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2 EOR: How to analyse relationships in EoR context models
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23 November 2012
For this activity you need:
- 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)
- 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).
- 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).
- Now collate your analysis from the previous three steps and summarise these as design challenges for consideration in phase 3 of the EoR.
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This work is licensed under a Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License.
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.
22:31 on 29 November 2012 (Edited 09:05 on 30 November 2012)