SCARLET - Scaffolding Rich Learning Experiences through Technology Print
Friday, 03 December 2010

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Project Director
Rose Luckin

Project Team
Wilma Clark
Joshua Underwood

Project Details
01 October 2007 - 30 September 2012
Funder: EPSRC

Keywords
ecology of resources, centred design, participatory design, learning contexts, Self-managed learning

Project website

Introduction

The SCARLET project is exploring Context with respect to the use of technology to support learning. It is based upon the premise that Context is under-examined, under-theorized and under-developed and that we need to re-connect technology, learning and context in the way in which we design and use technology to support learning.

The definition of Context that we adopt is one in which Context matters to learning; it is complex and local to a learner. A learner is not exposed to multiple contexts, but rather has a single context that is their lived experience of the world that reflects their interactions with multiple resources: people, artefacts and environments. These partial descriptions of the world that are offered to a learner through these resources act as the hooks for interactions in which action and meaning are built through internalization. This definition frames the Ecology of Resources (EoR) model and associated Design Framework.

 

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EoR Model of Learners Context

References

Luckin, R. (2010), Re-designing Learning Contexts: Technology-rich, learner-centred ecologies. London: Routledge.

The EoR Design Framework is participatory, iterative and flexible.

Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning.

⋄† Step 1 - Brainstorming Potential Resources to identify learners' ZAA

⋄† Step 2 - Specifying the Focus of Attention

⋄† Step 3 - Categorizing Resource Elements

⋄† Step 4 - Identify potential Resource Filters

⋄† Step 5 - Identify the Learner's Resources

⋄ Step 6 - Identify potential More Able Partners.

Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner's needs and how they might be optimized with respect to that learner.

Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner

Parlons franÁais

One example of the EoR framework in use is recorded in the language Learning Blog. It was used to explore the manner in which multiple resources can be integrated to support language learning.

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