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2 EOR: How to analyse relationships in EoR context models

Cloud created by:

Joshua Underwood
23 November 2012

For this activity you need:

  • your initial EoR phase 1 model of learner context (example)
  • your initial scenario (example)
  1. Look at the contents of each element of your EoR model and consider the relationships between these. Are some components, or types, of others? How does this affect their organisation? How might this organisation affect your design? Also, what are the social relationships in the EoR model? How are these likely to affect interactions? How might these be influenced through design? (see example analysis below)
  2. Look at the arrows connecting elements in your EoR model, these are influences. Consider what these influences may be and in what ways they are beneficial or not. Begin to think about how design might change these influences. Highlight the arrows and elements of the model you are most interested in changing (see example embedded below).
  3. Now look at your narrative. What are the relationships between EoR model elements in the narrative? How do these change over time? How would you want these to change? What do key events and actions depend on? What episodes are there in your narrative? How are learners (and other participants) supported (or not) in moving between episodes? (see example embedded below).
  4. Now collate your analysis from the previous three steps and summarise these as design challenges for consideration in phase 3 of the EoR. 
Go back to the EoR Phase 2 Cloudscape and display your summary in a cloud in that cloudscape.

Go to OLDSMOOC-Week2-Web | OLDSMOOC-Week2-on-Cloudworks

You can leave feedback on any activity in the discussion around the corresponding cloud and/or using the feedback form.

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This work is licensed under a Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License.

Extra content

1) Analysis of relationships within EoR model elements (model embedded below).

Knowledge & Skill relationships: There may be several component skills in self-regulation. There may be dependencies between these and sequencing relationships, e.g. set goals necessarily comes before evaluating whether goals have been met.

Tools relationships: tools that can help with components of regulation might be grouped in categories according to which components they can help with.

People relationships: social relationships likely to affect how easy it is for people to help each other manage the learning tasks. Different social relationships within project groups and between project groups and between participants and tutors.

Environment: maybe different interaction spaces corresponding to different social groups. Possibly types of environment that are better suited for different types of task/activity (e.g. listening/watching, reading, brainstorming, writing) and sized chunks of content.

Relationship between filters and other elements: Sharing of useful tools and strategies for managing learning impacted by the extent knowledge about these is integrated into the course structure and content as communicated through web pages and/or the extent this knowledge can be generated and shared by users within this structure. Course structure and content types similarly likely to constrain when and where participants can engage and with who and how they can collaborate unless the structure is end-user adaptable.

Joshua Underwood
22:31 on 29 November 2012 (Edited 09:05 on 30 November 2012)

Embedded Content

2) Between element relationships I want to focus on highlighted in red

2) Between element relationships I want to focus on highlighted in red

added by Joshua Underwood

3) Relationships highlighted & commented in scenario

3) Relationships highlighted & commented in scenario

added by Joshua Underwood


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