Learning, Context and the Role of Technology
Rosemary Luckin discusses the potential for ever smaller, more mobile, more pervasive and more environmentally embedded technology to support rich learning experiences that integrate learners interactions across multiple locations, times and subjects.
She proposes that in order to fulfill this potential we need a model to support technology and learning design that better takes a learner's context into account. Here she introduces the Learner Centric Ecology of Resources model of context and its associated design framework to support the development of technology enhanced educational experiences that match the available resources to each learner's needs.
The presentation of this model and framework is supported by empirical evidence that demonstrate the model's grounding and the ways in which it can be used in the design and evaluation of technology enhanced learning activities.
Introduction and Theoretical Grounding; Building a Model of a Learner’s Context; The Original Ecolab I Software; The Ecolab as a More Able Partner; The Ecolab’s Knowledge About Food Chains and Webs; The Ecolab’s Knowledge About the Learner; Learning With and From the Ecolab I Software; The ZAA and ZPA in the Ecolab I; The Extended Ecolab II Software; Metacognitive Learner Modelling and Scaffolding; Learning with Ecolab II; Looking Outside the Software; The Homework Project; The HOMEWORK System at School; How the HOMEOWRK System was Used; The HOMEWORK System Supporting Families to Support Their Child’s Learning; The Impact of the HOMEWORK System on Learning; Family Case Studies; The More Able Partner Role and Personalisation; The Ecology of Resources Model of Context; The Ecology of Resource Context Elements; The Ecology of Resources Filter Elements; Relationships in the Ecology of Resources; The Homework Project as an Ecology of Resources; The Learner’s Culture and History; Conclusions and Future Implications; References.