icce2011 final

“The Ecology of Resources, a Pedagogy of Plenty for Contextualized Learning”

Rosemary Luckin

r.luckin@ioe.ac.uk

Agenda

• Part 1– Background: the foundation for the research.– The Ecology of Resources: the model and framework that drives

the research

• Part 2– Taking on the Teenagers using the EoR– Re-using technology designed using the EoR

• Part 3– What else can the EoR be used for?– Conclusions

Part 1

Theoretical Background

Context matters to learning; it is complex and local to a learner.

A learner is not exposed to multiple contexts, but rather has a single

context that is their lived experience of the world that reflects their

interactions with multiple resources: people, artefacts and environments.

The partial descriptions of the world that are offered to a learner through

these resources act as the hooks for interactions in which action and

meaning are built through internalization.

This is very complex, but can we come up with a way of thinking about context that is simple, without being too simple?

« Everything should be made as simple as possible, but not simpler. »

Albert Einstein

B = Zone of Proximal Adjustment

more able partner

A = Zone of Available Assistance

learner

The Zone of Proximal Adjustment and Scaffolding

learner

Key = context category

element = filter element

learner

Resources

Tools and People

Knowledge and Skills

Environment

learner

Filter

The EoR Design framework

Participatory

3 Phases

Design Framework• A Design framework and a set of associated tools and

methods

• Phase 1: Create an Ecology of Resources Model to identify and organize the potential forms of assistance that can act as resources for learning.

– Step 1 – Brainstorming Potential Resources

to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention– Step 3 – Categorizing Resource Elements– Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources – Step 6 – Identify potential More Able Partners.

Tools and People

Knowledge and Skills

Environment

learner

Filter

methods

• Phase 2: Identify the relationships within and between the resources produced in Phase 1. Identify the extent to which these relationships meet a learner’s needs and how they might be optimized with respect to that learner.

Tools and People

learner

Filter

Filter Knowledge and Skills

Environment

methods

• Phase 3: Develop the Scaffolds and Adjustments to support the learning relationships identified in Phase 2 and enable the negotiation of a ZPA for a learner.

methods

Tools and People

Key = context category element

= filter element

learner

Filter

Environment

B = Zone of Proximal Adjustment

more able partner

learner

The Zone of Proximal Adjustment and Scaffolding

End of Part 1

http://eorframework.pbworks.com/

Part 2 Using the EoR

TAKING ON THE TEENAGERS (“TAKTEEN”)AN EXAMPLE OF PHASE 1 OF THE EOR

ACS-Cobham International School

Katerina Avramides and Brock Craft

Project aim & driving questions

• Design technology enhanced experiences to support learning about energy sustainability

• Initial research questions:– How can we use digital technology to change the

domestic energy-use behaviour of teenagers?

What do we already know?

General• Climate change and resource scarcity have brought energy

sustainability to the forefront of environmental concerns. BUT energy consumption is rising and few people take measures to save energy (Whitmarsh, 2009),

• Particularly little evidence of behaviour change over the long-term even (Abrahamse, Steg, Vlek & Rothengatter, 2005), or that has a high impact on energy demand (Gatersleben, Steg & Vlek, 2002).

• People are more willing to adopt changes in their behaviour that do not require much effort, such as recycling, but which have small impacts, and much less willing to adopt behaviours that have high impacts but are inconvenient, such as choosing alternatives to car travel (Lorenzoni et al., 2007; Crompton & Thøgersen, 2009; Lindenberg & Steg, 2007).

What do we already know?

• Little is known about teenagers’ conceptions of the issues around energy use. BUT there is evidence implicating teenagers in increased energy household bills (Thøgersen & Grønhøj, 2010; BBC, 2006) with few consciously acting to save energy.

• Complex: behaviour influenced by many factors, including knowledge and attitudes as well as contextual factors, such as habit and availability of alternatives (Stern, 2000; Whitmarsh, 2009; Gatersleben et al., 2002).

• Teenagers are not the principal decision-makers within the household but they are well placed to have an impact.

• Change that is based on knowledge and concern is likely to be more robust than changes in circumstances alone (Lindernber & Steg, 2007).

• In order for teenagers to become effective agents for change, they must be informed and for the learning experience to be effective, information must be made relevant to individuals’ behaviour and choices.

Refined Research Questions

– How do teenagers conceptualise their energy use?

– How aware are teenagers of the energy they use?

– What are teenagers’ attitudes towards energy saving?

– What are the sources of teenagers’ information about energy?

– What are the influences on teenagers’ understanding of energy and on their energy related behaviour?

Study 1

• Exploratory study in March/April 2011– 14 students (14-17 year olds)

• Data– Photo-diary study– Narratives from diary study– Discussion around energy use based on narratives– Formal presentation about energy use and saving &

small group discussion

methods

to identify learners’ ZAA

Applying the EoR – phase 1, step 1

• Identify resources in learners’ contexts.• 2 researchers analyse the data separately to identify

resources:– From the photos

• For example, laptop, phone, texting, eating breakfast, heating dinner, etc

– From the audio recordings of the discussions• For example, parents tell them to switch lights off, understanding

of environmental impact of energy use

– From the formal presentation• For example, conceptions of where energy is needed, laptop,

heater, etc

methods

to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention– Step 3 – Categorizing Resource Elements

Applying the EoR – phase 1, step 3

• Applying the EoR categories to the grouped data• 2 researchers combine their findings and group

the data and divide it into the EoR resources categories:– Knowledge/Skills

• For example, knowledge of energy used in food production, higher order thinking skills, knowledge of alternative products

– People/Tools• For example, parents, teachers, internet, food (muffins,

cereal etc.), drink (water, coke etc.)

– Environment• For example, school, home, bedroom, car

Tools and People parents, teachers, internet, mobile phone, TV, food (muffins, cereal etc.), drink (water, coke etc.)

learner

Knowledge and Skills knowledge of energy used in food production, higher order thinking skills, knowledge of products & alternative

Environment, school (classroom, computer lab, social space), home (bedroom, family room, kitchen), car

Resources

Knowledge/SkillsHOTSKnowledge of magnitude of energy problemNutrition: energy / healthKnowledge of energy used in food productionKnowledge of other environmental issues in food productionSkills to evaluate and apply above knowledgeKnowledge of (and skills in finding) alternative food productsPeople/ToolsParents, Friends, teachers, food, drink, shampoo, toothpasteTechnology (phone, TV, laptop, facebook, iPod), InternetEnvironmentSchoolHome (bedroom, garden, study area)ShopsTravelling (car)

Tools and People parents, teachers, internet, laptop, toothpaste, shampoo, food (muffins, cereal etc.), drink (water, coke etc.)

Key = context

category element = filter element

Knowledge and Skills knowledge of energy used in food production, higher order thinking skills, knowledge of alternative products

methods

to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention– Step 3 – Categorizing Resource Elements– Step 4 – Identify potential Resource Filters

Applying the EoR – phase 1, steps 4 & 5

• The filters– For example, social norms, past diet, who does the

shopping, marketing/commercials

Marketing/commercialsEnvironmental and health campaigns

Parent’s knowledge of energy consumption

Timetable, Time/weekdays/wee

learner

Resources Filters

Parent’s knowledge of energy consumptionMarketing/commercialsEnvironmental and health campaignsFamily diet (food availability at home)Food availability at schoolFood availability in shops (shops available)Who does the shoppingPast dietSocial normsFashionLeisureSocial occasionsTime/weekdays/weekendComfortHolidayTimetableConvenience of food (portability)

methods

to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention– Step 3 – Categorizing Resource Elements– Step 4 – Identify potential Resource Filters – Step 5 – Identify the Learner’s Resources

Applying the EoR – phase 1, steps 4 & 5

• The learner’s resources– For example, belief in responsibility on energy issues,

diet preferences, taste, comfort, conceptions around saving energy tied with ideas of not wasting

learner

Self-awareness of diet choices Comfort preferences/values Taste

Resources Filters Learner

Parent’s knowledge of energy consumptionMarketing/commercialsEnvironmental and health campaignsFamily diet (food availability at home)Food availability at schoolFood availability in shops (shops available)Who does the shoppingPast dietSocial normsFashionLeisureSocial occasionsTime/weekdays/weekendComfortHolidayTimetableConvenience of food (portability)

Knowledge of energy used in food production & transportationBelief in who has responsibility (personal/consumer, adult, government)Environmental concern/attitudes/motivationConsistency in factors influencing choiceKnowledge of alternativesPerception of availability of alternativesFood preferencesDiet choiceSelf-awareness of diet choicesComfort preferences/valuesTasteKnowledge of dietary requirementsBrand preference/loyalty

methods

to identify learners’ ZAA – Step 2 – Specifying the Focus of Attention

Confirmation of analysis and EoR phase 1, step 2

• The first study had indicated that there were three groups of energy artefacts that are most relevant to our participants:

• electronic devices, food, personal care products. • Follow on study in October 2011

– Focus group with 5 of March study participants– Focus group with 30 new participants (also 14-17

year olds)• Two aims to focus groups

– Confirmation of analysis – Dig deeper into conceptions and motivations

through questionnaires and group discussion25

Tools and People

learner

Filter

Environment

Emerging Findings - Learner Resources: conceptions

• Key is learning about energy intensity of lifestyle– Data show low understanding of energy problems & low

awareness of the relative energy intensity of different behaviours

• Support learning about indirect energy use (focus of teens is on electricity)

• Support awareness of personal contribution to energy use in family and community (teen focus on individual use)

• Misconceptions about their understanding – they believe they have a good understanding even though their awareness is low

• Data suggest low awareness of where to find information about energy saving

Emerging Findings - Learner resources: concern and motivation

• Energy consumption believed to be a problem that will affect them, but level of concern is not proportionate

• Motivation to save energy is primarily price• Some motivation to not waste energy, but not to

change lifestyle

• Indication that having an understanding about energy problems is important to teens

Emerging Findings - Supporting learning – the basis for moving on to phase 2 and design?

• Energy use teens learn about must be personally relevant

• Energy use to include both direct and indirect energy

• Learning outcome must include skills in identifying behaviour as energy intensive and finding out about impact and alternatives. Also skills in identifying personal barriers and findings solutions– For long-term impact– Increase ability and confidence in being able to find

alternatives

• Include a collaborative element

Re-using technology

JOSHUA UNDERWOOD - MILEXICON

ACS-Cobham International School

Collecting vocabulary

Re-use the MiLexicon Mobile app

• Step 1: Capture behaviour (photo, video, text)• Step 2: Self-assess understanding of energy

intensity• Step 3: Explore energy intensity of behaviour

through (pre-stored) resources• Step 4: Share findings – discuss with others• Step 5: Find less energy intensive alternatives

(collaboratively)

Collecting vocabulary

Diet CokeProduced in US, ingredients = sugar, caffeine, water

Item record

Rate understanding

How well do you understand the energy implications of Diet Coke (rate yourself from 1 to 5)

How energy efficient is your use of Diet Coke (rate yourself from 1 to 5)

Wikipaedia

National Geographahic

BBC Bitesize

Channel4 Learning Grid

Google

Global Action Plan

The data we collect will help us to complete phase 2 and possibly move on to phase 3

Part 3

learner

Currently students only use a tiny part of their energy EoR

parents, teachers, phone, TV,

learner

knowledge of products & alternative

school (classroom, computer lab,

The filters are limited, but quite strong

Teachers/ Parent’s knowledge of

energy consumption

Timetable, Time/weekdays/we

learner

We need to help learners and their teachers to use more of the available resources and to make better connections

learner

Self-awareness of

Self-awareness of diet choicesComfort preferences/valuesTaste

We also need to help the learner strengthen the resources they bring to their learning

Taking on the teenagers

• Working with teenagers and their teacher to:

• Understand their context for learning;

• Develop a way to use technology/ a technology;

• Make them more aware of the resources available to them;

• Support greater learner and teacher voice

• The teacher has taken on the work and is building it into her curriculum – she asks to come to data analysis sessions and to know about the EoR.

Other uses of the EoR

Capture

How can mobile phones & software help me betterconnect my experiences, my PLE & my mental lexicon

across settings & episodes?

Sustained Inquiry over settings and episodes using resources for investigating, sharing & making meaning

Stimuliinteractions with

language in the world

Thesaurus

ExamplesTeachers

Native SpeakersEtc…

FriendsGoogle

BlogsDictionaries

Pronunciation tools

Announcements

Language classes

Reading, etc…

TVConversations

SongsRadio

Learners and teachers planning a school trip

Concluding remarks

• Context is Complex and it is important to learning so we must try and understand it

• We need:– Ways to talk about context that can inform the design

and use of technology for learning– A ‘Pedagogy of Plenty’ to identify and make use of

the wide range of resources that are potentially available to support learning

– A design framework that helps us to ‘tap into’ the learners’ circumstances and to help them and their teachers take advantage of the resources available ot them

What can the Ecology of Resources approach offer?

• The Ecology of Resources approach does take time

• There are benefits - It offers a way to:

• Talk about learners holistically – to sensitize us and them to the range of interactions that constitute their contexts

• Frame the participatory design process

• Explore data to understand more about learners’ contexts

• Empower learners by making them more aware of the resources that are available to them.

• Identify the assistance that could be available and the way that learners’ interactions with it might be filtered and supported

• Identify situations where scaffolding might be used

The future and LGC

• Methods and Tools to support the process (W.I.P.)

• Building up a library of case studies• Engaging more people is using the EoR• Learner Generated Contexts

http://eorframework.pbworks.com/

icce2011 final

thelearners resources

potential resourcefilters

learners zaa step

thefocus of attention

ecology of resources

methods phase

learning relationships

context category element

Technology

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