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.
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.
