JISC

What kinds of models can help us support students?

Rose Luckin stated "In my talk I am suggesting that we need to develop ways in which a fuller range of the interactions that a learner engages in when learning need to be the focus of attention. We need to develop a clearer understanding of the relationships that exist between a learner and the different elements that make up the context of her learning. We need to find ways to talk about this and to find representations that can assist that dialogue. The model that I present (Ecology of Resources or EoR) is intending to offer such a representation, is grounded in a theoretical position and attempts to offer a way of conceptualizing that theory that can act as a tool to support both the empirical exercise of increasing our understanding of learners’ contexts, and as a tool to guide the development of technology rich learning experiences." This was followed up by a delegate with the observation one of the "frameworks that we are using to evaluate and support better understanding of learning in immersive worlds is our four dimensional framework." Rose responded with the comment this "highlights a question that I think we need to consider about the relationship between immersive worlds and the learners' world outside immersion. What can we learn from immersive worlds and also how can we build appropriate links between and across 'worlds'?"

Slide 45 of Rose's keynote gives a working definition of learner generated context. In relation to this another delegate noted that: "On a practical level this gives us some serious issues around ownership and control, of the resulting content ... As Rose says this is very much about (re)considering the relationships with learners, and their outputs." Rose conceded that this was a "Good point - I think we do need to re-think the control issue for sure - and that will be challenging". The thread ended with an interesting debate on understanding of 'resources' as physical and/or conceptual artefacts.

To what extent are you supporting learners and teachers to make more effective use of more of their technologies in your institution?

One delegate pointed other participants to a thread from S5, 'Listening to Learners' where a former student gave a clear and concise list of what she valued which included, "all information to be available online in some way... how to access online journals etc... Interactive learning objects are brilliant but they must be tailored to the course" which suggests that they might not always be used appropriately. This intervention started a small debate on learning objects. It was felt that a key to further development is listening to the learners and finding out their needs. One delegate stated that "The key for me is to ensure that we as an institution are flexible and accommodating to the changes in our learners and the technologies our learners have."

To what extent could a learner centred approach such as the Ecology of Resources have a role in your institution?

This question caused a complex debate. A question was raised by the facilitator in response: "Is EoR approach scalable? Is it feasible to think we map out all the elements of your model for all subjects at all levels?" Rose responded "to use it you need to decide on your focus of attention and then map from that. Of course we can't take everything into account, but by thinking more broadly and holistically we can ask appropriate questions and pay attention to the relationships across locations, resources etc."

The notion of filters in the EoR model (i.e. curriculum/organisation/administration) was then discussed. Rose again: "Filters are key - we need to understand what they are in any situation and how to avoid them turning into barriers to learning." A delegate pointed out that "my immediate response was that the filters are not a 'filtering out' but rather, or simultaneously, also a 'filtering in'. So, in a sense, filters could be about the point of separation/meeting between contexts...". A debate on Wenger’s Communities of Practice followed with another delegate noting that "I think the EoR model allows you to look at all of the relationships underpinning learning and can enable you to think about where one of the contextual filters might be creating pre-conditions, or limitations, that restrict what is you might be planning to achieve."

A thread on EoR versus Conversational Framework was prefaced by the question: "What does EoR give us that Diana Laurillard's Conversational Framework doesn't?" This question caused a complex debate. Rose commented that "I see the EOR and conversational framework as complementary - the EOR explores the learner's wider interactions across locations, people, disciplines, times that make up her context and the dialogues they experience are part of that.". A participant added "To point out one difference, I can see how CF provides a lot of guidance on what interactions/conversations we want to support/motivate with a learning design but I find it harder to see how it supports me in thinking about how to implement this in practice, e.g. map out and consider the opportunities and resources available in and across contexts, the filters and constraints, etc... I find the EoR approach supports me more in these design considerations ....". Another noted that "what the EoR model challenges us to do is to widen the construction and recognise that they might include more than a 'naive construction' might suggest."

This encouraged delegates to look at other ‘models'. One person commented: "Drew Whitworth’s upcoming book Information Obesity adds the useful idea, from Habermas, that the EoR filters are 'cognitive schemas' and he argues that if we are to develop learning, these cognitive schemas (how we interpret the world) need to be opened out".

Technology provides us with the operational capability to integrate our learning experiences across different locations, times and disciplines. How can we help learners integrate their experiences at a conceptual level? A participant noted that "More and more I'm beginning to think that engaging learners conceptually is linked to ideas of continuity and trajectories of meaning or sense-making. It's not just about how do I find the answer to what I need right now but how can I connect that need to what I already know or what's already out there (how can I get help) which is a big part of Rose's EoR model (and the whole Vygotskian under-structure).".