Beyond Open; #fslt12 MOOC Reflections Overview; This is my fifth in a sequence of six reflective blog posts on how I developed my teaching and learning practice and reflects on my practice in the noughties. I spent time running workshops in … Continue reading →
Brief description:
The EoR Design Framework can be used to help understand learner context and support the design of learner centred interventions and/or
technologies that fit contextual constraints and exploit available resources.
Context
The design framework employs a model of context as individual to the learner and created by a learner’s historically situated interactions with ecologies of resources; “context is dynamic and associated with connections between people, things, locations and events in a narrative that is driven by people’s intentionality and motivations. Technology can help to make these connections in an operational sense. People can help to make these connections have meaning for a learner” (Luckin 2010, p18).
Sharples, M. (2012) Learning with Technology In, About, Through and Despite Context, Talk at Computers and Learning Research Group (CALRG) Conference -19th & 20th June 2012. Powerpoint slides
Heutagogy, Emergent, Ambient (1) This is the first of three posts looking at developing the heutagogic qualities of the Open Context Model of Learning into the Emergent Learning Model and from that examining the possibilities of building an Ambient Learning City in Manchester. I start by looking at what Heutagogy might tell us about teaching…
A. Kukulska-Hulme. Left to My Own Devices: Learner Autonomy and Mobile Assisted Language Learning. Innovation and Leadership in English Language Teaching, 6, Emerald Group Publishing Limited, Bingley, UK, (2012)
S. Benford, G. Giannachi, B. Koleva, and T. Rodden. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, page 709--718. New York, NY, USA, ACM, (2009)