learning outside of the classroom, and with careful design we could create connections to those experiences.
Katerina Avramides (OLDS MOOC 2013 18 Jan 2013)
Uncovering the potentially helpful resources learners and designers can draw requires investigation of context.
Cloudworks forces an asynchronous conversation while other platforms permit something that can be close to synchronous. My experience of three years as a post graduate on the OU MAODE … and before that a decade in e-learning, that messaging, and Twitter and any platform where you can express thoughts in your own time, but have a response soon after is far better than emptying the contents of your head onto the bird table and waiting for others to come and pick at it … or not. I found in Cloudworks, using it a year ago, that I might place all kinds of ‘gems’ about the place and get no response. Looking at the views and comments on e-learning gurus such as Grainne Conole I concluded that far from being clouds (wishful thinking) we were in a desert bereft of precipitation.
Give me a jungle, as a metaphor for a learning ecosystem any day.
Luckin, R. (2010) Re-designing Learning Contexts Technology-rich, learner-centred ecologies. Routledge.
The idea of thinking of e-learning as a chicken tikka is sound, though I’d perhaps prefer pizza or a Chinese takeaway.
Whether it’s e – learning or m- learning, it must be ME learning.
Rosemary Luckin, Diane Brewster, Pearce, du Boulay, Siddons – Corbay.
From Mobile Learning:a hand book for educators and trainers. John Traxler and Agnes Kukulksha-Hulme (2005)
I read this on vacation in a couple of days in between learning to surf on the north Cornwall beach of Mawgan Porth. I have barely managed a day without dwelling on either e-learning or social media, dreaming of them even when a signal is difficult to come by (on the knoll above the farmhouse where we are staying).
Written in 2005 and so based on research of the previous five years I have to wonder at my haste to download it (e-book). It takes me back to my own first forays into online learning in 2001 when amongst others FT Knowledge was my account.
The problem with the content is that is is woefully out of date. All the research being done at the time was on the useless PDAs of the time; I stuck with a PSION that served me well as a pocket word-processor.
‘Whichever mode of delivery I choose, the meal I eat will still be Chicken Tikka’. Luckin et al (2005:122)
The only idea of lasting significance that I have taken from the entire book is this one, that and fig.1 which I’m a mind map indicates the many devices that provide mobility, ALL of which now reside in an iPad or iPhone with all problems long ago resolved by commercial organisations rather than any institution who without fail take far too long to commit to anything and invariably design by committee trying to please everyone so put everything in, and rarely consider the commercial feasibility of their actions.
On reflection, ‘take-away’ says it all for e-learning as convenience is everything.
Luckin,R., Brewster,D., du Boulay, P., Corbay, S. (2005) in Mobile Learning. A handbook for educators and trainers. Edited by Agnes Kukulska-Hulme and John Traxler.