Clusters.
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...Introduction to each factor
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On Palette
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Cluster
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Open / Structure: The creative tension between openness and structure.
What is the balance between Openness and Structure?
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Highly structured process and content < ... > very open with light touch support
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Factors ...
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Risk How safe, or how hazardous is the learning?
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Risk
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Fail-safe < ... > Safe-to-fail < ... > High-risk
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Liminal space Is there: no space/a lot of space/too much space for exploring and creating new roles and capabilities?
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Lim
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Conservative, fixed roles < ... > Personal Growth < … > Transformation and creating new roles
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Ambiguity How tightly defined, or open is the meaning and application of the learning?
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Amb
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Closely defined meaning < ... > Negotiated meaning < ... >Open to several, simultaneous meanings
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Unpredictable Outcomes How fixed or unpredictable are the learning outcomes?
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UO
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Fixed, micro-managed outcomes < ... > Derivative (new) outcomes < … > Surprising, serendipitous, unpredictable outcomes
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Disruption How challenging or comfortable is the learning?
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Disr
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Comfort, familiarity < ... > Unsettling < … > Challenging, provocative
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Self-correction Is the course / event self-correcting (e.g. wikipedia), or does it require ongoing, centralised control?
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S/C
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Hierarchical control < ... > Learner input < … > Self-correcting systems
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Multi-path Is there only one learning pathway, or are many pathways possible?
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Mp
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Single one pathway < ... > Limited variance < … > Multiple, open, options
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Cluster
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Interactive environment: The way openness / structure is realised in practice How is the learning design implemented?
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Predetermined < ... > Open and emergent
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Factors ...
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Diversity Is the course designed around a few, key texts and people, or a wide and open range?
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Div
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Standardised resources and experts < ... > Alternatives < … > Open-ended range of resources and people
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Experiential How abstract and theoretical, or contextualised and practical is the learning?
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Exp
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Objective, abstract < ... > Scenarios < … > Embodied, immersed, practice-based learning
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Adaptive Is the course fixed, or responsive to new ideas, outcomes and process?
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Adap
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Fixed < ... > Amendments considered < ... > Responsive to innovative, creative change
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Co-evolution Is the course independent of learner initiative, or does it grow and adapt with the learners?
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Co-Ev
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Fixed, hierarchical relationships < ... > Mutual adaptation and growth
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Interaction / Networking Is the learning space confined to a particular instituion/s, or does it connect easily to other learning spaces?
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FIN
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Bounded ('walled garden') learning space < ... > Informal networking < … > Open, diverse networked learning incorporated in process and outcomes
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Trust Is mutual tolerance and support criticial to learning, or is learning entirely individual?
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Trust
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Competitive self-interest < ... > Mutual respect, support and growth
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Theory of Mind Is it critical for learners to anticipate what other people (or interfaces) are 'thinking', or not?
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ToM
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Interacting with fixed texts < ... > Mutual conversations < … > Anticipating with what other 'minds' are thinking (e.g. making the next Chess move)
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Cluster
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Agency Developing your capability, on your own terms. Do learners develop their own capacity for action, or just compliance with given roles?
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Compliance < ...> independent initiative and personal development
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Factors ...
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Cross- and multi-modal Does the learning occur within a single mode (e.g. text, audio, visualisation), or across many different modes?
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XM
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Mono-modal, abstract interaction < ... > Different modes used < … > Embodied, holistic interaction; progression across more and more modes/ levels of abstraction
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Open affordances Is the creation of new outcomes and goals encouraged, or only pre-determined compliance?
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OAff
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Predetermined inter/action < ... > Room for exploration < … > Creative, innovative engagement
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Self-organisation Does the learning include the creation and organization of the learners' own processes, resources and networks?
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SO
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Hierarchical, fixed processes < ... > Limited choices for personalisation < … > Creative self-organization / self-motivation inherent in course design.
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Autonomy How much choice do learners have to create their own learning paths?
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A
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Working to given agendas and frameworks < ... > Creating your own agenda and goals.
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Negotiated outcomes Are the outcomes fixed or negotiable?
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NO
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Externally determined success factors < ... > Mutually determined success factors.
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Identity Is the development of new (or expanded) roles and capabilities part of the learning, or only fixed roles?
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ID
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Complying with fixed roles < ... > Creating and developing your own roles, affordances and capabilities
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Cluster
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Presence / Writing Exploring, articulating and networking yourself, your ideas,and your feelings What traces do you make and leave behind you?
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From chance, momentary traces to lasting images and impressions
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Factors ...
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Solitude & Contemplation Is the course schedule very busy and interactive, or does it incorporate space for quiet reflection?
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S&C
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Crowded inter/activity < ... > Personal space for exploring, reflecting on and developing ideas, aspirations and values.
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Casual Serendipitous Encounters Is all interaction formal and micro-managed, or is space also provided for casual encounters and conversations?
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CC
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Highly formalised interaction < ... > Chance, serendipitous encounters
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Networking, encounters, engagement Does the learning include collaboration / cooperation in networks, in & beyond the course?
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Net
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Formalised, fixed groups < ... > Initiating, creating, engaging with new contacts and groups.
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Hybrid modes of interaction Is the ability to work in, and abstract from, several modes (text, visual, face-2-face) integral to the course?
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Hyb
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Mono-media, mono-modal, abstract interaction < ... > Diversity, choice, and creativity in the use of media is encouraged.
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In/formal writing & inscription Is a range of forms of interaction, to develop ideas and perspectives, integral to the learning?
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In/F
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Engagement confined to formal, ritualised interaction and writing < ... > A range of writing, interacting and assessment artefacts and practices
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