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).

Learning & Context

The EoR framework focuses learning designers' attention on the various resources that designers, teachers, collaborators and learners can use to help learners make meaningful connections and access to these resources. The framework is derived from analysis of learning design experiences over many projects and grounded in an interpretation of Vygotsky's Zone of Proximal Development and the pedagogic strategy of scaffolding (Luckin 2010). Designers look to re-design learner context so as to optimise opportunities for interactions with social and other resources capable of assisting learners perform towards their objectives (design a Zone of Proximal Adjustment ZPA).

Process

The EoR framework consists of three iterative phases: